心理词汇的语用研究及其对二语词汇教学的意义

论文摘要

词汇是语言系统不可分割的一个部分,它无论在一语还是在二语教学中都发挥着至关紧要的作用。很久以来,人们从不同的角度研究着这一领域。近年来,研究人员从心理学和认知学的角度涉猎词汇研究,将注意力集中在语言学习者的心理词库上,从语音、句法、语义等多重角度试图弄清语言学习者的大脑如何识别、储存、组织和提取单词。研究已经取得了初步的结论,并为一语和二语的词汇教学提供了一些有益的启示。然而,对语言学习者的心理词汇的研究仍不充分。语言学习者的词汇能力最终会反映一个人的语用能力,学习者的语用能力又影响到词汇的习得或学得。对心理词汇进行语用研究将会为词汇研究提供一种崭新的途径,为二语词汇教学提供新的启示。根据这一设想,作者以越来越多的二语语用能力习得和学得相关文献为基础,探索了语言学习者一语和二语心理词汇形成、发展和作用过程中语用因素的重要影响,说明语言学习者心理词汇的形成、发展和作用从本质上来说也是一个语用化的过程,而且心理词汇每一阶段语用化过程的探索,对词汇皆有其重要的教学法意义。论文以论述词汇在语言能力中的重要性(第一章)和相关文献综述(第二章)开始,提出进行该研究的原因;然后对词汇及其发展做笼统的描述(第三章),并探索了语用学与心理词汇的相关性(第四章),为随后对语言学习者心理词汇,特别是二语心理词汇的语用研究打下基础。由于二语心理词汇受到一语心理词汇的强烈影响,且两者之间有着密切的联系,所以在集中论述二语心理词汇诸方面之前,文章首先对一语心理词汇的语用属性作简要论述(第五章)。接下来的诸章多维度地从语用角度集中讨论二语心理词汇的方方面面:一般属性(第六章),形成过程(第七章),呈现与处理(第八章),提取(第九章),其他重要影响因素(第十章)。结束讨论之前,文章对整个研究的教学意义作了总结(第十一章)。结论部分(第十二章)概括了本文的主要内容,同时提出了本研究的不足之处,并指出了进一步研究的方向。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Lexicon and linguistic competence and communicative competence
• 1.2 Deficiency and inadequacy of current researches on lexicon
• 1.3 A multi-dimensional pragmatic approach to the mental lexicon
• Chapter 2 Terminological issues and literature review
• 2.1 A preliminary research step: terminology
• 2.2 A historical literature review
• 2.3 Pedagogical implications
• Chapter 3 General consideration of lexicon and lexical development
• 3.1 Words: starting point for a language
• 3.2 What is a word?
• 3.3 What is in a word?
• 3.4 What is involved in knowing a word?
• 3.5 Lexical development
• 3.6 Pedagogical implications
• Chapter 4 Pragmatic competence and the mental lexicon
• 4.1 A brief interpretation of pragmatics and pragmatic competence
• 4.2 Pragmatic competence and language acquisition and learning
• 4.3 The mental lexicon
• 4.4 Pragmatics and the mental lexicon
• 4.5 Pedagogical implications
• Chapter 5 Pragmatic aspects of the L1 mental lexicon
• 5.1 A general description of language speaker’s F1 mental lexicon
• 5.2 Children’s acquisition of the essential properties of words
• 5.3 Learning of the L1 pragmatics
• 5.4 Pragmatic aspects of early formation and development of the NL/L1 mental lexicon
• 5.5 Empirical evidence of pragmatic development in children’s early lexical acquisition
• 5.6 Context and early word learning
• 5.7 Pedagogical implications
• Chapter 6 L2 acquisition and L2 mental lexicon
• 6.1 An overall review of the L2 acquisition/learning
• 6.2 Learning of the L2 pragmatics
• 6.3 A general investigation of the L2 mental lexicon
• 6.4 Pedagogical implications
• Chapter 7 Pragmatic factors in the formation of the L2 mental lexicon
• 7.1 Pragmatic factors in the phonology of the mental lexicon
• 7.2 L1 orthographic impact on L2 word processing
• 7.3 Pragmatic factors in the L2 mental lexicon meaning construction
• 7.4 Pedagogical implications
• Chapter 8 Pragmatic nature of L2 mental lexicon representation and Processing
• 8.1 Pragmatic natures of the L2 mental lexicon representation
• 8.2 Adaptive properties of the lexical processing in the mental lexicon
• 8.3 Pedagogical implications
• Chapter 9 Pragmatic mechanism of lexical access in the mental lexicon
• 9.1 Existing lexical accessing models
• 9.2 Variables that influence lexical access
• 9.3 Social influences on lexical access
• 9.4 Appraising the pragmatic nature of lexical accessing
• 9.5 Pedagogical Implications
• Chapter 10 Other pragmatic factors contributing to the L2 mental lexicon
• 10.1 Incidental acquisition of lexis
• 10.2 Influence of social-cultural familiarity on L2 development
• 10.3 Pragmatics and language learner styles and learning strategies
• 10.4 Pedagogical implications
• Chapter 11 General pedagogical implications of the study
• Chapter 12 Conclusions and limitations
• Bibliography