近年來(lái),二語(yǔ)習(xí)得研究日益關(guān)注基于產(chǎn)出的語(yǔ)言加工研究。本論文針對(duì)二語(yǔ)產(chǎn)出過(guò)程中的“詞匯提取偏向”現(xiàn)象,探究了在縱聚合關(guān)系中,二語(yǔ)學(xué)習(xí)者詞匯選擇同質(zhì)化傾向的認(rèn)知機(jī)制,旨在揭示學(xué)習(xí)者的中介語(yǔ)系統(tǒng)與認(rèn)知加工系統(tǒng)的互動(dòng)效應(yīng)對(duì)詞匯提取和產(chǎn)出的影響。研究圍繞一個(gè)基本問(wèn)題展開(kāi),即二語(yǔ)詞匯提取偏向何以成為二語(yǔ)產(chǎn)出過(guò)程中一個(gè)普遍的現(xiàn)象而存在。為回答此問(wèn)題,本文將其分解為三個(gè)小問(wèn)題進(jìn)行研究:（1）二語(yǔ)詞匯提取偏向的本質(zhì)是什么?（2）針對(duì)該本質(zhì)需要構(gòu)建一個(gè)怎樣的理論框架?（3）基于這種理論框架如何給出更為合理的解釋?文獻(xiàn)回顧研究發(fā)現(xiàn),二語(yǔ)詞匯提取偏向的本質(zhì)是學(xué)習(xí)者語(yǔ)言產(chǎn)出過(guò)程中的系統(tǒng)性變異,特別是從縱聚合關(guān)系中提取目標(biāo)詞的系統(tǒng)性變異,它既是同質(zhì)化的語(yǔ)言產(chǎn)品又是同質(zhì)化的心理認(rèn)知過(guò)程。然而,前人研究并未完全揭示這一過(guò)程的心理機(jī)制。這主要體現(xiàn)在三個(gè)方面:一是對(duì)二語(yǔ)詞匯提取偏向的各種同質(zhì)化表現(xiàn)缺乏統(tǒng)一的解釋,特別是對(duì)顯性偏向和隱性偏向缺乏統(tǒng)一的解釋;二是對(duì)雙語(yǔ)詞匯語(yǔ)義連接的復(fù)雜性和動(dòng)態(tài)性揭示得不夠充分;三是對(duì)詞匯語(yǔ)義的認(rèn)知加工方式的同質(zhì)化特征考慮不足。因此,本文基于二語(yǔ)習(xí)得復(fù)雜性的基本原理,充分考慮二語(yǔ)詞匯提取過(guò)程中... 

【文章來(lái)源】：武漢大學(xué)湖北省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：263 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
創(chuàng)新點(diǎn)
中文摘要
ABSTRACT
ABBREVIATIONS
Chapter 1 Introduction
    1.1 Research orientation
    1.2 Target of research: lexical retrieval preference
    1.3 Rationale for the study
    1.4 Organization of the thesis
Chapter 2 L2 Lexical Retrieval Preference as a Product
    2.1 The preference in L2 lexical knowledge properties
        2.1.1 Homogeneity in lexical breadth property
        2.1.2 Homogeneity in lexical depth property
    2.2 The preference in L2 lexicosemantic transfer
        2.2.1 Homogeneity in semantic errors
        2.2.2 Homogeneity in word choice transfer
    2.3 Classification of L2 LRP
    2.4 Summary
Chapter 3 L2 Lexical Retrieval Preference as a Cognitive Process
    3.1 Cognitive analysis of L2 lexical retrieval
        3.1.1 Language production process and lexical retrieval
            3.1.1.1 Unilingual production process and lexical retrieval
            3.1.1.2 Bilingual production process and lexical retrieval
            3.1.1.3 L2 lexical retrieval process
        3.1.2 Mental representation of the bilingual lexicon
            3.1.2.1 Revised Hierarchical Model
            3.1.2.2 Distributed Feature Model
            3.1.2.3 Shared Asymmetrical Model
            3.1.2.4 Modified Hierarchical Model
        3.1.3 Bilingual lexical selection mechanism
            3.1.3.1 Language-nonspecific or language-specific selection
            3.1.3.2 Concept selection hypothesis
            3.1.3.3 Response selection/exclusion hypothesis
            3.1.3.4 Synthesis of the lexical selection mechanism
        3.1.4 Summary
    3.2 Cognitive accounts for L2 LRP
        3.2.1 Lexical knowledge representation
        3.2.2 Lexical knowledge processing
            3.2.2.1 L2 Psycholinguistic lexical properties
            3.2.2.2 Reliance on L1 conceptualization in L2 production
            3.2.2.3 Reliance on L1 thinking in L2 production
        3.2.3 Psychological mode
    3.3 Unsettled issues
        3.3.1 Lack of unified accounts for the manifestations of L2 LRP
        3.3.2 Biased exploration of meaning in the mental lexicon
        3.3.3 Neglect of the homogeneity in the cognitive processing
    3.4 Summary
Chapter 4 Complexity in SLA and the Triadic Model for L2 LRP
    4.1 Complexity Theory
        4.1.1 Seven principles for language learning
        4.1.2 Applicable rules for SLA research
            4.1.2.1 Theoretical orientation
            4.1.2.2 Methodological orientation
            4.1.2.3 Challenges of complexity theory in SLA research
        4.1.3 Summary
    4.2 Four perspectives of complexity in SLA research
        4.2.1 L2 complexity
        4.2.2 Cognitive complexity
        4.2.3 Pedagogical complexity
        4.2.4 Acquisitional complexity
    4.3 Defining the key terms
        4.3.1 Linguistic complexity
        4.3.2 Cognitive load
        4.3.3 Learning difficulty
            4.3.3.1 Relativity
            4.3.3.2 Variability
            4.3.3.3 Efficiency
    4.4 Building up a triadic model for L2 LRP
    4.5 Summary
Chapter 5 Proposal of the Primacy Principles in the Triadic Model
    5.1 The interlanguage system and PSP & PBP
        5.1.1 Primacy of Salience
            5.1.1.1 Salience in feature acquisition
            5.1.1.2 Salience in lexical access
        5.1.2 Lexical graded salience
            5.1.2.1 Graded salience in L2 lexical inherent complexity
            5.1.2.2 Graded salience in L1-L2 Lexical connection complexity
                5.1.2.2.1 Difference-difficulty relation
                5.1.2.2.2 Difference and hierarchy of difficulty
                5.1.2.2.3 Subtle distinction and overlap
                5.1.2.2.4 Graded salience in intracategory HD
                5.1.2.2.5 Summary
    5.2 The cognitive processing system and PEP
        5.2.1 General cognitive restriction of Language processing
            5.2.1.1 Use of memory: controlled or automatic
            5.2.1.2 Allocation of the limited attentional resources
        5.2.2 Efficient modes of L2 processing
            5.2.2.1 Assimilation and the construction of L2 semantic system
            5.2.2.2 Analytic processing and lexical retrieval
                5.2.2.2.1 Holistic-analytic processing and L2 learners
                5.2.2.2.2 Holistic-analytic processing and tasks
                5.2.2.2.3 Priority of analytical processing over holistic processing
    5.3 Summary
Chapter 6 Empirical Validation for the Primacy Principles
    6.1 Study 1
        6.1.1 Hypotheses
        6.1.2 Method
            6.1.2.1 Participants
            6.1.2.2 Task design
            6.1.2.3 Data collection and analysis
            6.1.2.4 Results
    6.2 Study 2
        6.2.1 Hypotheses
        6.2.2 Method
            6.2.2.1 Participants
            6.2.2.2 Task design
            6.2.2.3 Data collection and analysis
            6.2.2.4 Results
    6.3 Study 3
        6.3.1 Hypotheses
        6.3.2 Method
            6.3.2.1 Participants
            6.3.2.2 Task design
            6.3.2.3 Data collection and analysis
            6.3.2.4 Results
    6.4 Correlation of the three studies
    6.5 Summary
Chapter 7 Conclusion
    7.1 General Summary
    7.2 Discussion on the major findings
        7.2.1 The effect of salience
        7.2.2 The effect of efficiency
        7.2.3 The effect of lexicalization
    7.3 Pedagogical implications
    7.4 Suggestions for future research
References
Appendix A Task 1 Lexical Priming Test in Study 1
Appendix B Task 2 Multiple Choice Test in Study 1
Appendix C Task 3 Sentence Cloze Test in Study 1
Appendix D Task 4 Translation-induced Sentence Cloze Test in Study 2
Appendix E Task 5 Semantic Priming Test in Study 2
Appendix F Task 6 Lexical Priming Test in Study 3
Appendix G Task 7 Translation-induced Sentence Cloze Test in Study 3
Academic Achievements During the Ph.D Studies
Acknowledgements


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