中国学习者对英语提升谓词的习得

中国学习者对英语提升谓词的习得

图书基本信息
出版时间:2010-7
出版社:科学出版社
作者:谢元花
页数:321
书名:中国学习者对英语提升谓词的习得
封面图片
中国学习者对英语提升谓词的习得

前言
  谢元花的专著《中国学习者对英语提升谓词的习得:语义启动和句法启动的综合分析模型》十分详尽地描述了中国英语学习者在课堂环境下习得英语提升动词(如seem、appear、happen等)的全过程,并通过构建相关的理论模式对所观察到的习得行为进行了解释。这是一本值得二语习得研究者和英语教师认真研读的书。理由有二:其一,与其他类型的动词相比,英语提升动词的语义一句法对应关系十分独特,即动词所在句子的主语在语义上与母句的谓词无关,而与处于低位的不定式小句的动词或形容词有关。由于动词学习并非仅仅涉及掌握词义,而是在于建立该词语义一句法对应的连接规则,这意味着,在学习提升动词时学习者无法像在学其他类型动词那样,可以通过施事、主题或经历者这类语义功能来确定句子主语和母句动词之间的语义关系,而是必须建立全新的连接规则,以适应提升动词句子结构中存在的主语和谓语在语义上的不对称。那么,二语学习者是如何建立这类独特的连接规则的?这一过程受哪些因素的影响?如何解释学习者的习得行为?这些二语习得研究领域中亟待解决的重要理论问题在本书中均得到一定程度的回答,填补了二语动词习得研究的一项空白,有助于二语习得研究者更全面地了解动词习得过程中的认知心理过程以及影响这一过程的各种因素。其二,提升动词多属于高频词,初中教材就有介绍,语言输入中也大量存在,学生不可谓不熟悉。但奇怪的是,虽然学生大都对这些词耳熟能详,但却往往容易用错,即使高水平者也不例外。这究竞是为什么?本书通过实证研究,发现了造成此类动词难学的主要原因,这些发现对于提升动词的课堂教学有重要的启示,值得广大英语教师参考。
内容概要
二语学习者是如何建立这类独特的连接规则的?这一过程受哪些因素的影响?如何解释学习者的习得行为?     本书通过买证研究,发现了造成此类动词难学的主要原因,这些发现对于提升动词的课堂教学有重要的启示,值得广大英语教师参者。
书籍目录
序Acknowledgements前言AbstractChapter
1
IntroductionChapter
2
Conceptualizing
the
Acquisition
of
English
Predicates—Theoretical
FoundationsChapter
3
The
Linguistic
Features
of
English
Raising
PredicatesChapter
4
Cross-linguistic
Analysis
of
English
and
Chinese
Raising
PredicatesChapter
5
Theories
on
Verb
Acquisition
in
L1
and
L2Chapter
6
An
Integrated
Parsing
Model
of
L2
English
Raising
Predicate
AcquisitionChapter
7
Research
Design,Instrumentation,Data
Collection
and
Data
AnalysisChapter
8
Result
of
Research
Hypothesis
TestingChapter
9
Results
of
Online
Parsing
Processes
of
Raising
ConstructionsChapter
10
General
DiscussionChapter
11
Conclusions,Implications,Limitations
and
Recommendations
for
Future
ResearchReferncesAppendix

章节摘录
  Chapter
4
focuses
on
a
comparison
between
English
and
Chineseraising
predicates,through
which
the
similarities
and
differences
inthe
constructions
of
raising
predicates
between
the
two
languages
arerevealed.It
is
concluded
that
English
raising
predicates
are
more
re-strictive
in
syntax
than
Chinese
counterparts.  Chapter
5
first
reviews
the
theories
on
L1
and
L2
verb
acquisition.More
particularly,the
Semantic
Bootstrapping
Hypothesis,the
SyntacticBootstrapping
Hypothesis,and
the
Reconciliation
Model
are
discussedand
commented
on.This
is
followed
by
a
review
of
the
few
previousstudies
on
English
raising
predicates,which
justifies
the
need
to
explain
the
acquisitional
behaviors
of
English
raising
predicate
acquisi-tion
to
shed
more
light
on
the
underlying
mechanisms
for
the
acquisi-tion
of
English
raising
predicates. Chapter
6
develops
an
Integrated
Parsing
Model
on
the
basis
ofthe
fine-grained
linguistic
analysis
conducted
in
Chapter
3,thecross-linguistic
findings
made
in
Chapter
4
and
the
patterns
of
verbparsing
assumed
in
the
related
literature
as
discussed
in
Chapter
5.Through
a
detailed
description
of
the
general
procedures
supposedlyto
be
followed
by
Chinese
L2
learners
in
their
acquisition
of
Englishraising
predicates,this
model
posits
how
the
linguistic
knowledge
isemployed
to
acquire
the
semantics
and
syntax
interface
of
En~ishraising
predicates.


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