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s great authority and control over others, while a powerlessindividual, often with a lower social status, has little power and is invariably under thecontrol of a powerful person. For the sake of conciseness, in this thesis, the power wordindicating a powerful individual is written in the form of PW1, while the power wordimplying a powerless individual is in the form of PW2. For example, in the sentence,the poor beggar is begging for food and drinks from the prince passing by. A commonsense can be reached that a beggar is at the bottom level of the society, subject to theindifference, sneer and insult from others, so the word beggar is a PW2, while, the wordprince is a PW1, for the simple reason that the prince is one of the top celebrities in acountry, respected and looked up to by others.
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2.2 Canonical Models of Lexical Representation
According to Gui Shichun (2001), mental lexicon is a vast well-structured systemstored in one’s long-term memory, instead of a collection of disordered and scatteredinformation. As to how a L1 word’s semantic features are organized and represented inone’s mental lexicon, Collins and Quilian (1969) put forward the Hierarchical NetworkModel and one year later, Collins and Loftus established the Spreading ActivationModel. Both of these two models regard the storage of the semantic concepts andvocabularies in one’s mind as nodes and their interconnections which would produceeither facilitative or inhibitory effect. The two hypotheses, to some extent, reveal themechanism of lexical representation. L2 Lexical instruction, as an essential componentof the L2 teaching, aims at developing the leaners’ second language competence.However, traditional understanding of the L2 competence is based on the teachingexperience. Currently, psycho-cognitive linguists have established the L2 lexical representation models to help us understand more profoundly the formation anddevelopment of the L2 lexical mental representation. Thus it serves to provide acomprehensive, systematic and scientific way to study the L2 lexical competence,which would ultimately be conducive to the L2 lexical teaching. There are three L2lexical mental representation models: Kroll and Stewart’s (1994) Revised HierarchicalModel, De Bot et al.’s (1997) Lexical Processing Model and Jiang’s (2000) L2 LexicalRepresentation and Development Model. It must be pointed out that L2 lexicalrepresentation models are different from L1, so altogether five models for the lexicalrepresentation are introduced and summarized as follows.
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Chapter Three Methodology.....34
3.1 Research Questions.........34
3.2 Research Design........34
3.3 Methods.........35
3.4 Data Collection....36
Chapter Four Results and Discussions.......38
4.1 HLs’ Mental Representation of English Power Words.........38
4.2 LLs’ Mental Representation of English Power Words....43
4.3 The Comparison Between HLs’ and LLs’ Mental Representation.....47
4.4 General Discussion....50
Chapter Five Conclusions.........53
5.1 Major Findings.......53
5.2 Pedagogical Implications.........54
5.3 Limitations.......59
5.4 Suggestions for Further Studies....60

Chapter Four Results and Discussions

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