中國(guó)學(xué)習(xí)者對(duì)英語(yǔ)提升謂詞的習(xí)得

前言

　　謝元花的專(zhuān)著《中國(guó)學(xué)習(xí)者對(duì)英語(yǔ)提升謂詞的習(xí)得：語(yǔ)義啟動(dòng)和句法啟動(dòng)的綜合分析模型》十分詳盡地描述了中國(guó)英語(yǔ)學(xué)習(xí)者在課堂環(huán)境下習(xí)得英語(yǔ)提升動(dòng)詞（如seem、appear、happen等）的全過(guò)程，并通過(guò)構(gòu)建相關(guān)的理論模式對(duì)所觀察到的習(xí)得行為進(jìn)行了解釋。這是一本值得二語(yǔ)習(xí)得研究者和英語(yǔ)教師認(rèn)真研讀的書(shū)。理由有二：其一，與其他類(lèi)型的動(dòng)詞相比，英語(yǔ)提升動(dòng)詞的語(yǔ)義一句法對(duì)應(yīng)關(guān)系十分獨(dú)特，即動(dòng)詞所在句子的主語(yǔ)在語(yǔ)義上與母句的謂詞無(wú)關(guān)，而與處于低位的不定式小句的動(dòng)詞或形容詞有關(guān)。由于動(dòng)詞學(xué)習(xí)并非僅僅涉及掌握詞義，而是在于建立該詞語(yǔ)義一句法對(duì)應(yīng)的連接規(guī)則，這意味著，在學(xué)習(xí)提升動(dòng)詞時(shí)學(xué)習(xí)者無(wú)法像在學(xué)其他類(lèi)型動(dòng)詞那樣，可以通過(guò)施事、主題或經(jīng)歷者這類(lèi)語(yǔ)義功能來(lái)確定句子主語(yǔ)和母句動(dòng)詞之間的語(yǔ)義關(guān)系，而是必須建立全新的連接規(guī)則，以適應(yīng)提升動(dòng)詞句子結(jié)構(gòu)中存在的主語(yǔ)和謂語(yǔ)在語(yǔ)義上的不對(duì)稱(chēng)。那么，二語(yǔ)學(xué)習(xí)者是如何建立這類(lèi)獨(dú)特的連接規(guī)則的？這一過(guò)程受哪些因素的影響？如何解釋學(xué)習(xí)者的習(xí)得行為？這些二語(yǔ)習(xí)得研究領(lǐng)域中亟待解決的重要理論問(wèn)題在本書(shū)中均得到一定程度的回答，填補(bǔ)了二語(yǔ)動(dòng)詞習(xí)得研究的一項(xiàng)空白，有助于二語(yǔ)習(xí)得研究者更全面地了解動(dòng)詞習(xí)得過(guò)程中的認(rèn)知心理過(guò)程以及影響這一過(guò)程的各種因素。其二，提升動(dòng)詞多屬于高頻詞，初中教材就有介紹，語(yǔ)言輸入中也大量存在，學(xué)生不可謂不熟悉。但奇怪的是，雖然學(xué)生大都對(duì)這些詞耳熟能詳，但卻往往容易用錯(cuò)，即使高水平者也不例外。這究競(jìng)是為什么？本書(shū)通過(guò)實(shí)證研究，發(fā)現(xiàn)了造成此類(lèi)動(dòng)詞難學(xué)的主要原因，這些發(fā)現(xiàn)對(duì)于提升動(dòng)詞的課堂教學(xué)有重要的啟示，值得廣大英語(yǔ)教師參考。

內(nèi)容概要

二語(yǔ)學(xué)習(xí)者是如何建立這類(lèi)獨(dú)特的連接規(guī)則的？這一過(guò)程受哪些因素的影響？如何解釋學(xué)習(xí)者的習(xí)得行為？     本書(shū)通過(guò)買(mǎi)證研究，發(fā)現(xiàn)了造成此類(lèi)動(dòng)詞難學(xué)的主要原因，這些發(fā)現(xiàn)對(duì)于提升動(dòng)詞的課堂教學(xué)有重要的啟示，值得廣大英語(yǔ)教師參者。

書(shū)籍目錄

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

章節(jié)摘錄

　　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.

圖書(shū)封面

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    中國(guó)學(xué)習(xí)者對(duì)英語(yǔ)提升謂詞的習(xí)得 PDF格式下載

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