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hly used in China, especially for high schoolstudents. Further research is asked to investigate whether word class affects theEnglish mental lexicon organization in Chinese high school learners.

　　
　　1.3 Significance of the Study研究的意义
　　The investigation of English mental lexicon organization in the present studywill contribute theoretically and pedagogically to the English vocabulary acquisitionfield.The organization pattern of English mental lexicon has been debated formany years. Earlier researchers hold the view that English learners producemore phonologically-based associations in the tests (Meara, 1984; Laufer,1989). However, the phonological view of the Meara's camp is opposed bySingleton，whose view is that an English mental lexicon organization closelyresembles that of an LI (Singleton，1999). What's more, some argue similarorganization between LI and L2 by finding the increase of semantic responseand the decrease of phonological response with English learners' improvementwhich is so called phonological-semantic shift( P-S shift) (Soderman，1993;Namei,2002). Others hold the different view that associative differences in theorganization between native speakers and English ones are quantitative ratherthan qualitative (Zareva, 2007)The different views related to the issues of English mental lexiconorganization call for further empirical study.2) Exploring more thoroughly word class effects that may affect theorganization of English mental lexicon.The most notable words variables are word frequency，concreteness,cognate status and part of speech (Kroll&de Groot，2005). Apart from thesefour variables, word class remains unknown the overall effect on theorganization of English mental lexicon in China Senior school learners. Moreresearch is called for to examine how those variables influence thedevelopment of organization in the mental lexicon (Zerava, 2007). However,Chinese and English language have no the same alphabetical system，the wordclass adopts words from NESFC bookl to book5.may need to think whether and how they spend their time and use their effortsmore effectively in the teaching and learning English words.The finding of English mental lexicon organization may encourage bothEnglish teachers and learners to reflect the vocabulary teaching and learningstrategies. Furthermore, it will provide curriculum designers and Englishdictionary compilers with important information in their decision-making onvocabulary acquisition.

　　
　　1.4 Organization of the thesis论文结构
　　This thesis is organized in the following way: chapter one outlines the aimsto the study, the significant of the study and the need. Chapter Two provides theresearch background for the present study and the unsettled questions on theEnglish mental lexicon organization. Chapter Three describes the methodology ofthe present study. Chapter Four discusses the results and major findings gainedfrom the current study. Chapter five discusses the some implications andlimitations of the present study，and makes some suggestions for future research.

　　
　　Chapter Three Research Methodology.................................. 37-47
　　    3.1 Research Questions.................................. 37
　　    3.3 Methodology.................................. 37-45
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