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本文是一篇英语教学法论文，本文研究结果表明语义加工任务可以促进也有抑制词汇测试成绩的表现，具体的影响取决于具体的语义任务内容和测试的词汇知识的性质，这为TOPRA模型提供了实验证据。而这些发现对于词汇教学指导和测试设计的教学意义也在本文进行了讨论。

Chapter One Literature Review

1.1 Input Processing

IP is a theoretical construct in second language acquisition that refers to the way in whichlearners attend to and process language input(VanPatten&Cadierno,1993;Barcroft,2004).According to the IP theory,learners need to receive and process input that is slightly beyondtheir current level of competence in order to make progress in their language development(VanPatten,2004).Input that is too difficult or too easy is not as effective in promotinglanguage acquisition.

The IP theory was first proposed by Bill VanPatten in the 1990s.VanPatten(1990)suggested that learners acquire a language when they are able to focus on meaning rather thanform.This means that learners need to understand the overall meaning of an input in order tolearn from it,rather than simply attending to isolated grammatical forms or vocabulary items.In order to achieve this,input needs to be presented in a way that makes meaning clear,suchas through contextualization or the use of visuals and other aids(VanPatten&Cadierno,1993).

One of the key concepts in IP is the notion of comprehensible input(VanPatten,1990;VanPatten&Cadierno,1993).It refers to input that is slightly beyond the learner's currentlevel of competence but that can still be understood with the help of contextual cues and otheraids.Learners need to be challenged by the input in order to make progress,but they alsoneed to be able to understand enough to make sense of what they are hearing or reading(VanPatten&Cadierno,1993).Comprehensible input can be provided through a variety ofmeans,such as reading and discussion(Rodrigo,Krashen&Gribbons,2004),simplified texts(Crossley,Allen&McNamara,2012),and the use of visual aids or gestures(see Di Carlo,1994).

1.2 Levels of Processing Theory

LOP theory of human memory,proposed by Craik and Lockhart in 1972,posits that thedepth of processing that information receives during encoding has a strong impact on itssubsequent recall.This theory challenged the prevailing view at the time that memory was apassive,mechanical process,and instead emphasized the role of active,cognitive processes inshaping memory.The LOP theory suggests that deeper analysis or processing leads to a morepersistent memory trace,and semantic processing is more profound than orthographic andphonological processing.

Research on the LOP theory has shown that memory is enhanced when information isprocessed at a deeper level(Oded&Walters,2001;Fujii.et al.,2002;Gallo et al.,2008).Such deep-level activities can include processing the meaning of a word,its relationship toother words,or the concept it represents,as opposed to simply attending to its physicalfeatures or superficial characteristics(Craik&Lockhart,1972).Studies(Warburton et al.,2001;Humphreys et al.,2020)have also demonstrated that semantic processing,or processing information in terms of its meaning,is more effective for memory than other typesof processing,such as phonological processing or visual processing.

Chapter Two Research Design

2.1 Research Questions

Previous studies(Barcroft,2002;Kida本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。