英语词汇语义关系习得研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter 1 Introduction1

1.1 Research orientation2

1.2 Objectives3

1.3 Definitions of key terms4

1.3.1 L2 vocabulary knowledge4

1.3.2 Lexical semantic relations4

1.3.3 Canonicity of antonymous pairs6

1.4 Organization of the book7

Chapter 2 Literature Review9

2.1 Overview9

2.2 Studies on word knowledge types10

2.2.1 An influential agenda for research into word knowledge types10

2.2.2 A revised and well-accepted framework of word knowledge12

2.2.3 Advocates of "framework" position and related studies16

2.3 Studies on "receptive" vs. "productive" word knowledge17

2.3.1 Early discussions on receptive vs.productive distinction18

2.3.2 Current discussions on receptive and productive vocabulary19

2.4 Studies on word knowledge measurement of vocabulary knowledge21

2.4.1 Early conceptions about the vocabulary measurement and its test development22

2.4.2 Further development of vocabulary knowledge measurement23

2.4.3 A large-scale quantitative test on L2 English vocabulary in the 1980s25

2.4.4 Test instruments developed on the basis of "continuum"26

2.4.5 A recent challenge to the quantitative vocabulary measurement28

2.4.6 A new approach to vocabulary measurement in a word knowledge framework30

2.5 Studies on L2 vocabulary development33

2.5.1 A macro theory of vocabulary development and acquisition:A unified Competition Model33

2.5.2 Micro theories of L2 vocabulary acquisition36

2.5.3 Empirical studies on L2 vocabulary development43

2.6 Lexical semantic relations:Theories48

2.6.1 Congruence relations48

2.6.2 Hierarchical relations49

2.6.3 Non-hierarchical relations51

2.7 Lexical semantic relations：Related empirical research55

2.7.1 Research related to acquisition of L2 synonymous relations55

2.7.2 Research related to antonymy56

2.8 Summary61

2.8.1 Current research related to L2 vocabulary acquisition and L2 lexical semantic relations61

2.8.2 Strengths of the current research related to L2 vocabulary acquisition and L2 lexical semantic relations63

2.8.3 Weaknesses of the current research related to L2 vocabulary acquisition and L2 lexical relations64

Chapter 3 A Developmental Model for Acquisition of L2 Lexical Semantic Relations in Advanced Chinese ESL Learners66

3.1 Prior considerations66

3.2 The development of lexical semantics67

3.3 Development of L2 lexical semantic relations among advanced ESL learners in the classroom setting:A developmental model76

Chapter 4 Research Methodology79

4.1 Research questions79

4.2 Research design81

4.2.1 Nature of the design81

4.2.2 Research procedures82

4.2.3 Participants82

4.3 Variables for investigation and their operational definitions86

4.4 Instrumentation87

4.4.1 Design of the sentence completion task for synonym differentiation87

4.4.2 Design of the antonymous pair canonicity judgment test88

4.4.3 Productive vs.receptive vocabulary knowledge tests92

4.4.4 Word associates test93

4.5 A pilot study93

4.6 Data collection105

4.7 Data preparation and analysis106

4.7.1 Setting up norms106

4.7.2 Scoring scheme106

4.7.3 Statistics for quantitative analysis107

Chapter 5 Results of the Empirical Study109

5.1 Quantitative results109

5.1.1 The correlation of the scores on synonym differentiation test with the overall L2 proficiency and aspects of vocabulary development110

5.1.2 The difference between NSs' and NNSs' performance on the synonym differentiation test113

5.1.3 The enhancing effect of semantic processing on the acquisition of synonymy114

5.1.4 The difference between NSs'and NNSs'results of judgments of the canonicity of the antonymous pairs118

5.1.5 Possible factors influencing the scores on antonym canonicity judgment test123

5.1.6 The relation between NNSs'discrepancy from NSs' antonym canonicity judgment scores and NNSs' overall L2 proficiency and specific lexical proficiency125

5.2 An extension of the present study128

5.3 Two case studies134

5.3.1 A case study of big，little,large and small134

5.3.2 A case study of correct,right,incorrect,and wrong142

5.4 Summary144

Chapter 6 Discussion145

6.1 Acquisition of synonymy by Chinese advanced ESL learners—status quo and beyond146

6.2 Acquisition of antonymy by Chinese advanced ESL learners—discrepancy and its probable causes148

6.3 Approach to help acquisition of synonymy and antonymy—frequency effect,enhanced input and increased engagement149

6.4 Canonical antonymous pairs:Dichotomy vs.continuum150

6.5 Theorizing acquisition of L2 lexical semantic relations in the classroom instruction setting151

Chapter 7 Conclusion153

7.1 Major findings154

7.1.1 The nature of acquisition of L2 lexical semantic relations in the classroom setting155

7.1.2 Effects of instruction on the acquisition of L2 lexical semantic relations156

7.2 Implications156

7.3 Recommendations for further research157

7.3.1 Choice of test items in both synonymous pairs and antonymous pairs157

7.3.2 Research instrument157

7.3.3 Research design158

Appendices159

Appendix Ⅰ Deese's List of 40 Antonymous Pairs159

Appendix Ⅱ Initial Stimulus List Used for the Rating Task(Sabourin,1998)161

Appendix Ⅲ Frequency and Mutual Information Value of Antonymous Pairs(Information Retrieved from COCA on November 11,2009)163

Appendix Ⅳ The Antonym Canonicity Judgment Test166

Appendix Ⅴ Sentence Completion Test(Synonym Differentiation Test)169

Appendix Ⅵ ANOVA of NNS09 vs.NNS07 vs.NS:Significant and Marginally Significant Antonymous Pairs173

Appendix Ⅶ The Results of a One-Way ANOVA between NNS07 and NS177

Appendix Ⅷ The Results of a Multiple Regression Analysis on NNS and NS Antonym Results185

Appendix Ⅸ A Rank of Antonym Canonicity by NS Scores189

Appendix Ⅹ The Independent Samples t-test between the Scores of Subgroups of Synonym Differentiation Test by Native Speakers and Nonnative Speaker Pilot Group192

Appendix Ⅺ The Independent Samples t-test between Perceived Difficulty of Subgroups of Synonym Differentiation Test by Native Speakers and Nonnative Speaker Pilot Group194

Bibliography196

Acknowledgements211