| Before1970s, L2mental lexicon has been neglected by linguists and psychologists. It started as a relatively new field and began to come into the eyes of the linguists’after1970s. Researchers began to probe into the feature of the lexicon memory and the vocabulary teaching. The vocabulary teaching does not only mean the mechanic memory as the traditional concept. Also, it is not just the job of the students. However, most of the researches at present are carried out from the aspect of the linguistics. This thesis is going to discuss the access of the L2mental lexicon and the representation of the L2mental lexicon from the cognitive psychology.As an existing cognitive model, language is stored in the human brain, it can organize the large amount of scattered and disorder information and store it in our memory system in order to extract and transfer the information quickly. Thanks to the cognitive ability, language can be acquired as a signal model. Also with the cognitive ability, huge break-through can be made to overthrow the traditional explanation.The mental lexicon is defined by most of the researches as "the vocabulary that stored in the human brains system in the long term. What’s worth mentioning is that the mental lexicon is not only steadily information, but also a dynamic system.Previous researches reveal that there are mainly two types of the mental lexicon structures. One is the Spreading Activation Model and the other is the Hierarchical Model. Even though there exist some differences between the two models, both of them believe that the storage of the lexicon is not isolated but connected by the network.This thesis makes a tentative discussion about the access and the representation of the mental lexicon based on the above models from the cognitive perspectives. Subjects are selected to finish the word association task in order to grasp the learner’s mental lexicon model. Then some suggestions can be made for the vocabulary teaching. |
PDF Full Text Request