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1.1 The study background
用户对于任何语言，文字知识在我们的一生中扮演一个重要和主导role.Vocabul进制语言中心和至关重要的一个典型的语言学习者（齐默尔曼，1997）。维米尔（1992年）说：“知道的话理解和被理解，是关键。威尔金斯（1972：9-10）说，“虽然没有语法很少可以传达，没有什么词汇可以转达。”麦卡锡（1990年：八）给予更具体的声明，“不管你有多好学生leams语法，不管如何成功，L2的声音都掌握，无需用言语来表达了广泛的含义，通信在L2就不能发生任何有意义的方式。“换句话说，发展了深厚的词汇是第二语言的收购（努南，1991）的重要组成部分。刘易斯（1993）收购了词汇在二语习得的主要任务。考虑作为L2收购的关键，词汇的学习，收到了巨大的成就在近几十年来，越来越多的心理语言学心理词库研究不遗余力，特别是在黎语。
For any language users, word knowledge plays an important and dominant role.Vocabulary is central to language and of critical importance to a typical language learner(Zimmerman, 1997). Vermeer (1992) said: “Knowing words is the key to understanding andbeing understood，,. Wilkins (1972: 9-10) stated, "While without grammar very little can beconveyed，without vocabulary nothing can be conveyed.” McCarthy (1990: Viii) gave morespecific statement, “No matter how well the student leams the grammar, no matter howsuccessfully the sounds of L2 are mastered，without words to express a wide range ofmeanings, communication in L2 just cannot happen in any meaningful way." In other words,the development of a profound vocabulary is an important part in acquisition of a secondlanguage (Nunan, 1991). Lewis (1993) took vocabulary acquisition as the main task in L2acquisition. Lexical learning, considered as the key of L2 acquisition, has receivedtremendous attention.In recent decades, more and more psycholinguistics have spared no efforts on the studyof mental lexicon，especially on the LI language. Treisman first proposed the concept ofmental lexicon in 1960. Some researchers, such as Allen Collins, Ross Quillian, etc. havestudied on various issues of mental lexicon in the 1960s and 1970s, for example, orthographicrepresentation, phonological representation, semantic structure，recognition and access to themental lexicon. Since the 1980s, great attention ( Victoria A, Jean Aitchison, Bonin, Kess, etc.)has been paid to the mental lexicon on the whole, in order to get the more accurate andprofound understanding. In China, Gui Shichun (1992)，as the first one to study on the mentallexicon, thinks that the storage and retrieval of words in people's mind are the main concernsin the study of mental lexicon.
Comparatively, researches on L2 mental lexicon are less and weaker. However, there arealso several famous researchers who have made great accomplishment, such as Singleton, DcGroot，Van Heuvean, Jiang, Dijkstra, etc. In recent years, especially from the 1980s, a lot ofpublications on bilingual mental lexicon has came out, aiming at L2 teachers' trainers and L2course designers. “Learners...need to acquire all immense amount of detail about howindividual words are used. The comparative simplicity of syntax learning...is achieved byincreasing the burden of vocabulary learning" (Cook, 2000). Some researchers also invented several famous bilingual mental lexicon models, for instance, concept mediation model,word-association model, and shared distributed asymmetrical model. A large number ofcompilations of research papers concerning L2 lexical acquisition and processing appeared(LauferB.，1992，Anderman&Rodgers，1996; Coady&Huckin, 1997; Harley 1995a) Linguists,applied linguists and psycholinguists have become more and more interested in it..In order to get a better understanding of the properties and features of the L2 learners'lexical development, the internal structure of the mental lexicon s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。