詞彙知識是閱讀能力的重要指標，在二語習得中
占據極其重要的地位。二語詞彙知識研究的中心議題
是詞彙深度知識的習得。從注重二語詞彙量的積累到
探索心理詞彙網絡的構建特征，從詞彙多維度解構到
借用其他學科的研究方法多視角地探究詞彙知識的表
征和加工，二語詞彙深度知識習得的研究在近半個世
紀經歷了質的飛躍。其中，熱點研究領域是二語與一
語心理詞彙的關繫。在雙語心理詞彙的諸多研究方法
中，由於研究者無法直接觀測到學習者二語心理詞彙
的存儲、提取及其與一語詞彙的具體連接，故基於反
應時的實驗逐漸成為眾多心理學家和語言學家的最佳
選擇。在這一研究背景下，李黎著的《中國英語學習
者心理詞彙的連接模式研究（英文版）》擬基於翻譯
識別任務中反應時的測量，從詞彙變量、目標語言和
二語水平三個層面探討中國英語學習者心理詞彙的連
接模式。

CHAPTER ONE INTRODUCTION
1.1 Needs for the research
1.2 Significance of the research
1.2.1 Theoretical significance
1.2.2 Methodological significance
1.2.3 Pedagogical significance
1.3 Organization of the book
CHAPTER TWO A LITERATURE REVIEW
2.1 introduction
2.2 Definitions of key terms
2.2.1 Mental lexicon
2.2.2 Representation and processing
2.2.3 Priming
2.2.4 Reaction time (RT)
2.2.5 Lexical variables
2.2.5.1 Word frequency
2.2.5.2 Concreteness
2.2.6 Language effect
2.3 Theories and studies on the L1 mental lexicon
2.3.1 Theories on the L1 mental lexicon
2.3.2 Theories on lexical-conceptual organization in the L1 mental lexicon
2.3.3 Lexical-conceptual studies on the L1 mental lexicon
2.3.3.1 General lexical-eonceptual organization of L1 mental lexicon
2.3.3.2 Lexical-conceptual organization related to lexical variables effects
2.4 Theories and studies on the L2 mental lexicon
2.4.1 Theories on the 1,2 mental lexicon
2.4.l.1 Weinreich's Model
2.4.1.2 Distributed Conceptual Feature Model (DCFM)
2.4.1.3 The Revised Hierarchical Model (RHM)
2.4.1.4 Three-stage Hypothesis
2.4.1.5 BIA
2.4.1.6 Parasitic Hypothesis
2.4.1.7 The Sense Model
2.4.2 Lexical-conceptual studies on the L2 mental lexicon
2.4.2.1 Lexical variable effects on L2 lexical-conceptual organization
2.4.2.2 Language effects on L2 lexical-conceptual organization
2.4.2.3 Proficiency effects on L2 lexical-conceptual organization
2.5 Limitations of the previous studies
2.5.l Theoretical ]imitations
2.5.1.1 Diverse understandings to the way in which I2 words are linked to
LI
2.5.1.2 Diverse understandings to the way in which L1 words are linked to
L2
2.5.1.3 Scarce theories and RT studies with translation recognition for L2
lexical variable effects
2.5.1.4 Diverse understandings towards the proficiency effect
2.5.1.5 Inadequate exploration on Chinese EFL leaners
2.5.2 Methodological limitations
2.6 Summary
CHAPTER THREE METHODOLOGY
3.1 Research questions
3.2 Research description
3.3 Experiment design and rationale
3.3.1 Experiment design
3.3.2 The rationale
3.4 Participants and methods
3.4.1 Participants
3.4.2 Materials and instruments
3.4.2.1 Materials
3.4.2.2 The Latin square design
3.4.2.3 E-Prime
3.4.3 Tasks and procedures
3.4.4 Data analysis
3.4.4.1 Data collection
3.4.4.2 Data processing
3.4.4.3 SPSS analysis
3.5 Summary
CHAPTER FOUR REPRESENTATION AND PROCESSING OF BILIN-
GUAL MENTAL LEXICON:LEXICAL VARIABLE EFFECTS
4.1 Frequency effect
4.1.1 Overall frequency effects
4.1.2 Frequency effect on orthographic level
4.1.3 Frequency effect on semantic level
4.1.3.1 Frequency effect on translation equivalent
4.1.3.2 Frequency effect on meaning distracter
4.1.4 Differences in frequency effects between L2-L1 and L1-L2 links
4.1.5 Form/meaning influence on frequency
4.1.6 Summary
4.2 Concreteness effect
4.2.1 Overall concreteness effects
4.2.2 Concreteness effect on orthographic level
4.2.3 Concreteness effect on semantic level
4.2.3.1 Concreteness effect on translation equivalent
4.2.3.2 Concreteness effect on meaning distracter
4.2.4 Differences in concreteness effects between L2-L1 and L1-L2inks
4.2.5 Form/meaning influence on concreteness
4.2.6 Summary
4.3 A model of lexical variable effects on form/meaning links
CHAPTER FIVE REPRESENTATION AND PROCESSING OF BILIN-GUAL MENTAL LEXICON:LANGUAGE EFFECTS
5.1 L2-L1 links
5.1.1 Orthographic level
5.1.2 Semantic level
5.1.2.1 Translation priming effect
5.1.2.2 Meaning interference effect
5.1.3 Difference between orthographic and semantic level in L2-L1 link
5.2 L1-L2 links
5.2.1 Orthographic level
5.2.2 Semantic ]eve]
5.2.2.1 Translation priming effect
5.2.2.2 Meaning interference effect
5.2.3 Difference between orthographic and semantic level in L1-L2 link
5.3 Difference between L2-L1 and L1-L2 links
5.3.1 Accuracy
5.3.2 Overall RT patterns
5.3.3 Difference at the orthographic level
5.3.4 Difference at the semantic level
5.4 A model of language effects
CHAPTER SIX REPRESENTATION AND PROCESSING OF BILINGUAL
MENTAL LEXICON: PROFICIENCY EFFECTS
6.1 Overall proficiency effect on accuracy and RT patterns
6.2 Proficiency effects on orthographic/semantic levels
6.2.1 Overall proficiency effects on orthographic/semantic levels
5.2.2 Proficiency effect on orthographic level
6.2.3 Proficiency effect on semantic level
6.2.3.1 Proficiency effect on translation equivalent
5.2.3.2 Proficiency effect on meaning distracter
6.2.4 Summary
6.3 Proficiency effect on lexical variables
6.3.1 Proficiency effect on frequency
6.3.2 Proficiency effect on concreteness
6.3.3 Summary
6.4 Proficiency effect on L2-L1 and kl-k2 links
6.5 A Bilingual Form/Meaning kinkin9 (BFML) model
CHAPTER SEVEN CONCLUSION
7.1 Major findings on the bilingual mental lexicon
7.1.1 Lexical variable effects on 12 word organization
7.1.2 Language effects on 12 word organization
7.1.3 Proficiency effects on 12 word organization
7.2 Implications of the findings
7.2.1 Theoretical implications
7.2.1.1 Establishing a Bilingual Form/Meaning Linking (BFML) model
7.2.1.2 Highlighting lexical (form) vs.conceptual (meaning) representa
tion and processing of Chinese EFL learners
7.2.1.3 Providing more evidence for the existing models
7.2.2 Methodological implications
7.2.2.1 Applying RT experiment paradigm to L2 word acquisition research
7.2.2.2 Applying translation recognition task to RT study
7.2.2.3 Creating a stimulus word pair list
7.2.3 Pedagogical implications
7.2.3.1 Establishing and refining L2 concept
7.2.3.2 Teaching and learning I2 vocabulary
7.2.3.3 Pedagogical possibilities into psycholinguistic reality
7.3 Limitations of the study
7.4 Recommendations for future research
7.5 Summary
REFERENCES
APPENDIXES
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7 : MATERIALS
Version 1
Version 2
Version 3
Version 4
ABBREVIATIONS