模式语法视角下的二语词汇习得

模式语法视角下的二语词汇习得

图书基本信息
出版时间:2011-12
出版社:中国社会科学出版社
作者:王龙吟
页数:173
书名:模式语法视角下的二语词汇习得
封面图片
模式语法视角下的二语词汇习得
内容概要
《模式语法视角下的二语词汇习得》由王龙吟著。作者首先在理论上建立模式语法的词汇意义—模式特征与二语产出性词汇的深度知识特征的链接,奠定了语料库语言学应用于二语词汇学习的理论基础。然后采用模式语法的工作模型,对英语本族语者大学生和中国英语大学生的同类型语料库进行了若干个典型词汇模式和意义的关联对比。该研究不但揭示了中国英语学习者运用词汇深度知识的能力特点和阶段性发展特征;而且对模式语法的应用领域和研究方法也有所拓展。所以既有理论意义,也有应用价值。
书籍目录
List of Tables
List of Figures
List of Abbreviatio
List of Pattern Notatio
Chapter 1 Introduction
1.1 Research orientation
1.2 Pattern: the object of research
1.3 Rationale
1.4 Key research questio
1.5 Organization of the book
Chapter 2 Pattern Grammar
2.1 Identification, definition, and presentation of"pattern"
2.2 A historical review of pattern grammar
2.2.1 Earlier work on patter and usage
2.2.2 Research on word combinatio
2.2.3 Lexical grammar
2.2.4 Pattern grammar
2.3 Two approaches to pattern grammar
2.3.1 Approach 1: A word and its patter
2.3.2 Approach 2: A pattern and its words
2.4 Pattern-meaning association (PMA): core of pattern grammar
2.5 Summary
Chapter 3 Pattern Grammar and L2 Vocabulary Development
3.1 Pattern and depth of word knowledge
3.1.1 Depth of word knowledge
3.1.2 Associating pattern with depth of word knowledge
3.2 Depth of word knowledge and L2 vocabulary development
3.2.1 A unified account of dimeio of L2 vocabulary development
research
3.2.2 Previous research on depth of L2 vocabulary development
3.3 Summary
Chapter 4 On the Corpus Method
4.1 Justificatio for using learner corpora in SLA study
4.2 Advantages of using learner corpora in the present research
4.2.1 Learner corpora provide large quantities of natural
language use data
4.2.2 Learner corpora provide a new text type for observation
4.3 Nature of corpus linguistics
4.3.1 Corpus linguistics is "a new way of thinking about
language"
4.3.2 Corpora serve both as a test bed and as a source for
hypotheses in SLA study
4.4 Limitatio of using leamer corpora in SLA study
4.5 Summary
Chapter 5 Methodology
5.1 Database
5.1.1 Preparing the learner corpus
5.1.2 Guaranteeing the comparability between different samples
of the leamer corpus
5.1.3 Preparing the control corpus
5.1.4 Guaranteeing the comparability between the control
corpus and the learner corpus
5.2 Research Tools
5.2.1 Wmatrix and CLAWS
5.2.2 WordSmith Tools
5.3 Analytical framework of the present research
5.4 Study 1: A word and its patter -- WAY
5.4.1 Selecting the research target
5.4.2 Research procedure
5.5 Study 2 : A pattern and its words -- Vnl ton2
5.5.1 Selecting the research target
5.5.2 Research procedure
5.6 Study 3: A simpler pattern and its words -- V to n
5.6.1 Selecting the research target
5.6.2 Research procedure
5.7 Summary
Chapter 6 Results and Discussion
6.1 WAY and its patter
6.1.1 PMA as see-pattern correspondence
6.1.2 Effect of pattern complexity on PMA
6.1.3 Effect of length of learning experience on PMA
6.1.4 Summary of results relating to WAY
6.2 "V nl to n2" and its words
6.2.1 PMA as meaning sharedness among words
6.2.2 Effect of length of learning experience on PMA
6.2.3 Summary of results relating to "V nl to n2"
6.3 "V to n" and its words
6.3.1 Effect of pattem complexity on PMA concerning focal
words
6.3.2 Effect of pattern complexity on PMA concerning non-focal
words
6.3.3 Summary of results relating to "V to n"
6.4 Summary
Chapter 7 General Discussion
7.1 Interpreting L2 productive vocabulary development on Dimeion
1 -- a word and its patter
7.1.1 Reflectio on PMA as see-pattern correspondence
7.1.2 Reflectio on effect of pattern complexity on PMA
7.1.3 Reflectio on effect of length of learning experience on
PMA
7.1.4 Summary of inferences on Dimeion 1
7.2 Interpreting L2 productive vocabulary development on Dimeion
2 -- a pattern and its words
7.2.1 Reflectio on PMA as meaning sharedness among words
7.2.2 Reflectio on effect of pattern complexity on PMA
7.2.3 Reflectio on effect of length of learning experience on
PMA
7.2.4 Summary of inferences on Dimeion 2
7.3 Summary
Chapter 8 Conclusion
8.1 A recapitulation of the major findings
8.2 Implicatio
8.2.1 Implicatio for research into English patter
8.2.2 Implicatio for research into depth of L2 vocabulary
development
8.2.3 Implicatio for pedagogy
8.3 Limitatio of the current research
8.4 Suggestio for future research
Appendices
References
章节摘录
  Chinese
and
English
are
two
distant
languages.
In
the
case
of
GIVE,
the
core
meaning
of
its
Chinese
equivalent
is
“gei”(给).
In
the
case
of
COME,
the
core
meaning
of
its
Chinese
translation
is
“laidao”
(来到).
By
transferring
core
meanings
of
Chinese
to
these
verbs(ie,
“gei”(给)for
GIVE
and“laidao”(来到)
for
COME),
the
Chinese
learners
are
likely
to
treat
“transferring”
and
“movingtowards”
as
the
core
meanings
of
GIVE
and
COME,
thus
acquiring
these
two
senses
better.  Leamers
choice
of
non-focal
words
also
mirrored
their
lack
of
collocational
knowledge
of
the
focal
words.
As
is
shown
in
the
above
examples,
learners
preferred
to
use
“concrete”
nouns
with
GIVE
and
“entity”
nouns
with
COME.
This
might
be
accounted
for
by
the
transfer
of
core
meaning
in
Ll
to
the
two
verbs
as
well
as
by
the
influence
of
Ll
conceptual
knowledge.
The
core
meanings
in
Ll
of
“transferring”
and
“moving
towards”
are
transferred
respectively
to
GIVE
and
COME.
When
generating
English
collocations
for
the
two
verbs,
due
to
a
lack
of
knowledge
of
English
collocations,
learners
might
rely
on
their
Ll
conceptual
knowledge
(Wolter,
2006).
The
process
might
be
described
as
follows.
Drawing
on
their
conceptual
knowledge
of
“transferring”
and
“moving
towards”,
learners
might
activate
the
nouns
in
their
Ll
that
could
be
transferred
and
that
could
be
reached.
In
Chinese,
a
typical
collocation
of
“gei”(给),
the
equivalent
of
GIVE,
would
be
something
concrete;
the
word
for
control——“kongzht”(控制),for
example,
would
not
normally
collocate
with
“gei”(给)
Collocations
of“laidao”(来到),
the
Chinese
counterpart
of
COME,
would
usually
be
something
solid;
the
word
for
solution
——“jiejue”(解决),
for
example,
would
unlikely
collocate
with
“laidao”(来到).
Translating
the
Chinese
collocations
into
English,
learners
produced
the
groups
of“concrete”nouns
and“entity”
nouns.  ……
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