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(1)Mental lexicon

Treisman(1960)first proposes and describes that the mental lexicon is the repository of allthe knowledge about vocabulary learned by the speaker or listener.Aitchison(1994)defines amental lexicon as a mental dictionary that refers to the representation and meaning of wordsretained in the mind indefinitely.According to Richards and Long(1999),the mental lexicon is asystem that provides information related to words that one should know.

Words are connected in the mental lexicon in several ways;when a word in the mentallexicon is activated,its associated qualities such as pronunciation,spelling,and collocation willbe activated too.Gui(2000)broadens the concept of the mental lexicon about how words arestored in the brain and how they are employed.Additionally,the words in the mental lexiconcontain additional word information.They are not stored separately but stored with the supportof specific semantic relationships.Many domestic scholars(Wu&Chen,2000;Dong&Zhou,2003;Zhang,2004,2005;Tan,2006;Lian,2007,etc.)have started to analyze and study theproblems existing in students’vocabulary learning from the structure of the mental lexicon.

2.2 Relationship Between Spreading Activation Model and VocabularyTeaching

Harmer(2007)argues that if language structure is compared to the skeleton of language,then vocabulary is the flesh and blood of language.According to Abdullah(1993),words areorganized based on their semantic relationships with other words.Rather than being listedsystematically like in a dictionary,.Lyons(1995)considers that all words should be connected inthe network system.The words are kept in the learner’s mind.Johnson and Pearson(1984)believe that words are the labels of concepts and also suggests that words are remembered insemantic networks.Zhang(2005)points out that English vocabulary teaching should be carriedout in the association network of vocabulary.Vocabulary teaching should be carried out fromthree aspects:concept knowledge,phonetic knowledge,and syntactic knowledge.According toRichards(1976),knowing a word means understanding its frequency of appearance,itsappropriateness in various settings,its syntactic behavior,its underlying form and derivations,itsword connections,and its semantic characteristics.As a result,teachers ought to assist studentsin developing a semantic network of vocabulary and activating relevant words in order tobroaden their vocabulary.That is,teaching words is not teaching the corresponding Chinesemeaning,and teachers should take advantage of SAM in the process of vocabulary teaching.

SAM is a psychological subject that studies semantic networks.It involves the teacher andstudents working together to create a semantic network that shows the connections betweenvocabulary discovered in a reading text or a context.SAM helps the learner remember newwords by connecting them to words learned previously in a semantically relevant networks.SAM highlights the semantic relationships between words and how words should be regarded aspart of a whole network rather than separate items.Moreover,semantic similarity also plays arole in the cognitive process when we deal with words by ourselves.As SAM is new to learners,they are interested in participating in the process,especially the idea of the semantic map,whichis their creation,and encourage them to use it.

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