Acknowledgements Abstract 前言 List of Figures List of Tables List of Abbreviations Table of Contents Chapter 1 Introduction 1.1 Research orientation 1.2 Rationale 1.3 Outline of the dissertation Chapter 2 Literature Review 2.1 Introduction 2.2 A historical retrospect of L2 vocabulary teaching and research 2.3 Conceptualization of lexical competence 2.3.1 Word-centered definitions of lexical competence 2.3.1.1 Narrow definitions of lexical competence 2.3.1.2 Dimensional definitions of lexical competence 2.3.1.3 Continuum-based definitions of lexical competence 2.3.1.4 Representation-oriented definitions of lexical competence 2.3.2 Lexicon-centered definitions of lexieal competence 2.3.2.1 Meara's framework 2.3.2.2 Chapelle's framework 2.3.2.3 Henriksen's framework 2.3.2.4 Qian's framework 2.3.2.5 Zhang and Wu's framework 2.3.2.6 Jiang's framework 2.3.3 Summary 2.4 Theoretical and empirical explorations into lexical development 2.4.1 Development of vocabulary size 2.4.1.1 Terminological issues related to vocabulary size 2.4.1.2 Measurement of receptive and productive vocabulary 2.4.1.3 Empirical studies on L1 and L2 vocabulary size 2.4.1.4 Summary and unsolved problems 2.4.2 Development of depth of vocabulary knowledge 2.4.2.1 Measurement of depth of vocabulary knowledge 2.4.2.2 Empirical studies of depth of vocabulary knowledge 2.4.2.3 Summary and unsolved problems 2.4.3 Development of lexieal organization 2.4.3.1 Organization of mental lexicon 2.4.3.2 Word association studies 2.4.3.3 Summary and unsolved problems 2.4.4 Development of lexical semantic autonomy 2.4.4.1 The form-meaning mapping in L2 vocabulary acquisition 2.4.4.2 Measurement of lexical semantic autonomy 2.5 Conclusion Chapter 3 Conceptual Framework and Research Design 3.1 Introduction 3.2 A tentative fr.amework of L2 lexical competence 3.3 Working definitions and measures for variables 3.4 Nature of the research design 3.5 Conclusion Chapter 4 Developments of Vocabulary Size and Depth of Vocabulary Knowledge 4.1 Introduction 4.2 Research questions 4.3 Research method 4.3.1 Subjects 4.3.2 Instruments 4.3.2.1 Questionnaire 4.3.2.2 Test of receptive vocabulary size 4.3.2.3 Writing task eliciting productive vocabulary 4.3.2.4 Test of depth of vocabulary knowledge 4.3.3 Data collection procedures 4.3.3.1 Pilot study 4.3.3.2 Two phases of data collection 4.3.4 Data Preparation 4.3.4.1 Selecting subjects 4.3.4.2 Marking the VLT 4.3.4.3 Marking the DVKT 4.3.4.4 Preparing indicators of productive vocabulary size 4.3.5 Data analysis 4.4 Results 4.4.1 Development of receptive vocabulary size 4.4.2 Development of productive vocabulary size 4.4.2.1 Lexical frequency profile 4.4.2.2 Lexical diversity 4.4.3 Development of depth of vocabulary knowledge 4.4.4 Relationships among RVS， PVS and DVK 4.5 Discussion 4.5.1 Receptive vocabulary size 4.5.2 Productive vocabulary size 4.5.3 Depth of vocabulary knowledge 4.5.4 Relationships among RVS， PVS and DVK 4.6 Conclusion Chapter 5 Development of Lexical Organization 5.1 Introduction 5.2 Research hypotheses and research questions 5.3 Research method 5.3.1 Subjects 5.3.2 Elicitation instrument 5.3.3 Data collection procedures 5.3.4 Data classification 5.3.4.1 Existing classification systems 5.3.4.2 Classification model in this study 5.3.4.3 Scoring procedures 5.3.5 Data analysis 5.4 Results 5.4.1 Overall development of lexical organization 5.4.2 Developments in the five categories of associations 5.4.2.1 No-response cases 5.4.2.2 Clang-other associations 5.4.2.3 Paradigmatic associations 5.4.2.4 Syntagmatic associations 5.4.2.5 Encyclopedic associations 5.4.3 Effect of word frequency on response types 5.4.4 Coincident responses between the subjects and the native speakers 5.4.5 Relationships among RVS， PVS， DVK， and LO 5.5 Discussion 5.5.1 Overall development of lexicon organization 5.5.2 Developmental features of the five categories of responses 5.5.3 Word frequency and response types 5.5.4 Coincident responses between L2 learners and native speakers 5.5.5 Relationships among RVS， PVS， DVK and LO 5.6 Conclusion Chapter 6 Development of Lexical Semantic Autonomy 6.1 Introduction 6.2 Research question 6.3 Research method 6.3.1 Subjects 6.3.2 Semantic-relatedness test 6.3.3 Data collection procedure 6.4 Results 6.5 Discussion 6.5.1 L1 mediation in L2 word processing 6.5.2 Differences between L1 and L2 vocabulary acquisition 6.5.3 Instructional techniques to overcome semantic fossilization 6.6 Conclusion Chapter 7 Findings， Implications and Recommendations 7.1 Introduction 7.2 Major findings 7.3 Implications 7.3.1 Theoretical implications 7.3.2 Methodological implications 7.3.3 Pedagogical implications 7.3.3.1 Raising consciousness of lexical competence 7.3.3.2 Accommodating learners' needs with a balanced lexical course 7.3.3.3 Building up a web-like network of L2 mental lexicon 7.3.3.4 Overcoming semantic fossilization in L2 vocabulary acquisition 7.4 Limitations of the present research 7.4.1 Limitation bf conceptualization of lexical competence 7.4.2 Limitation of population generalizability 7.4.3 Limitation of methodology 7.5 Directions for future research 7.5.1 Macrolevel studies 7.5.2 Microlevel studies 7.5.3 Suggestions for research methodologies 7.6 Conclusion References Appendices
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