本书试图研究中国英语学习者心理词库中不同类型歧义词的发展特征。基于已有的双语心理词汇表征和发展模型，作者运用不同的实验任务考察了中国英语学习者对不同类型歧义词的加工，发现二语词汇在词形、语义和概念等各层次心理表征之间存在交互作用且一语和二语词汇之间存在跨语言激活和抑制作用，从而阐明不同类型歧义词的表征、提取和发展的不平衡性，以及概念重构对二语词汇知识发展的意义。研究结果有利于深化对二语习得机制的理解，提高英语词汇教学效果。

李海龙，男，浙江外国语学院讲师，于山东大学获得文学学士学位，上海交通大学获得文学硕士、博士学位，主要研究方向为二语习得、心理语言学。主持浙江省哲学社会科学规划课题1项，校级重点科研课题两项。在《外语教学与研究》《现代外语》等外语类核心期刊发表论文数篇。为中国翻译协会专家会员，出版译著1部，在《英语世界》等刊物发表译作多篇。主要讲授《实用英语翻译》《应用英语写作》等课程。

CHAPTER 1 INTRODUCTION
1.1 Origin of the Study
1.2 Significance of the Study
1.3 Research Questions
1.4 Definition of Key Terms
1.4.1 Bilinguals
1.4.2 Lexical ambiguity
1.4.3 Semantic priming
1.4.4 Ambiguity advantage
1.4.5 Relatedness of meaning
1.5 Organization of the Book
CHAPTER 2 REPRESENTATION AND PROCESSING OF LEXICAL AMBIGUITY
2.1 Introduction
2.2 Lexical Ambiguity per se
2.2.1 Syntactic and lexical ambiguity
2.2.2 Criteria for lexical ambiguity
2.2.3 Lexical ambiguity as a continuum
2.2.4 Mechanisms of meaning extension
2.3 Theoretical Accounts of Lexical Ambiguity
2.3.1 Lexical ambiguity in theoretical linguistics
2.3.2 Lexical ambiguity in psycholinguistics
2.4 Feedback Account of the Ambiguity Effect
2.4.1 Interaction between representational levels
2.4.2 Semantic relatedness and its processing implications
2.5 Summary
CHAPTER 3 LEXICAL AMBIGUITY IN THE BILINGUAL MIND
3.1 Introduction
3.2 Lexical Development in Bilinguals
3.2.1 Knowing a word
3.2.2 Constraints of post-puberty lexical development
3.2.3 Lexical development in a second language
3.3 Modeling the Bilingual Lexicon
3.3.1 Evidence from semantic priming
3.3.2 Bilingual representation models
3.3.3 Bilingual processing models
3.4 Lexical Ambiguity and SLA
3.4.1 Translation ambiguity in bilinguals
3.4.2 Meaning extension in L2 vocabulary learning
3.5 Summary
CHAPTER 4 SIMPLE LEXICAL DECISION TASK
4.1 Introduction
4.2 Experiment Design
4.2.1 Research questions
4.2.2 Participants
4.2.3 Materials
4.2.4 Procedures
4.3 Results and Findings
4.3.1 Analysis of the reaction time data
4.3.2 Analysis of accuracy rate data
4.4 Discussion
4.4.1 Lexical ambiguity and ambiguity effect
4.4.2 Ambiguity effect across proficiency groups
4.5 Summary
CHAPTER 5 TRANSLATION RECOGNITION TASK
5.1 Introduction
5.2 Experiment Design
5.2.1 Research questions
5.2.2 Participants
5.2.3 Materials
5.2.4 Procedures
5.3 Results and Findings
5.3.1 Analysis of the reaction time data
5.3.2 Analysis of accuracy rate data
5.4 Discussion
5.4.1 Ambiguity type and translation recognition
5.4.2 Translation ambiguity in development
5.5 Summary
CHAPTER 6 MEANING RELATEDNESS RATING
6.1 Introduction
6.2 Research Design
6.2.1 Purpose
6.2.2 Participants
6.2.3 Materials
6.2.4 Procedures
6.3 Results and Findings
6.3.1 Overview of the relatedness rating results
6.3.2 Analysis of the LP group results
6.3.3 Analysis of the HP group results
6.4 Discussion
6.5 Summary
CHAPTER 7 SEMANTICALLY PRIMED LEXICAL DECISION TASK
7.1 Introduction
7.2 Experiment Design
7.2.1 Research questions
7.2.2 Participants
7.2.3 Materials
7.2.4 Procedures
7.3 Results and Findings
7.3.1 Results of the semantically primed lexical decision task
7.3.2 Findings of the exit questionnaire
7.4 Discussion
7.4.1 Distinctions within lexical ambiguity
7.4.2 Locus of the semantic priming effect
7.4.3 Language proficiency and inhibitory capacity
7.4.4 Vocabulary learning strategy and metaphorical awareness
7.5 Summary
CHAPTER 8 CONCLUSIONS
8.1 Introduction
8.2 Major Findings
8.3 Implications of the Present Study
8.3.1 Theoretical implications
8.3.2 Pedagogical implications
8.4 Limitations and Suggestions for Future Studies
8.4.1 Limitations of the present study
8.4.2 Suggestions for future studies
BIBLIOGRAPHY
APPENDICES