Comparative Study On The Mental Lexicon Of Junior And Senior Foreign Students

In recent years,the research on mental lexicon is a hot topic in the field of psychology and psycholinguistics.More and more psycholinguists hope to find the characteristics and mental models of second language learning through the research on bilingual mental lexicon of learners.With the development of "TCFL" specialty at home and abroad,more and more scholars try to study the construction and modeling of foreign learners’ Chinese mental lexicon Hope to provide new ideas and methods for TCFL.Based on the relevant achievements of mental lexicon at home and abroad,this paper hopes to explore the similarities and differences of mental lexicon characteristics of Chinese learners at different levels through vocabulary association test for foreign students at primary and advanced levels,hoping to provide some theoretical support for the combination of Mental Lexicon Theory and vocabulary teaching of Chinese as a foreign language.In the first chapter,"Introduction",this paper introduces the related concepts of mental lexicon in more detail and the research background,explains the purpose and significance of Mental Lexicon Theory as the topic,explains the research methods mainly used in the research,as well as the characteristics and innovations of the article.The second chapter introduces the whole process of vocabulary association test for junior and senior foreign students in detail,including: experimental design ideas,experimental purposes,experimental methods,experimental subjects,experimental preparation,experimental materials and data collection and analysis;the overall process of the experiment,as well as the results of data analysis.The third chapter draws the following conclusions through the contrastive study of the word association test: the primary and senior foreign students’ Chinese mental lexicon network is dominated by "semantic connection";the Chinese familiarity will affect the response type,the Chinese familiarity will affect the semantic response and the non semantic response,and the horizontal combination response and the vertical aggregation response will show dynamic development;the stimulus word structure will affect the response word Morpheme consciousness affects the construction of Chinese mental lexicon.According to the results of the research and analysis.In the forth chapter,we put forward some suggestions for teaching Chinese as a foreign language vocabulary based on experiments: combining the theory of mental lexicon with the teaching of Chinese as a foreign language vocabulary;focusing on semantic association and strengthening the teaching of non semantic vocabulary;paying attention to the role of phonographic representation in vocabulary teaching to realize the access to semantics;cultivating the awareness of morpheme and strengthening the teaching of morpheme;paying attention to the structure of vocabulary in vocabulary teaching The role of learning.In the last chapter,the shortcomings of the experiment are summarized,and suggestions for the future research direction are put forward.