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摘要：With what we discussed above, the purpose of this thesis focuses on the mentalrepresentation of second language knowledge of EFL learners based on the processingof the CFSs and NCFSs.

station pattern of the information. For example,we use symbols or signs to represent something and record them on the paper, this isthe external representation of information. On the other hand, the internalrepresentation reflects the cognitive structure of people and how people reconstructand understand the external information. According to psychologists, the internalrepresentation is the mental representation, which is defined as the way that the brainstores the information, that is, how the information is recorded in the brain. That is,how information is stored in our memory.
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2.2 The Theoretical Models of the Representation of the Second Language Knowledge
With the summary of the previous studies on the representation of languageknowledge, the author finds that there are three different views on the representationof L2 knowledge, including rule-based model; exemplar-based or construction-basedmodel and dual-mode model. The three models adopt different perspectives on themental representation of language knowledge. This part will review the proposals ofthe three models. The rule-based model proposes that the mental representation of the languageknowledge is grammar rule. Learning a language, we need to learn its grammar anduse grammar rule to analyze the sentences or phrase to get the meaning of them.The representative of the rule-based model is the school of TG. In 1957,Chomsky published his first work Syntactic Structure, which indicated the birth of theTG Grammar. He proposes Universal Grammar, which is the core of his TG Grammar.And the proposal of UG is the greatest revolution of the linguistics in 20thcentury.Chomsky defines UG as “the system of principles, conditions and rules that areelements or properties of all human language” (Chomsky, 1976, p.29). Later,Chomsky concludes that these elements or properties consist of principles andparameters.
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Chapter Three Methodology........29
3.1 Research Questions.........29
3.2 Research Design......30
3.3 Methods.........30
Chapter Four Results and discussion.....35
4.1 A Comparison of the LLs’ RT in Processing of CFSs and NCFSs......35
4.2 A Comparison of the HLs’ RT in Processing of CFSs and NCFSs ......36
4.3 AR in Processing CFSs and NCFSs Between LLsand HLs.......37
4.3.1 AR in Processing CFSs Between LLs andHLs.........37
4.3.2 AR in Processing NCFSs Between LLs andH L s .........40
4.4 General Discussion........42
Chapter Five Conclusions........44
5.1 Major Findings .........44
5.2 Pedagogical Implications.....45
5.3 Limitations.......47
5.4 Suggestions for Further Studies....47

Chapter Four Results and Discussion

4.1 A Comparison of the LLs’ RT in Processing of CFSs and NCFSs
From this table, we find that the CFSs and NCFSs equally have 40. The meanresponse time of CFSs is 3877.8ms and that of NCFSs is 4592.7ms, which tells usthat the low-proficiency-level learners response more quickly to CFSs than to NCFSs.Moreover, the standard deviation of CFSs is 637.8470, which is lower than that ofNCFSs, 657.7252. Thus, the mean response time of the processing of CFSs is morestable. Table 4.2 clearly shows that p=0.000<0.05, therefore, there is a significantdifference between the processing of CFSs and NCFSs of low-proficiency-levellearners. That is, the lea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。