2010 年 12 月 中国应用语言学(双月刊) Dec. 2010 第 33 卷 第 6 期 Chinese Journal of Applied Linguistics (Bimonthly) Vol. 33 No. 6 The Developmental Route of Chinese English Learners’ Mental Lexicon: Crosssectional and Longitudinal Perspectives FU Yuping Qiongzhou University Abstract This paper reports a study on the developmental route of Chinese English learners’ mental lexicon by analyzing the responses to high-frequency stimulus words obtained from a crosssectional word association experiment and the responses to low-frequency stimulus words obtained from a longitudinal experiment. The result indicated the following: (1) Semantic associations accounted for most responses to the high-frequency words by four groups of participants and the semantic associations increased in the participants’ mental lexicon as they made progress in language proficiency. (2) A large proportion of non-semantic associations accounted for responses to the low-frequency words, but with the increase of language proficiency, the participants’ mental lexicon changed steadily from non-semantic to semantic. (3) Certain responses moved backward from semantic to non-semantic, an indication that second language vocabulary acquisition does not develop by a linear route but in a zigzag fashion. (4) In adult Chinese English learners’ mental lexicon, paradigmatic knowledge develops faster than syntagmatic knowledge. The incremental nature of vocabulary acquisition suggests that both teachers and learners be patient enough to make an acquisition plan on a long-term basis. Key words: mental lexicon; developmental route; word association; semantic response 1. Introduction The long-neglected Cinderella—vocabulary—has received more and more attention in second language (L2) teaching and research since the 1980s. There have been more and more empirical studies on mental lexicon, vocabulary acquisition, word storage and 71 The Developmental Route of Chinese English Learners’ Mental Lexicon access/retrieval (e.g., Aitchison, 1987; Carter, 1998; Cui, 2008; Meara, 1983; Namei, 2004; Nation, 2001; O’Gorman, 1996; Schmitt, 1998a, 1998b; Söderman, 1993; Wolter, 2001). However, these researches are mostly static and cross-sectional (e.g., Meara, 1983; Namei, 2004; O’Gorman, 1996; Söderman, 1993; Wolter, 2001); little attempt has been made at longitudinal examination of the developmental route of L2 mental lexicon on the part of Chinese English learners. In order to gain understanding of this developmental route, the present researcher conducted two word association (WA) experiments from crosssectional and longitudinal perspectives. 2. Literature Review A better understanding of the internal structure of the mental lexicon can give much help to the understanding of the nature of the L2 learners’ lexical development, which in turn may provide possible implications for the ways in which words might be studied in formal instructional context. Having an efficient and effective mental lexicon can improve vocabulary acquisition. An effective means to exploring the L2 learners’ mental lexicon is the WA experiment, a reliable and widely used instrument that holds great promise in L2 research and assessment since rich information can often be gained from association responses when compared with other methods (Schmitt, 1998a: 390). A basic word association test (WAT) is to ask a subject to give the first word coming to mind when being presented a stimulus word. Researchers suggest that a word produced spontaneously in response to a stimulus word may have strong link to it in the mental lexicon. As stated by Aitchison, “an analysis of these responses to a prompt word may give useful information about how words might be linked together in a person’s mind” (1987: 23). British psychologist Francis Galton pioneered the WAT and recorded the mental lexicon structure in 1883. The idea was later seized in both psychological and linguistic studies, which flowered in the early20th century with the appearance of a lot of WA norm lists (Kent & Rosanoff, 1910, cited in Schmitt, 1998a: 290; Woodrow & Lowell, 1916, cited in Schmitt, 1998a: 290; O’Conner 1928, cited in Schmitt, 1998a: 290; Schellenberg, 1930, cited in Schmitt, 1998a: 290). Kent and Rosanoff (1910, cited in Singleton, 1999) used a list of 100 English words in their experiment to establish a norm for treating their psychiatric patients. Ever since then researchers have employed the list in further WA studies for both normal children and adults. In the 1960s and 1970s, WAT underwent a second prosperity mostly in the field of psychology, where they were commonly used to evaluate the cognitive development, social attitudes and assimilation of L1 children (Schmitt, 1998a: 389). The following are commonly found in these studies: (a) Native speakers’ responses mainly fall into paradigmatic and syntagmatic categories with rare clang associations. (b) Children tend to give more “clang” associations than adults. As clang associations decrease, syntagmatic responses increase. This can be compared to adults’ associations, which are more paradigmatic. (c) The syntagmatic-paradigmatic shift occurs between ages of five and ten as learners’ language experience increases (Entwisle, 1966; Entwisle et al., 1964; Entwisle & Muuss, 1968; Ervin-Tripp, 1961; Ruke-Dravina, 1971). This shift implies 72 FU Yuping that young children often respond with a word normally following the stimulus word in a sentence, namely, with syntagmatic word associations, whereas older children and adults frequently respond with a replacement word, i.e., paradigmatic associations (Entwisle etal., 1964: 19; Ruke-Dravina, 1971: 77). (d) Low-frequency words mainly induce clangother associations (Beck, 1981; Postman, 1970; Stolz & Tiffany, 1972). Entwisle (1966: 74) holds that increased exposure to language determines the developmental stages of association for each word, as shown in Figure 1. The late syntactic responses are different from the early ones in that they are expansions in meaning and indicate a more flexible and complete comprehension of a concept. Entwisle also contends that the most frequent words are the only ones that go through all these stages, while low-frequency words develop only partially (see also Postman, 1970). Increasing exposure Anomalous early syntactic paradigmatic late syntactic Figure 1. Developmental stages in WAs by Entwisle (1966) Paul Meara took the lead in applying WATs to SLA research. After a series of free WATs, he came to the conclusion that, compared with native speakers, (a) connections between words in L2 learners’ mental lexicon are less stable; (b) phonology appears to play a prominent organizing role in L2 mental lexicon; and (c) semantic links between words in L2 tend to differ in a systematic way (1983: 30). These findings were confirmed and quoted by many scholars and researchers (e.g., Carter, 1998; Channell, 1988; Harley, 1995; Zhang, 2004). However, they were also criticized and challenged by quite a few other empirical studies (e.g., Cunningham, 1990; Namai, 2004; O’Gorman, 1996; Singleton, 1999; Söderman, 1993; Wolter, 2001). Cunningham (1990) conducted a WA research on two groups of pupils whose native language was Irish and found that the group with more English input provided more paradigmatic responses (ParaRs) and less phonological responses. A study by O’Gorman (1996) shed further light on this issue. Her data were collected from L2 WAT responses of 22 Cantonese speakers whose English was in the intermediate level. In this investigation, O’Gorman expected to find evidence in support of Meara’s view, but her data turned out the opposite way—most responses had clear semantic links with relevant stimuli. Söderman (1993) carried out a WA experiment on English learners whose native languages were Finnish and Swedish respectively and found that each lexical item had its own processing history. What’s more, she also indicated that the syntagmaticparadigmatic shift might not be caused by learners’ language proficiency because her experiment showed that high-proficiency learners’ responses, especially the responses to low-frequency stimuli, also included a large number of clang-other responses while there were also quite a number of ParaRs among low-proficiency learners’ responses. Wolter (2001) took into consideration the degree of vocabulary familiarity. He confirmed Söderman’s finding that the so-called syntagmatic-paradigmatic shift was indeed a response change from phonological to semantic and that “the progression for 73 The Developmental Route of Chinese English Learners’ Mental Lexicon individual words could be viewed as moving from a state in which phonological and other non-semantic connections are dominant to a state where syntagmatic or paradigmatic connections take precedence” (2001: 65-66). Namei compared the responses of 100 Persian-Swedish bilingual participants with 100 native speakers of Persian and Swedish. Her results proved that phonologically-based organization is a primary acquisition feature of every individual word (2004: 263) and that “the syntagmatic-paradigmatic shift was not an organizational characteristic of the whole mental lexicon, but rather a developmental feature of every individual word, indicating increased word knowledge” (2004: 382). Compared with mental lexicon research in the West, related studies in China are just in bud; they started in the early 1990s with the work by Gui and other researchers (1992). In Li’s study (2004), the results of WAT showed that L2 vocabulary knowledge had obvious influence on the learners’ use of semantic information. Using Wolter’s word lists as stimulus words, Zhang (2004) explored 40 advanced Chinese English learners WAs and found that most of the learners’ responses were phonological, which offered support to Meara’s view that the structure of L2 mental lexicon was predominantly phonological. Bai (2005) carried out an empirical study among his non-English-major postgraduates. He discovered that L2 mental lexicon is more unstable than that of L1 and that unfamiliar words induced clangs or no association in students’ mind (2005: 30). All in all, studies of L1 and L2 WAs show that a) both native and non-native speakers experience a syntagmatic-paradigmatic shift, which is an indication of increased lexical knowledge in words being tested; b) to low-frequency words, both adult native speakers and advanced learners produce responses comparable to those of child native speakers; (c) each individual word has its own processing history and will experience a developmental course from non-semantic to semantic; and (d) the mental lexicon of native and nonnative speakers is in a constant flux, because new words are being learned while acquired words are being relearned or consolidated. However, traditional WATs mostly chose familiar high-frequency words as stimuli (e.g., Kent-Rosanoff list) and as a result, failed to draw conclusions about the whole lexicon. Only a few studies to date have attempted to study native speakers’ responses to low-frequency words (Beck, 1981; Stolz & Tiffany, 1972), not to speak of studies concerning non-native speakers (Meara, 1983). To bridge the gap and gain understanding of the developmental route of the whole mental lexicon, the present researcher conducted two WA experiments using high and low-frequency words as stimuli from both crosssectional and longitudinal perspectives. 3. Research Design 3.1 Research Questions This study was guided by the following research questions: A. What are the general trends of the participants’ three kinds of responses (ParaRs, SynRs and clangs) in the cross-sectional experiment (Experiment 1) and longitudinal 74 FU Yuping experiment (Experiment 2)?1 B. What are the general trends of the participants’ semantic responses (SRs) and nonsemantic ones (NSRs) in these two experiments? C. Is it true that high-frequency words elicit more SRs and low-frequency words induce more NSRs? 3.2 Participants Experiment 1 included four groups of participants from different proficiency levels. They came from three intact classes of senior school students in Grade 2 (Group 1 = 52), firstyear and third-year English majors (Group 2 = 57 and Group 3 = 60) and 30 university English teachers (Group 4) from Hainan Province. A cohort of 50 Chinese English majors participated in Experiment 2. They were chosen from two intact sophomore classes (26 participants in Class 3 and 24 in Class 4) in a vocational college from Shandong Province. All the participants’ native language was Chinese, and none of them had ever lived in an English-speaking environment except for the teachers’ group in Experiment 1. The information of the participants in the final statistics is listed in Table 1. Table 1. The participants’ detailed information in the final statistics Experiment 1 Experiment 2 Participants Group 1 Group 2 Group 3 Group 4 2nd-year English majors NOS 50 50 50 30 41 Female 21 30 30 20 35 Male 29 20 11 10 6 Average age 16.8 19.5 19.5 32.4 19.6 NOS = number of participants; Group 1 = 2nd-year senior students; Group 2 = 1st-year English majors; Group 3 = 3rd-year English majors; Group 4 = English teachers 3.3 Instruments According to different research purposes, WATs fall into four types: continued WATs, continuous WATs, free WATs, and controlled WATs. Researchers usually use free WATs because responses in free association are thought to be the most direct and immediate reflection of human understanding behind the linguistic forms or semantic meanings. Therefore, this study adopted the single, free WAT, in which the participant is required to produce one response to each stimulus with no restriction in the choice of response (Kruse et al., 1987: 143). 3.3.1 Stimulus Words in Experiment 1 The stimulus words in Experiment 1 were based on the Kent-Rosanoff WA list (1910, cited in Postman & Keppel, 1970: 3) with 100 frequently occurring and emotionally neutral English words. One of the advantages of using Kent-Rosanoff WA list is that it has been used in many studies, both with natives and nonnative language learners at different proficiency levels, age levels, and socio-economic levels. Furthermore, there are established 75 The Developmental Route of Chinese English Learners’ Mental Lexicon WA norms based on the list (Kiss et al., 1973; Postman & Keppel, 1970), which provide an opportunity to compare the responses from L2 learners and those from the native speakers of English. The second advantage is that most of the words on the list are highly frequent and can thus serve as the stimulus words with learners across a wide range of proficiency levels. The weakness of the list, however, is that some of the stimulus words are so common that both native speakers and L2 learners produce predictable/stereotypical responses. To overcome the limitation, a word screening procedure was adopted to sift out words eliciting stereotypical responses as shown in the Edinburgh Associative Thesaurus (EAT)1 (Kiss et al., 1973). That is, the stimulus words typically eliciting a single, dominantly primary response were not included in the present study. The yardstick was that the most frequent responses to the stimulus words, as reported in the EAT, should not exceed 20% of all the reported responses. In this way, the experiment avoided stimulus words like BLACK or DOG, which typically elicit a very narrow range of responses, and selected stimulus words typically generating a wide variety of different responses. Following this criterion, the experiment selected 45 high-frequency words which were required to be mastered by both middle school students and non-English majors (Ministry of Education of the PRC, 2001; Higher Education Institutions, Ministry of Education of the PRC, 2007). 3.3.2 Stimulus Words in Experiment 2 To ensure the novelty of the stimulus words in Experiment 2, a pilot study was conducted before the experiment to test whether the participants, who were chosen from another parallel intact class in the same college, knew the chosen 78 words from Units 4 and 5 in their textbook (Li, 1999). These participants were required to write down Chinese meaning of each word. As a result, they did not know 45 words, among which 40 were selected as stimuli. According to the teaching syllabus, these words are in the 12,000-word list required to be mastered by English majors (Wu & Li, 2002). 3.4 Data Collection Procedures 3.4.1 Data Collection To collect data in WATs, Wolter (2001) distinguished four different methods, namely, the aural-oral method, the aural-written method, the written-oral method, and the writtenwritten method. Due to the lack of a natural language learning environment, Chinese English learners do better in reading and writing than in listening and speaking. Therefore, the present study adopted the written-written method, which had yielded fruitful results in many studies (e.g., Schmitt, 1998a; Schmitt & Meara, 1997; Singleton, 1999) and had been proved to be timesaving and easy to administrate. Before either experiment, the participants were seated in a multi-media classroom in a regular class setting. Each of them was assigned one sheet of paper with written instructions at the top, followed by 45 slots in Experiment 1 and 40 slots in Experiment 2. They were first required to carefully read the instructions, which were in both English and Chinese. Then, they practiced 4 extra stimulus words with the help of the researcher. 76 FU Yuping The stimuli were presented to them one at a time on the screen, which remained there for 5 seconds and then a blank screen for 10 seconds in Experiment 1 and 20 seconds in Experiment 2. When a stimulus word was displayed on the screen, the participants were asked to record spontaneously the first word coming to mind without hesitation. They were not permitted to consult any dictionaries and reference books, neither were they allowed to discuss with each other or go back to their work on the previous stimuli. The time period it took to finish the test papers was about 10 minutes for Experiment 1 and 20 minutes for Experiment 2. The difference between the two experiments was that the participants in Experiment 2 had three tests with an interval of one and a half months between Test 1 and Test 2 and between Test 2 and Test 3 (see Figure 2) and they followed the same procedure with the same stimuli in different orders respectively. Test 1 One and a half month later Test 2 One and a half month later Test 3 Figure 2. Specific procedures of the word association Experiment 2 3.4.2 Data Encoding Data encoding was composed of two stages, lemmatization and classification of the responses. 3.4.2.1 Lemmatization of the Responses After all the data were collected, two groups of teachers (two for each group) worked together and input all the raw data into Excel files with the following minor modifications of the response words: A. The inflected forms of the responses were treated as one occurrence of its base word. For instance, babies was regarded as the repetition of the stimulus word BABY and counted as one occurrence of BABY. (In this study, stimulus words are given in capital and italics, and responses or associations in italics.) B. A misspelled response was treated as one occurrence of the word in its correct form if it can be pronounced roughly the same as the word. For instance, scenry for scenery and afrad for afraid. 3.4.2.2 Classification of the Responses Classification of the responses is time-consuming and far more complicated than the easy conduction of WAT since the participants often think of ambiguous responses that are hard to be classified into the pre-designed types. Meara made a similar comment: “Personally, I have always found that this paradigmatic/syntagmatic distinction is very difficult to work in practice, especially when you cannot refer back to the testee for elucidation…” (1983: 30). Based on traditional WAT models, responses in this study were classified into three types: paradigmatic response (ParaR), syntagmatic response (SynR) and clang-other response (Clang). To keep consistency in classification, the definitions 77 The Developmental Route of Chinese English Learners’ Mental Lexicon of these types of responses were distinguished clearly beforehand with examples taken from the present study. Two teachers with applied linguistic background worked together and classified the responses independently with reference to Longman Dictionary of Contemporary English, Oxford Dictionary of English and Oxford Collocations Dictionary for Students of English. In case they did not agree with each other, the native English speaking teachers were asked for advice. ParaRs are words from the same word class as the stimulus word and can be substituted for it in a given sentence. Figure 3 gives an illustration of syntagmatic and paradigmatic relations (Richards et al., 2000: 463). In certain cases, words from different word classes were also classified as ParaRs because they had a clear semantic relation to the stimulus word. For instance, in some participants’ mind, the responses to stimuli CHIC, GRACE and CONFIRM were fashion, beautiful and sure respectively. These responses had clear semantic connections to the stimuli but and did not form clear sequential or collocational relations with them; therefore, these responses were classified as ParaRs. ParaRs in the present study consist of hyponyms, synonymy, antonyms and meronyms. He handed gave passed money to me. = syntagmatic relations = paradigmatic relations threw Figure 3. Syntagmatic and paradigmatic relations (Richards et al., 2000: 463) As shown in Figure 3, SynRs describe a left-to-right or sequential relationship between stimuli and responses; they are commonly known as collocations. The response word is usually a word from a different word class (Aitchison, 1987: 78). For instance, all the words in the sentence He handed money to me (see Figure 3) can be said to have syntagmatic relations with each other. A SynR response is an association, which, together with the stimulus word, forms a syntagm (Richards et al., 2000: 463). In this study a syntagm could be a noun phrase (SCRAMBLE-egg), verbal phrase (PREDICT-earthquake), or a short sentence (SHREW-rude). Words from the same word class as the stimulus word but form a clear sequential relation with the stimulus were also classified as SynR (Zhang, 2004: 75), such as STRIPE-cloth, SHREW-bad mood and VERSE-rhyme. Five kinds of responses were classified into clangs: (a) Responses that were clearly related to certain phonological or orthographical features of the stimulus word, but bore no obvious semantic relationship to them (e.g., BEET-beat; BLARE-glare) (b) Unclassifiable responses like PARISH-color, VERSE-turnover, BLARE-head, etc. (c) Responses such as PREDICT- prediction, THRIVING-thrive, SUPPOSITIONsuppose, GRACE-graceful and so on were also classified as clangs. This was so because this kind of responses and their corresponding stimuli belong to the same 78 FU Yuping word families (Laufer, 1997; Nation, 1990, 2001). (d) Responses to wrongly perceived words that bore a vague phonological or orthographic resemblance to the stimuli. For instance, BREACH was perceived as high frequency words BEACH or BENCH and thus led to the occurrences of sea, sand, coast, ocean, bank, water, river and sit, seat respectively. (e) No response. 3.4.3 Data Analysis The statistic tools used in this study were SPSS 11.5 and Excel 2007. All the responses were keyed into the computer in word forms and in their respective response types. The statistic analysis included calculating the number and percentage of each response type and computing frequencies and chi-squares with response types as the dependent variable in order to make comparisons of results between and within the four groups or three tests. The first two research questions were answered by comparing overall responses (i.e., ParaRs, SynRs and clangs), SR and NSR and describing cross-sectional and longitudinal changes of the three response types in both experiments. Chi-square tests were employed to make comparisons. In order to answer the third research question, word frequency effect on response types was analyzed and visualized with a bar graph. 4. Results 4.1 General Trends of the Participants’ Three Kinds of Responses in Both Experiments Table 2 gives a detailed profile of the three types of WA responses produced in Experiment 1. The general trend of response types in Experiment 1 was roughly consistent: ParaRs were the largest category, SynRs came second and clangs were the smallest. The result of a chi-square analysis showed a significant difference among the response frequencies in the four groups (see Table 2). The general trend of response types in Experiment 2 was a little different: in all the three tests, clangs were the largest category, ParaRs came second and SynRs were the smallest. That is to say, the same pattern could be detected as to the ranking of the three response types: clangs > ParaRs > SyRs. The result of a chi-square analysis showed a significant difference among the response frequencies in the three tests (see Table 3). All the groups in the experiments produced fewer SynRs than ParaRs, and this revealed that learners were relatively strong in associating words in their hierarchical relationship but weak in producing horizontal relations. Table 2. Frequencies of the three response types in Experiment 1 Group 1 (n = 50) Group 2 (n = 50) Group 3 (n = 50) Group 4 (n = 30) count expected residual count expected residual count expected residual count expected residual ParaR 804 892.5 -88.5 843 892.5 -49.5 922 892.5 29.5 644 535.5 108.5 SynR 712 810.5 -98.6 755 810.5 -55.6 847 810.5 36.4 604 486.3 117.7 79 The Developmental Route of Chinese English Learners’ Mental Lexicon Group 1 (n = 50) Group 2 (n = 50) Group 3 (n = 50) Group 4 (n = 30) count expected residual count expected residual count expected residual count expected residual Clang. 734 546.9 187.1 652 546.9 105.1 481 546.9 -65.9 102 328.2 Pearson Chi-square ⅹ = 328.351 df = 6 Asymp. Sig.(2-sided) α 2 -226.2 p = .000 ParaR = paradigmatic response; SynR = syntagmatic response; clang = clang-other responses Table 3. Frequencies of the three response types in Experiment 2 Test 1 (n = 41) Test 2 (n = 41) Test 3 (n = 41) count expected residual count expected residual count expected residual ParaR 398 448.3 -50.3 423 448.3 -25.3 524 448.3 75.7 SynR 302 362.7 -60.7 378 362.7 15.3 408 362.7 45.3 Clang. 940 829.0 111.0 839 829.0 10.0 708 829.0 -121.0 Pearson Chi-square ⅹ = 68.960 df = 4 Asymp. Sig.(2-sided) α 2 p = .000 4.2 General Trends of the Participants’ SRs and NSRs in Both Experiments Since all the ParaRs and SynRs had some semantic relations with the stimuli in some way, they were combined together into the “semantic” associations. On the contrary, the clangs at most bore some phonological or orthographic resemblance to the stimuli and thus were regarded as “non-semantic” associations. A complete developmental trend of the participants’ SRs and NSRs in the two experiments was obtained (see Tables 4 and 5). In Experiment 1, the teachers’ group gave the largest number of SRs while the Grade 2 senior school students’ group produced the least. SRs made up an overwhelming majority of the responses given by the four groups of participants. The result of a chi-square analysis indicated a significant difference among the SRs and NSRs in the four groups. In Experiment 2, the participants gave the largest number of SRs (932) in Test 3 and the least in Test 1 (700). However, NSRs made up a majority of the responses in Tests 1 and 2. It was only in Test 3 that the number of SRs slightly surpassed that of NSRs. The result of a chi-square analysis showed a significant difference among the response frequencies in the three tests. Table 4. Frequencies of the SRs and NSRs in Experiment 1 Group 1 (n = 50) Group 2 (n = 50) Group 3 (n = 50) Group 4 (n = 30) count expected residual count expected residual count expected residual count expected residual SR 1516 1703.1 -187.1 1598 NSR 734 546.9 187.1 652 1703.1 546.9 -105.1 1769 1703.1 65.9 1248 1021.8 226.2 105.1 481 546.9 -65.9 102 328.8 -226.2 Pearson Chi-square ⅹ = 327.611 df = 3 Asymp. Sig.(2-sided) 2 α SR = semantic response; NSR = non-semantic response 80 p = .000 FU Yuping Table 5. Frequencies of the SRs and NSRs in Experiment 2 Test 1 (n = 41) Test 2 (n = 41) Test 3 (n = 41) count expected residual count expected residual count expected residual ParaR 700 811.1 -111.1 792 801.7 -9.7 932 811.1 120.9 Clang. 940 828.9 111.1 839 819.3 9.7 708 828.9 -120.9 Pearson Chi-square ⅹ = 65.996 df = 2 Asymp. Sig.(2-sided) 2 α p = .000 Table 6. longitudinal changes of response types in Experiment 2 Down Static Up-down → 221 326 369 124 151 Percent(%) 27.38 13.48 19.87 22.5 7.56 9.21 → 449 → Count → Semantic → Clang Down-up → Up → Types of change Up = change from clang to semantic response; Down = change from semantic to clang response; Static semantic = semantic response in all three tests; Static clang = clang responses in all three tests; Up-down = change from clang to semantic to clang again; Down-up = change from semantic to clang to semantic again; Total number = 1640 (40 stimulus words × 41 participants) Although the general trend of change in response types is from non-semantic to semantic, it does not exclude the possibility that responses to individual words may remain the same or even change in the opposite direction. Table 4 summarizes the longitudinal changes of responses. As shown in the table, the vast majority of response types remained static: in 326 out of 1640cases, the participants produced paradigmatic or syntagmatic responses in all three tests, and in 369 cases, the participants produced clang-other responses in the three tests. These cases accounted for 42.37% of the total number of responses. That is to say, about 42% of the responses remained the same throughout the three tests. In the 945 (449+221+124+151) cases where changes did occur, the major direction of the changes is from non-semantic to semantic responses (221+124 vs. 449+151), which accounted for the steady increase in the number of semantically related responses and the steady decrease in the number of non-semantic responses. As shown in Table 4, 124 cases changed from clang to semantic and then to clang again, 151 cased changed from semantic to clang and then to semantic again. It indicated that with the increase of language exposure, some words may be consolidated and further integrated, while other words may be forgotten for the lack of consolidation. The existence of these up-down and down-up responses showed that some words may develop in a zigzag fashion but not by a linear route, which is in line with Zhang’s findings (2004). The above data suggested that with the increase of vocabulary knowledge, most of the newly learned words in the L2 mental lexicon may change from unknown to partial known, then familiar and consolidated and finally further integrated; however, there were also cases of backsliding, i.e., moving backward from semantic to non-semantic, because some words may be forever or temporarily forgotten due to the lack of exposure or practice. Therefore, the integration of these words were much more complicated, which proved Meara’s view that L2 mental lexicon is in a state of flux (1983). 81 The Developmental Route of Chinese English Learners’ Mental Lexicon 4.3 Commonality Analysis of SRs and NSRs in Both Experiments The degree of commonality (Schmitt, 1998a) in stimulus-response WA was analyzed by counting the Top Three most frequently given responses to each stimulus in both experiments (Appendices 3 and 4). As far as SRs were concerned, the participants produced many more ParaRs than SynRs (54.07% vs. 32.59% in Experiment 1 and 47.5% vs. 8.31% in Experiment 2). As shown in Appendices 3 and 4, 16 of the 45 stimuli in Experiment 1 induced at least one NSR among the most frequent responses, while 42 of the 45 stimuli in Experiment 2 induced 53 NSRs, accounting for 44.19% of all the top three responses, a much higher percentage than that in Experiment 1 (13.34%). This indicated that low-frequency words produced many more NSRs than high-frequency ones. 100 Test 3 Group 1 80 60 40 20 0 Group 2 Semantic Non-semantic Group 3 Test 2 Group 4 Test 1 Figure 4. Mean proportions of SRs and NSRs to high-low frequency stimuli Table 7. Mean proportions of SRs and NSRs to high-low frequency stimuli Group 1 Group 2 Group 3 Group 4 Test 1 Test 2 Test 3 Semantic 67.38 71.02 78.62 92.44 42.68 48.82 56.83 Non-semantic 32.62 28.98 21.38 7.56 57.32 51.18 43.17 4.4 Word Frequency Effect on Response Types To examine word frequency effect on the response types, a comparison was made between the results of the two experiments. That is, the proportions of SRs and NSRs induced by high-frequency words in Experiment 1 and low-frequency words in Experiment 2 were compared. As indicated in Figure 4 and Table 6, more SRs were induced by high-frequency stimuli than by low-frequency ones. Even the Grade 2 senior school students gave more SRs to high-frequency words than 2nd-year English majors did to low-frequency words (67.38% vs. 56.83%). With the increase in the proficiency of the participants, NSRs were on the decline while SRs were on the rise. Another noticeable trend was that NSRs induced by low-frequency stimuli experienced little change across the three tests, suggesting limited progress on the part of the participants and nearly no exposure to them during the three months. 82 FU Yuping 5. Discussion The analysis in Experiment 1 revealed that SRs dominated the four groups’ responses to high-frequency words. There was a positive correlation between language proficiency and semantic associations; that is, the higher the participants’ language proficiency become, the more semantic associations there were in their mental lexicon. That is to say, with the development of language proficiency, there is a general trend with obvious increase in SRs and gradual decrease in NSRs. Therefore, despite Meara’s prediction that phonology plays a leading role in L2 mental lexicon organization (1983: 30), a tentative conclusion can be drawn from this study about the developmental route of Chinese English learners’ mental lexicon: with the development of language proficiency and the increasing exposure of language materials, Learners’ mental lexicon will develop steadily from non-semantic to semantic. The results of Experiment 2 revealed that although clangs were the largest type of responses in the three tests, there did exist a shift from a more phonologically-based pattern to a more semantically-related pattern across these tests. Thus, an exploratory conclusion is that as more new words are learned and become familiar and further integrated, learners’ mental lexicon develops steadily from a more form-based pattern to a more semantic-dominated one; the participants made steady progress. However, there were also cases of backsliding, i.e., moving backward from semantic to non-semantic, because some words may be forgotten due to the lack of exposure or practice. Therefore, we can draw a tentative conclusion that L2 vocabulary acquisition does not develop by a linear route but in a zigzag fashion. This dynamic nature of L2 mental lexicon suggests that “words are learned incrementally” (Schmitt, 1998b: 283) and that “lexical acquisition requires repeated exposure” (Zhang, 2004: 197). The commonality analysis indicates that the participants produced more ParaRs than SynRs in both experiments and thus reveals an L2-specific route of word associative knowledge. As discussed by Wolter (2006), due to the pre-existing L1 knowledge and welldeveloped cognitive system, it is insensible for L2 adult learners to follow the acquisition route of L1 learners, that is, the development of syntagmatic knowledge has priority over that of paradigmatic connections. Furthermore, unlike L1 children, adult L2 learners do not have the same social and linguistic exposure. Thus they can only build up their semantic connections in the classroom setting with the help of teachers’ instruction, extensive reading and also their existing L1 knowledge. Finally, the strategies of traditional vocabulary teaching and learning in Chinese context, such as the introduction of new words based on similar sounds or the same roots, synonyms, antonyms and hyponyms have all contributed to the strong paradigmatic and the weak syntagmatic connection in learners’ mental lexicon. All these factors explain why their paradigmatic knowledge develops faster than their syntagmatic knowledge. From this understanding, the indicator of L2 lexical development needs to be re-oriented by saying that the increase of syntagmatic responses is much more important than the increase of paradigmatic ones (Wolter, 2006). The result that clang-other associations dominated the responses throughout the 83 The Developmental Route of Chinese English Learners’ Mental Lexicon three tests in Experiment 2 is in line with previous research (Beck, 1981; Meara, 1983; Wolter, 2001; Zhang, 2004). It does not necessarily mean that the participants possess poor vocabulary knowledge but indicates that the organization of the L2 mental lexicon is initially phonological. That is to say, categorizing unfamiliar words phonologically may be characteristic of early stages of vocabulary acquisition. The form-based feature of lexical organization is not a characteristic of language proficiency but rather an elementary acquisition feature of every individual word (Namei, 2004: 363). The main reason for a small quantity of semantic responses across the three tests in Experiment 2 was obviously that the stimuli used in this study were newly learned low-frequency words and that the participants had not gained full mastery of these words; that is, the semantic links of these words in their mind were not stable and thus were easily forgotten. 6. Conclusion This study employed free WATs to investigate Chinese English learners’ responses to some high-and low-frequency words, and it revealed the developmental route of L2 mental lexicon: with the development of language proficiency and the increasing exposure of language materials, the learners’ mental lexicon will develop steadily from non-semantic to semantic. However, there are also cases of backsliding, that is, moving backward from semantic to non-semantic, because some words could have been forgotten due to the lack of exposure or practice. Therefore, L2 vocabulary acquisition does not develop by a linear route but in a zigzag fashion. Due to the pre-existing L1 knowledge, well-developed cognitive system, different social-linguistic exposure from L1 children and strategies of traditional vocabulary teaching and learning in Chinese context, adult Chinese English learners’ paradigmatic knowledge develops faster than syntagmatic knowledge with the latter weaker than the former in their mental lexicon. The findings of the present study further imply that vocabulary acquisition is not an “all-or-nothing affair” but a life-long process and that both teachers and learners should be patient enough to make an acquisition plan on a long-term basis. First, L2 teachers should deal with vocabulary in a well-planned and principled rather than a haphazard way. They need to adopt different methods to different words. Second, in order to acquire different types of word knowledge, learners ought to form a habit of daily extensive reading—an indispensable part of their language learning. Third, due to the Forgetting Curve, words need recycling in order to be consolidated in short-term memory and cemented in long-term memory. Lastly, both teachers and learners should give special attention to co-text and context vocabulary learning (i.e., chunk memorization) in order to reinforce the strength of syntagmatic relations. Only in this way could English learners probably integrate words into L2 mental lexicon to ensure their quick access and correct use. The findings of the present study also indicate some directions for future research. First, longitudinal studies with longer intervals are recommended to ensure a more reliable picture of the process of vocabulary acquisition and also that of the developmental routes 84 FU Yuping of Chinese English learners’ mental lexicon. Second, the intricacy of correspondence between different types of words in the L2 mental lexicon need to be teased out by exploring the relationship between the stimulus word types (e.g., word class and concreteness) and the response word types. Third, a comparison of associative responses produced by participants of different L1 backgrounds can be conducted to investigate the cross-cultural differences and the L1 transferences. Fourth, the consistency between the written-written method and other approaches like aural-oral, aural-written or oral-written may be checked to explore the method-effect on the outcome of the word association. With all these aspects adequately addressed, a better understanding will be gained about the mental lexicon in general and the L2 mental lexicon in particular. 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Appendix 1 Stimulus word list used in Experiment 1 music, deep, mountain, comfort, hand, fruit, butterfly, wish, river, beautiful, window, citizen, foot, red, sleep, anger, carpet, working, earth, bread, city, bed, trouble, soldier, cabbage, yellow, justice, health, memory, sheep, dream, head, ocean, child, doctor, thief, lion, joy, baby, moon, quiet, cheese, afraid, thirsty, sweet. Appendix 2 Stimulus word list used in Experiment 2 swan, screech, blare, ruby, legacy, lobby, breach, tunnel, verse, stripe, complexion, awe, ferry, shudder, grace, predict, shrew, conviction, hitch, grunge, inaugurate, supposition, jumpsuit, estate, moat, thriving, parallel, chic, bundle, inspire, psyche, beet, reverie, literary, baptize, scramble, scheme, parish, confirm, baggy. 87 The Developmental Route of Chinese English Learners’ Mental Lexicon Appendix 3 Top Three responses to the high-frequency stimulus words in Experiment 1 Stimulus word Semantic response Paradigmatic response Syntagmatic response Afraid brave 7, worried 6 dark 9 Anger happy 34, smile 6 Baby mother 11 lovely 33, beautiful 10 Beautiful ugly 19 girl 45, flower 15 Bed Bread Butterfly 88 angry 23 sleep 82, comfortable 15 milk 39, breakfast 8 Non-semantic response bad 8 eat 17 beautiful 50 fly 34, butter 9 Cabbage vegetable 19 eat 11 bag 11 Carpet floor 7 red 7 car 31 Cheese bread 9, milk 7 Child adult 8 Citizen city 36, people 28, country 9 City country 52, town 16 big 8 Comfort happy 8 home 7 Deep high 9 Water 18, sea 13 Doctor patient 38, nurse 23 ill 8 Dream sleep 24 true 13, good 7 Earth moon 35, mother 5 round 10 Foot hand 68 walk 22 Fruit apple 75 eat 21, delicious 7 Hand foot 63, leg 10, finger 8 Head hair 40, hand 9 clever 7 Health sport 8 good 14 Joy happy 37, fun 6 enjoy 23 Justice fair 17 just 43, drink 5 Lion tiger 49, king 9 afraid 10 Memory forget 18, remember 16 good 18 Moon sun 55, earth 10 moon-cake 9 Mountain hill 31, tree 15 High 50 Music song 11 Dance 15, popular 6 Ocean sea 39, water 13 blue 27 Quiet noise 14, noisy 13 choose 21 lovely 32 children 31 comfortable 43 feet 17 healthy 25 quite 15 FU Yuping Stimulus word Semantic response Paradigmatic response Syntagmatic response Non-semantic response Red green 29, blue 25, yellow 13 River water 40, fish 18, sea 16 Sheep cow 13 white 15 sleep 15 Sleep wake 11 bed 43 sheep 14 Soldier army 17, war 12 brave 13 sweet salt 5 candy 25, sugar 25 Thief police 27, policeman 11 bad 12 Thirsty hungry 25 water 81, drink 11 Trouble difficult 14 solve 10, bad 5 Window door 63 open 14 Wish hope 87, dream 10 good 6 Working job 17 hard 50, tired 16 Yellow blue 17, red 17, color 9 wind 7 Appendix 4 Top three responses to the low-frequency stimulus words in Experiment 2 Stimulus word Semantic response Paradigmatic response awe respect 56 baggy loose 12 baptize religion 6 beet vegetable 20 blare light 10, noise 9 Syntagmatic response Non-semantic response awful 12, owe 8 clothes 16 bag 43 born 11, size 9 field 17 beet 19 glare 52 breach break 17, reach 17, beach 11 bundle bunch 17 chic fashion 12 chicken 15, chip 10 complexion face 23, skin 23 complex 18 confirm sure 32, prove 11 firm 7 conviction sure 17 convict 18, convince 16 estate legacy 12, land 9 east 8 ferry boat 15 worry 9, afraid 7 grace beautiful 10 grunge flower 12 bound 5 lady 7 graceful 16 foot 23 ground 8, orange 5 89 The Developmental Route of Chinese English Learners’ Mental Lexicon Stimulus word Semantic response Syntagmatic response hitch connect 13 hike 28 inaugurate ceremony 17, begin 8 graduate 9 inspire encourage 36 courage 10, inspiration 9 jumpsuit clothes 40 jump 20, suit 8 legacy estate 22 leg 19, legal 16 literary book 18, works 12 literature 7 lobby hall 25, hotel 8 hobby 20 moat river 28 meat 13, coat 10 parallel equal 7, unparallel 4 catch 9 line 61 parish punish 25, paris 7, rich 5 predict foresee 9 psyche mind 27, physical 24 heart 22 reverie dream 15, daydream 14 review 13 ruby red 29, diamond 9 rude 6 scheme plan 38, schedule 19 time 15 scramble climb 23, crawl 11 scram 9 screech sound 16, scream 13 reach 10 shrew woman 10 shower 29, throw 24 shudder tremble 16, shake 10 stripe line 17, star 11 strike 7 supposition guess 30, imagination 5 suppose 40 swan animal 16, bird 12 thriving prosperous 40 thrive 13, exciting 7 tunnel channel 66, chunnel 26 road 20 verse poem 26, poet 8 very 6 (Copy editing: DING Yanren) 90 Non-semantic response Paradigmatic response future 16 prediction 6 body 17 swim 33