中国的高中生英语心理词汇的组织结构是其中之一。所以本文对比略论了中国的高中英语学习者的英语词汇的心理结构的组织,是了解高中学生词汇知识不同的词类、词汇和不同的词词汇作用结构的英语词汇。
Chapter One Introduction引言
这项探讨调查了英语心理词汇组织在中国高中英语学习者。参与者是110中国高级学校英语学习者与不同水平。VKS改进测试和窟已经被普遍认为是一个不错的工具来评估该组织的词汇信息在一个心理词汇(Zerave,2017)。The study investigates the English mental lexicon organization in Chinese highschool English learners. The participants are 110 Chinese senior school Englishlearners with different proficiency levels. VKS tests and WAT have been commonlybelieved as a fine tool to evaluate the organization of lexical information in a mentallexicon (Zerave，2017). The present study, hence, aims to find out how words areorganized in the high school learners' English mental lexicon. On the one hand, it ishoped that addressing these under-researched questions contribute to a betterunderstanding of the organization of English mental lexicon. On the other hand，英语毕业论文，it canprovide some implications on the English vocabulary acquisition and Englishpedagogy. Specifically，英语论文范文，the present study addresses the following research questions.1. What are the overall characteristics of the organization of English mentallexicon of Chinese high school students?2. What are the effects of word class on the organization of English mentallexicon of Chinese high school students?3. How do low frequency words affect the organization of English mentallexicon of Chinese high school students?
There are several reasons to research the present the study of Englishmental lexicon organization. First, there have been no such multi-dimensional inhome and abroad studies that investigate the organization of English mental lexicon interms of word-related factors. As a hot issue and an independent subject, mentallexicon has witnessed lots of important theories and findings related to the LI mentallexicon. But some problems remain unsettled in the English mental lexicon field forthe inconsistent findings and the small scale studies. Therefore, a further research isneeded to testify and modify the previous studies.Second，concerning the English mental lexicon organization, even though somestudies have been conducted，there have been some questions in these studies. On theone hand, participants for previous studies in the LI and English mental lexicon aremainly native speakers (English)，English major learners, or non-English majorcollege learners in China. As is probably obvious, the previous studies ignorelow-proficiency learners，especially middle school learners. On the other hand, theKent-Rosanoff list (1910) used by many researchers for WAT (Meara, 1994).However, as Meara mentioned, it is a question that whether the words on the list ornot are suited for testing non-native English speakers. Most of the words are highfrequency words. Wolter (2017) made a great progress in choosing prompts words.However, Wolter's list still has own problems, which is that the selected lowfrequency words are too difficult for English learners, especially intermediates andlow-level learners. To solve these questions，more empirical studies are needed.Third, though some researchers (e.g., Ervin，1961; Entwisle，1996) showed greatinterest in the word class effects on the LI mental lexicon, studies on the Englishmental lexicon has not been thoroug |
