| 摘要 | 第4-6页 |
| Abstract | 第6-7页 |
| Acknowledgements | 第8-9页 |
| Abbreviation | 第9-10页 |
| List of Figures | 第10-11页 |
| List of Tables | 第11-16页 |
| Chapter One Introduction | 第16-22页 |
| 1.1 Research Background | 第16-17页 |
| 1.2 Research Objectives | 第17-18页 |
| 1.3 Methodology | 第18页 |
| 1.4 Significance of the Present Study | 第18-20页 |
| 1.5 Layout of the Thesis | 第20-22页 |
| Chapter Two Literature Review | 第22-37页 |
| 2.1 Key Concepts | 第22-28页 |
| 2.1.1 Conceptual Transfer | 第22-24页 |
| 2.1.2 Conceptual Competence | 第24-26页 |
| 2.1.3 Mode of Conceptualization | 第26-28页 |
| 2.2 Previous Studies on Conceptual Transfer | 第28-32页 |
| 2.2.1 Theoretical Exploration on Conceptual Transfer | 第28-29页 |
| 2.2.2 Empirical Exploration on Conceptual Transfer | 第29-31页 |
| 2.2.3 A Brief Critique | 第31-32页 |
| 2.3 Event-Related Potentials and Language | 第32-35页 |
| 2.3.1 N170 | 第32-33页 |
| 2.3.2 P300 | 第33-34页 |
| 2.3.3 N400 | 第34-35页 |
| 2.4 Summary | 第35-37页 |
| Chapter Three Theoretical Framework | 第37-52页 |
| 3.1 Previous Conception of Conceptual Competence | 第37-40页 |
| 3.1.1 Conceptual Competence in Psycholinguistics | 第37-39页 |
| 3.1.2 Conceptual Competence in Cognitive Linguistics .. 24 | 第39-40页 |
| 3.2 Jiang Meng’s Theoretical Model of Conceptual Competence | 第40-46页 |
| 3.2.1 Sub-Abilities of Conceptual Competence | 第40-44页 |
| 3.2.2 Cognitive Structure Underlying Conceptual Competence | 第44-46页 |
| 3.3 Model of Conceptual Transfer in L2 Production | 第46-48页 |
| 3.4 A Critique of Jiang’s Theoretical Model of Conceptual Competence | 第48-49页 |
| 3.5 Model of the Process of L1MC Transfer in L2 Comprehension | 第49-51页 |
| 3.6 Summary | 第51-52页 |
| Chapter Four Methodology | 第52-60页 |
| 4.1 Research Questions | 第52页 |
| 4.2 Research Design | 第52-53页 |
| 4.3 Method | 第53-60页 |
| 4.3.1 Subjects | 第53-54页 |
| 4.3.2 Apparatus | 第54页 |
| 4.3.3 Materials | 第54-56页 |
| 4.3.4 Procedure | 第56-58页 |
| 4.3.5 Data Collection | 第58-60页 |
| Chapter Five Results and Discussion | 第60-68页 |
| 5.1 Comparisons of SMC Sentence Comprehension with EMC Sentence Comprehension | 第60-63页 |
| 5.1.1 A Comparison of SMC Sentence with EMC Sentence Under Unprimed Condition | 第61-62页 |
| 5.1.2 A Comparison of SMC Sentence with EMC Sentence Under Primed Condition | 第62-63页 |
| 5.2 Comparisons of Sentence Comprehension Between Unprimed and Primed Conditions | 第63-64页 |
| 5.2.1 A Comparison of SMC Sentence Comprehension Between Unprimed and Primed Conditions | 第63-64页 |
| 5.2.2 A Comparison of EMC Sentence Comprehension Between Unprimed and Primed Conditions | 第64页 |
| 5.3 Discussions | 第64-67页 |
| 5.4 Summary | 第67-68页 |
| Chapter Six Conclusions | 第68-71页 |
| 6.1 Major Findings | 第68-69页 |
| 6.2 Pedagogical Implications | 第69-70页 |
| 6.3 Limitations and Suggestions for Further Study | 第70-71页 |
| References | 第71-76页 |
| Appendix One: The Chart of Subjects’ Information | 第76-77页 |
| Appendix Two: Likert Scale of Familiarity Judgment | 第77-81页 |
| Appendix Three: Stimuli | 第81-100页 |
