| 摘要 | 第4-6页 |
| Abstract | 第6-7页 |
| Acknowledgments | 第8-9页 |
| Abbreviations | 第9-10页 |
| List of Figures | 第10-11页 |
| List of Tables | 第11-12页 |
| Table of Contents | 第12-14页 |
| Chapter One Introduction | 第14-19页 |
| 1.1 Research Background | 第14-15页 |
| 1.2 Research Objectives | 第15-16页 |
| 1.3 Methodology | 第16页 |
| 1.4 Significance of the Present Study | 第16-17页 |
| 1.5 Layout of the Thesis | 第17-19页 |
| Chapter Two Literature Review | 第19-33页 |
| 2.1 Key Concepts | 第19-21页 |
| 2.1.1 Advanced Chinese EFL Learners | 第19页 |
| 2.1.2 Mode of Conceptualization (MC) | 第19页 |
| 2.1.3 Language Transfer | 第19-20页 |
| 2.1.4 Semantic Transfer | 第20-21页 |
| 2.1.5 Conceptual Transfer | 第21页 |
| 2.2 Eye Tracking Studies on Language Comprehension | 第21-25页 |
| 2.3 Previous Studies on Semantic Transfer | 第25-28页 |
| 2.4 Previous Studies on Conceptual Transfer | 第28-32页 |
| 2.5 Criticism | 第32-33页 |
| Chapter Three Theoretical Framework | 第33-51页 |
| 3.1 Previous Explorations of Conceptual Competence | 第33-35页 |
| 3.1.1 Psycholinguistic Approach to Conceptual Competence | 第33-34页 |
| 3.1.2 Cognitive-Linguistic Approach to Conceptual Competence | 第34-35页 |
| 3.2 Criticism | 第35-36页 |
| 3.3 Jiang Meng’s Theoretical Models on Conceptual Competence | 第36-48页 |
| 3.3.1 Conceptual Competence Model | 第36-39页 |
| 3.3.2 Cognitive Structure of L2 Conceptual Competence | 第39-48页 |
| 3.3.2.1 Language-Specificity of Domain Mapping | 第40-42页 |
| 3.3.2.2 Language-Specificity of Perspective-Taking | 第42-45页 |
| 3.3.2.3 Language-Specificity of Schematization | 第45-48页 |
| 3.4 Model of the Mechanism of L1MC Transfer in L2 Production | 第48-51页 |
| Chapter Four Methodology | 第51-59页 |
| 4.1 Research Questions | 第51页 |
| 4.2 Research Design | 第51-52页 |
| 4.3 Method | 第52-58页 |
| 4.3.1 Subjects | 第52页 |
| 4.3.2 Apparatus | 第52-53页 |
| 4.3.3 Materials | 第53-55页 |
| 4.3.4 Interest Area Division | 第55-56页 |
| 4.3.5 Procedures | 第56-58页 |
| 4.4 Data Collection | 第58-59页 |
| Chapter Five Results and Discussion | 第59-70页 |
| 5.1 Conceptual Transfer in Advanced Chinese EFL Learners’ Processing of English Sentences | 第59-61页 |
| 5.1.1 Comparison between advanced Chinese EFL Learners’ Processing of SMC-and EMC-based Sentences under Uninduced Condition | 第59-61页 |
| 5.2 The Effect of NLMC Inducing on Conceptual Transfer | 第61-67页 |
| 5.2.1 Comparison of advanced Chinese EFL learners’ Processing of SMC- and EMC-based Sentences under Induced Condition | 第61-63页 |
| 5.2.2 Comparison of advanced Chinese EFL learners’ Processing of SMC-based English Sentences under Uninduced and Induced Conditions | 第63-65页 |
| 5.2.3 Comparison of advanced Chinese EFL learners’ Processing Difference of SMC- and EMC-based English Sentences under Uninduced and Induced Conditions | 第65-66页 |
| 5.2.4 Comparison between advanced Chinese EFL learners’ Processing of EMC-based English Sentences under Uninduced and Induced Conditions | 第66-67页 |
| 5.3 Discussion | 第67-70页 |
| Chapter Six Conclusions | 第70-73页 |
| 6.1 Major Findings | 第70页 |
| 6.2 Pedagogical Implications | 第70-72页 |
| 6.3 Limitations and Suggestions for Further Study | 第72-73页 |
| References | 第73-77页 |
| Appendix One: The Profile of Subjects | 第77-78页 |
| Appendix Two: Lickert Scale of Familiarity Judgment | 第78-82页 |
| Appendix Three: Stimuli | 第82-110页 |
