COVER -- CONTENTS -- LISTS OF FIGURES AND TABLES -- LIST OF ABBREVIATIONS -- CHAPTER 1 INTRODUCTION -- 1.1 The identification of the research gap -- 1.2 The general objective of the research -- 1.3 Theoretical support -- 1.4 Hypotheses and methodology -- 1.5 The organization of the book -- CHAPTER 2 HUMAN CATEGORIZATION -- 2.1 The nature of categorization -- 2.2 Studies on categorization: From classical theory to cognitive approach -- 2.2.1 The classical theory of categorization -- 2.2.2 Problems with the classical theory of categorization -- 2.2.3 The shift from the classical to the cognitive approach -- 2.3 The theory of prototypes and basic-level categories -- 2.3.1 The principles of categorization and thecategorization system -- 2.3.2 Asymmetries in concept categorization along vertical and horizontal dimensions -- 2.4 Summary -- CHAPTER 3 CATEGORIZATION AND L1 VOCABULARY LEARNING -- 3. 1 Categorization: The cognitive foundation forword meaning -- 3.1.1 A conceptual model of word meaning: A connection between words and concepts -- 3.1.2 A conceptual model of word learning: Associating words with concepts -- 3.1.3 An implication of categorization as the cognitive foundation for word meaning -- 3. 2 Empirical evidence for the characteristics of concept categorization in L1 vocabulary learningand use -- 3. 2.1 The basic-level effect in L1 vocabulary learning and use -- 3.2.2 The prototypicality effect in L1 vocabulary learning and use -- 3.3 Summary -- CHAPTER 4 A CONCEPTUAL MODEL OF L2 VOCABULARY LEARNING -- 4.1 Differences between L2 vocabulary learning and L1 vocabulary learning -- 4.2 The association between L2 labels and con -- 4.2.1 The major debates in terms of the L2 word-conceptassociations -- 4.2.2 The word-association versus concept-mediationdebate -- 4.2.3 The L1-concept versus L2-concept mediation debate.

4.2.4 A tentative model of L2 word learning from the conceptual approach perspective -- 4.3 The notion of a single conceptual system in L2 learners' minds -- 4.4 Summary -- CHAPTER 5 EXPERIENTIALISM -- 5.1 The embodiment of concepts -- 5.2 The cognitive view of categorization revisited:The theory of prototypes and basic-level categories -- 5.3 Possible universalities across conceptual systems -- 5.4 Sources of differences between conceptual systems -- 5.5 Theoretical predictions for the role of the L1-based patterns of concept categorization in L2vocabulary learning -- CHAPTER 6 THE BASIC-LEVEL EFFECT AND L2 VOCABULARY LEARNING -- 6.1 Introduction -- 6.2 The experiment -- 6.2.1 The working hypothesis and experiment design -- 6.2.2 Participants -- 6.2.3 Stimuli and procedure -- 6.2.4 Data conversion -- 6.3 Results and discussion -- 6.3.1 Frequencies of response types within groups -- 6.3.2 Frequencies of responses at the levels of categorization within label sets -- 6.3.3 Attempts at reproducing English labels with inindividual word sets -- 6.4 A summary of the findings -- 6.4.1 Responses within groups -- 6.4.2 Responses within label sets -- 6.4.3 Attempts at reproducing English labels -- CHAPTER 7 THE PROTOTYPICALITY EFFECT AND L2 VOCABULARY LEARNING -- 7.1 Introduction -- 7.2 The working hypothesis and experiment design -- 7.3 Normative study: Determining prototypicality norms for native speakers of Chinese -- 7.3.1 Participants -- 7.3.2 Materials -- 7.3.3 Procedure -- 7.3.4 Results -- 7.3.5 Reliability -- 7.4 A no-cued English-word-learning and immediate cued-recall task: The function of the L1-based prototypicality in a cued-recall task with new L2words -- 7.4.1 Participants -- 7.4.2 Stimuli materials and procedure -- 7.4.3 Data conversion -- 7.4.4 Results and discussion.

7.4.5 A summary of the findings in the no-cued English word-learning and immediate cued-recall task -- 7.5 A no-cue-at-input but cued-at-output Englishword immediate recall task -- 7.5.1 Participants -- 7.5.2 Stimuli materials -- 7.5.3 Procedure -- 7.5.4 Data conversion and analyses -- 7.5.5 Results and discussion -- 7.6 Conclusion -- CHAPTER 8 CULTURE-SPECIFIC PROTOTYPICALITY EFFECT AND L2 VOCABULARY LEARNING -- 8.1 Introduction -- 8.2 The working hypothesis and experiment design -- 8.3 Normative study: Identification of culturalvariations in prototypicality norms -- 8.3.1 Sense collection: A free sense-listing task -- 8.3.2 Normative study: A prototypicality rating task -- 8.4 A no-cued English-word-learning and immediate cued-recall task: The function of the culture-based prototypicality in a cued-recall task with new L2words -- 8.4.1 Participants -- 8.4.2 Material -- 8.4.3 Procedure -- 8.4.4 Data conversion and analysis -- 8.4.5 Results and discussion -- 8.5 A cued-English-word-memory and immediate cued-recall task: The function of the culture-based prototypicality in a cued-recall task with well-known L2 words -- 8.5.1 Participants -- 8.5.2 Materials -- 8.5.3 Procedure -- 8.5.4 Data conversion and analysis -- 8.5.5 Results and discussion -- 8.6 Conclusion -- CHAPTER 9 CONCLUSION -- 9.1 Major findings and pedagogical implications -- 9.1.1 Discussions about the presence of the basic-level effect and the prototypicality effect in L2 vocabulary learning -- 9.1.2 A discussion of all the findings -- 9.1.3 The pedagogical implications of the findings -- 9.2 The contributions of the present research -- 9.2.1 Theoretical contributions -- 9.2.2 Pedagogical contributions -- 9.3 Limitations of the research and suggestions for future research -- 9.3.1 Limitations of the research -- 9.3.2 Suggestions for future research -- BIBLIOGRAPHY -- APPENDIXES.

Appendix 6.1 A sample of the learning material -- Appendix 6.2 A sample of the testing material -- Appendix 6.3 The Answer Sheet for the picture naming task -- Appendix 6.4 The instructions for the picture accompanied English vocabulary learning task for Groups 1-4 and Group 5 -- Appendix 7.1 A sample of the 14 superordinate categories and their respective instances used in the normative study of the prototypicality rating task -- Appendix 7.2 The instructions for the English-word learning and immediate cued-recall task -- Appendix 7.3 A sample of the presentation of the target English words in the word presentation section -- Appendix 7.4 A sample of the arithmetic calculationi n the English-word-learning and immediate cued recall task -- Appendix 7.5 A sample of the presentation of the retrieving cue in the English-word-learning and immediate cued-recall task -- Appendix 7.6 A sample of the Answer Sheet for theEnglish-word-learning and immediate recall task -- Appendix 7.7 A 72-English-word vocabulary survey -- Appendix 7.8 A 52-English-word vocabulary survey -- Appendix 8.1 An open-ended questionnaire designed for the collection of senses -- Appendix 8.2 A detailed description of the specific senses collected from the free sense-generation task and a check of OED online -- Appendix 8.3 A sample of the rating booklets -- Appendix 8.4 The exact mean prototypicality score for each instance in the 17 categories -- Appendix 8.5 The instructions for the English-wordlearning and immediate cued-recall task -- Appendix 8.6 A sample of the to-be-learned word list for the English-word-learning and immediate cuedre calltask -- Appendix 8.7 A sample of the arithmetic calculations for the English-word-learning and immediate cued recalltask -- Appendix 8.8 A sample of the Answer Sheet for the English-word-learning and immediate cued-recalltask.

Appendix 8.9 The category items from the 15 categories which met the first criterion -- Appendix 8.10 A 91-English-word vocabulary survey -- Appendix 8.11 The instructions for the cued-English word-memory and immediate cued-recall task -- Appendix 8.12 The Answer Sheet in the cued-English-word-memory and immediate cued-recall task -- Appendix 8.13 A 66-English-word vocabulary survey for the cued-English-word-memory and immediate cued-recall task.