摘要:本文是英语词汇学论文,笔者认为听力,作为语言习得的一个重要组成部分,是一个重大挑战中国的英语学习者。这一挑战的主要原因可能是听觉词汇识别有困难的学习者,这恰好是听力理解的前提和基础。
ese theories and models to analyze the auditory information processing of ChineseEFL learners (Yu Cuihong, 2013). The present research also learns from these modelsand attempts to discuss the recognition process of auditory words in Chinese EFLlearners’ L2 mental lexicon with the facilitation of empirical research methods ofthink-aloud protocol and instant interview. The think-aloud protocol is to study theoverall cognitive process of auditory word recognition and the instant interview is tofacilitate the think-aloud protocol to help the subjects further examine what role doesorthography play in the recognition process.
.........
CHAPTER TWO LITERATURE REVIEW
This chapter presents a review of research and theories related to the presentstudy. Firstly, a general introduction of mental lexicon is given, including L1 mentallexicon, bilingual mental lexicon and L2 mental lexicon, with main focus on L2mental lexicon. Secondly, the Logogen model, DRC model and BIAM modelconcerning word recognition is brought to introduction. And finally, the Cohort modeland Trace model about auditory word recognition are respectively reviewed.
2.1 Previous Study on Mental Lexicon
The concept of a mental lexicon was first introduced into psycholinguistics inAnne Treisman’s (1961, p.116-117) doctoral
thesis. According to her, a mental lexiconrefers to a repository of all the information a reader or listener has attained aboutwords of his/her language. After her proposal of the notion, great interests have beengiven about the organizations of this mental lexicon. Several metaphors were putforward by scholars to describe what the mental lexicon looks like, such as libraries,attics, bird cages, treasure-houses and maps. Among them, the most influential onewas made byAitchison (1987), who compared the mental lexicon to a book dictionary.Despite similarities between the two, controversies arouse over the great differences,such as the way of organization, the number of words, the stored information of wordsand the frequency effect concerning mental lexicon. This argument attracted a numberof scholars into the issue of the organization of a mental lexicon, from L1 mentallexicon to L2 and bilingual mental lexicon.
.........
2.2 Research on Word Recognition
For the last few decades, a number of linguistics and psycholinguistics have beendevoted to the exploration of the process of word recognition, and quite a fewoutstanding models were proposed by them. This section is going to introduce somemost influential ones among them, namely, the Logogen model, the DRC model andthe BIAM model.Morton’s (1968, 1979, 1980) attempt to propose a logogen model that is suitablefor all conditions of word recognition lasts for 12 years. In his model, there is a sharpdistinction between the cognitive system of knowledge about word meanings and thelogogen system or word generation system. The logogen system is a set of elementscalled logogens, one for each of the words (or morphemes) specifying variousattributes of the words (phonological, semantic, orthographic and so on). Spokenword recognition and written word recognition use distinct logogen systems. In thismodel, logogens are information-gathering devices with thresholds. Information of aword is collected from visual or auditory input, and when the amount of informationcollected by a word’s logogen exceeds that logogen’s threshold, information abou
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。