Chapter 1 Introduction
1.1 Research orientation
1.2 Objectives
1.3 Definitio of key terms
1.3.1 L2 vocabulary knowledge
1.3.2 Lexical semantic relatio
1.3.3 Canonicity of antonymous pai
1.4 Organization of the book
Chapter 2 Literature Review
2.1 Overview
2.2 Studies on word knowledge types
2.2.1 An influential agenda for research
into word knowledge types
2.2.2 A revised and well-accepted
framework of word knowledge
2.2.3 Advocates of "framework" position
and related studies
2.3 Studies on "receptive" vs. "productive" word
knowledge
2.3.1 Early discussio on receptive vs.
productive distinction
2.3.2 Current discussio on receptive and
productive vocabulary
2.4 Studies on word knowledge measurement of
vocabulary knowledge
2.4.1 Early conceptio about the vocabulary
measurement and its test development
2.4.2 Further development of vocabulary
knowledge measurement
2.4.3 A large-scale quantitative test on
L2 English vocabulary in the 1980s
2.4.4 Test itruments developed on the
basis of "continuum"
2.4.5 A recent challenge to the
quantitative vocabulary measurement
2.4.6 A new approach to vocabulary
measurement in a word knowledge framework
2.5 Studies on L2 vocabulary development
2.5.1 A macro theory of vocabulary
development and acquisition: A unified Competition Model
2.5.2 Micro theories of L2 vocabulary
acquisition
2.5.3 Empirical studies on L2 vocabulary
development
2.6 Lexical semantic relatio: Theories
2.6.1 Congruence relatio
2.6.2 Hierarchical relatio
2.6.3 Non-hierarchical relatio
2.7 Lexical semantic relatio: Related empirical
research
2.7.1 Research related to acquisition of
L2 synonymous relatio
2.7.2 Research related to antonymy
2.8 Summary
2.8.1 Current research related to L2
vocabulary acquisition and L2 lexieal semantic relatio
2.8.2 Strengths of the current research
related to L2 vocabulary acquisition and L2 lexical semantic
relatio
2.8.3 Weaknesses of the current research
related to L2 vocabulary acquisition and L2 lexieal relatio
Chapter 3 A Developmental Model for Acquisition of L2 Lexical
Semantic Relatio in Advanced Chinese ESL Learne
3.1 Prior coideratio
3.2 The development of lexical semantics
3.3 Development of L2 lexical semantic relatio among
advanced ESL learne in the classroom setting: A developmental
model
Chapter 4 Research Methodology
4.1 Research questio
4.2 Research design
4.2.1 Nature of the design
4.2.2 Research procedures
4.2.3 Participants
4.3 Variables for investigation and their operational
definitio
4.4 Itrumentation
4.4.1 Design of the sentence completion
task for synonym differentiation
4.4.2 Design of the antonymous pair
canonicity judgment test
4.4.3 Productive vs. receptive vocabulary
knowledge tests
4.4.4 Word associates test
4.5 A pilot study
4.6 Data collection
4.7 Data preparation and analysis
4.7.1 Setting up norms
4.7.2 Scoring scheme
4.7.3 Statistics for quantitative
analysis
Chapter 5 Results of the Empirical Study
5.1 Quantitative results
5.1.1 The correlation of the scores on
synonym differentiation test with the overall L2 proficiency and
aspects of vocabulary development
5.1.2 The difference between NSs'' and
NNSs'' performance on the synonym differentiation test
5.1.3 The enhancing effect of semantic
processing on the acquisition of synonymy
5.1.4 The difference between NSs'' and
NNSs'' results of judgments of the eanonicity of the antonymous
pai ...
5.1.5 Possible facto influencing the
scores on antonym eanonicity judgment test
5.1.6 The relation between NNSs''
discrepancy from NSs'' antonym canonicity judgment scores and NNSs''
overall L2 proficiency and specific lexical proficiency
5.2 An exteion of the present study
5.3 Two case studies
5.3.1 A case study of big, little, large
and small
5.3.2 A ease study of correct, right,
incorrect, and wrong
5.4 Summary
Chapter 6 Discussion
6.1 Acquisition of synonymy by Chinese advanced ESL
learne--status quo and beyond
6.2 Acquisition of antonymy by Chinese advanced ESL
learne--discrepancy and its probable causes
6.3 Approach to help acquisition of synonymy and
antonymy-- frequency effect, enhanced input and increased
engagement
6.4 Canonical antonymous pai: Dichotomy vs.
continuum
6.5 Theorizing acquisition of L2 lexical semantic
relatio in the classroom itruction setting
Chapter 7 Conclusion
7.1 Major findings
7.1.1 The nature of acquisition of L2
lexical semantic relatio in the classroom setting
7.1.2 Effects of itruction on the
acquisition of L2 lexical semantic relatio
7.2 Implicatio
7.3 Recommendatio for further research
7.3.1 Choice of test items in both
synonymous pai and antonymous pai
7.3.2 Research itrument
7.3.3 Research design
Appendices
Appendix I Deese''s last of 40 Antonymous Pai
Appendix II Initial Stimulus last Used for the Rating
TaskSabourin, 1998
Appendix III Frequency and Mutual Information Value of
Antonymous PaiInformation Retrieved from COCA on November 11,
2009
Appendix IV The Antonym Canonicity Judgment Test
Appendix V Sentence Completion Test Synonym
Differentiation Test
Appendix VI ANOVA of NNS09 vs. NNS07 vs. NS:
Significant and Marginally Significant Antonymous Pai
Appendix VII The Results of a One-Way ANOVA between
NNS07 and NS
Appendix VIII The Results of a Multiple Regression
Analysis on NNS and NS Antonym Results
Appendix IX A Rank of Antonym Canonicity by NS
Scores
Appendix X The Independent Samples t-test between the
Scores of Subgroups of Synonym Differentiation Test by Native
Speake and Nonnative Speaker Pilot Group
Appendix XI The Independent Samples t-test between
Perceived Difficulty of Subgroups of Synonym Differentiation Test
by Native Speake and Nonnative Speaker Pilot Group
Bibliography
Acknowledgements
購物車/收銀台(
0
) | 在線留言板
| 付款方式
| 運費計算
| 聯絡我們
| 幫助中心 |
加入書簽
HOME
新書上架
