中國(guó)英語(yǔ)學(xué)習(xí)研究

前言

　　廣東外語(yǔ)外貿(mào)大學(xué)副校長(zhǎng)陳建平教授自擔(dān)任學(xué)校領(lǐng)導(dǎo)后，公務(wù)繁忙，疲于奔命。在此情況下，建平教授仍能擠出時(shí)間完成《中國(guó)英語(yǔ)學(xué)習(xí)研究：英語(yǔ)學(xué)習(xí)的跨語(yǔ)言文化因素與語(yǔ)篇模式研究》一書，令人嘆服。這有賴于作者多年建立的厚實(shí)的學(xué)術(shù)功底，這歸功于作者爭(zhēng)分奪秒挑戰(zhàn)自我的執(zhí)著精神。　　建平教授的新書具有實(shí)用性，它明確地表明作者研究的是與中國(guó)英語(yǔ)教學(xué)有關(guān)的問(wèn)題。盡管我國(guó)英語(yǔ)教學(xué)在亞洲具有較高水平，隨著英語(yǔ)已成為國(guó)際交流的通用語(yǔ)言，各級(jí)領(lǐng)導(dǎo)和國(guó)人對(duì)中國(guó)英語(yǔ)教學(xué)的期望值越來(lái)越高，而國(guó)內(nèi)各地區(qū)各學(xué)校英語(yǔ)教學(xué)層次不齊，為此，我國(guó)的義務(wù)教育、普通高中和大學(xué)英語(yǔ)教學(xué)都在實(shí)施改革，我們自當(dāng)歡迎本書的出版，為正在進(jìn)行的改革添磚加瓦?！　”緯膬r(jià)值在于它的宏觀性，即作者高屋建瓴，充分論述了語(yǔ)言與文化和認(rèn)知的關(guān)系。就語(yǔ)言與文化關(guān)系來(lái)說(shuō)，這個(gè)課題在上世紀(jì)已受到國(guó)內(nèi)外眾多學(xué)者的關(guān)注，本書作者的貢獻(xiàn)是能結(jié)合中國(guó)情況：圍繞中國(guó)學(xué)生在英語(yǔ)學(xué)習(xí)過(guò)程中所面臨的跨語(yǔ)言文化因素和跨文化語(yǔ)篇模式進(jìn)行研究。就語(yǔ)言與認(rèn)知的關(guān)系來(lái)說(shuō)，本書作者不滿足于泛泛地討論語(yǔ)言習(xí)得與認(rèn)知過(guò)程的關(guān)系，而是在此基礎(chǔ)上，討論第二語(yǔ)言學(xué)習(xí)與認(rèn)知的關(guān)系，特別是論證第二語(yǔ)言形式結(jié)構(gòu)系統(tǒng)建立在第一語(yǔ)言的結(jié)構(gòu)之上。這樣的課題更符合中國(guó)英語(yǔ)學(xué)習(xí)者的實(shí)際和需要。　　在研究文化，認(rèn)知與語(yǔ)言學(xué)習(xí)的互動(dòng)關(guān)系上，作者注意整個(gè)研究過(guò)程的系統(tǒng)性。例如，本書的上篇具體涉及語(yǔ)言的各個(gè)層面，即詞匯、基本句子結(jié)’構(gòu)、段落及篇章結(jié)構(gòu)、話語(yǔ)模式和言語(yǔ)行為。下篇?jiǎng)t是在整合上篇研究成果的基礎(chǔ)上，對(duì)中國(guó)英語(yǔ)學(xué)生語(yǔ)篇模式及跨文化語(yǔ)篇模式之標(biāo)記性作系統(tǒng)研究。有分有合，條理清晰。

內(nèi)容概要

　　《中國(guó)英語(yǔ)學(xué)習(xí)研究》的價(jià)值在于它的宏觀性，即作者高屋建瓴，充分論述了語(yǔ)言與文化和認(rèn)知的關(guān)系。就語(yǔ)言與文化關(guān)系來(lái)說(shuō)，這個(gè)課題在上世紀(jì)已受到國(guó)內(nèi)外眾多學(xué)者的關(guān)注，《中國(guó)英語(yǔ)學(xué)習(xí)研究》作者的貢獻(xiàn)是能結(jié)合中國(guó)情況：圍繞中國(guó)學(xué)生在英語(yǔ)學(xué)習(xí)過(guò)程中所面臨的跨語(yǔ)言文化因素和跨文化語(yǔ)篇模式進(jìn)行研究。就語(yǔ)言與認(rèn)知的關(guān)系來(lái)說(shuō)，《中國(guó)英語(yǔ)學(xué)習(xí)研究》作者不滿足于泛泛地討論語(yǔ)言習(xí)得與認(rèn)知過(guò)程的關(guān)系，而是在此基礎(chǔ)上，討論第二語(yǔ)言學(xué)習(xí)與認(rèn)知的關(guān)系，特別是論證第二語(yǔ)言形式結(jié)構(gòu)系統(tǒng)建立在第一語(yǔ)言的結(jié)構(gòu)之上。這樣的課題更符合中國(guó)英語(yǔ)學(xué)習(xí)者的實(shí)際和需要?！　V東外語(yǔ)外貿(mào)大學(xué)副校長(zhǎng)陳建平教授自擔(dān)任學(xué)校領(lǐng)導(dǎo)后，公務(wù)繁忙，疲于奔命。在此情況下，建平教授仍能擠出時(shí)間完成《中國(guó)英語(yǔ)學(xué)習(xí)研究：英語(yǔ)學(xué)習(xí)的跨語(yǔ)言文化因素與語(yǔ)篇模式研究》一書，令人嘆服。這有賴于作者多年建立的厚實(shí)的學(xué)術(shù)功底，這歸功于作者爭(zhēng)分奪秒挑戰(zhàn)自我的執(zhí)著精神?！　〗ㄆ浇淌诘男聲哂袑?shí)用性，它明確地表明作者研究的是與中國(guó)英語(yǔ)教學(xué)有關(guān)的問(wèn)題。盡管我國(guó)英語(yǔ)教學(xué)在亞洲具有較高水平，隨著英語(yǔ)已成為國(guó)際交流的通用語(yǔ)言，各級(jí)領(lǐng)導(dǎo)和國(guó)人對(duì)中國(guó)英語(yǔ)教學(xué)的期望值越來(lái)越高，而國(guó)內(nèi)各地區(qū)各學(xué)校英語(yǔ)教學(xué)層次不齊，為此，我國(guó)的義務(wù)教育、普通高中和大學(xué)英語(yǔ)教學(xué)都在實(shí)施改革，我們自當(dāng)歡迎《中國(guó)英語(yǔ)學(xué)習(xí)研究》的出版，為正在進(jìn)行的改革添磚加瓦。

作者簡(jiǎn)介

　　陳建平，廣東外語(yǔ)外貿(mào)大學(xué)副校長(zhǎng)、博士、教授、博士生導(dǎo)師。1975年畢業(yè)于廣州外國(guó)語(yǔ)學(xué)院英語(yǔ)系英語(yǔ)專業(yè)；先后獲香港中文大學(xué)應(yīng)用語(yǔ)言學(xué)哲學(xué)碩士學(xué)位、英國(guó)蘭開斯特大學(xué)現(xiàn)代社會(huì)史碩士學(xué)位、北京外國(guó)語(yǔ)大學(xué)英語(yǔ)語(yǔ)言文學(xué)博士學(xué)位?！　‖F(xiàn)任學(xué)術(shù)團(tuán)體的職務(wù)：全國(guó)高校外語(yǔ)專業(yè)教學(xué)指導(dǎo)委員會(huì)委員（英語(yǔ)組副組長(zhǎng)）、中國(guó)英語(yǔ)教學(xué)研究會(huì)副會(huì)長(zhǎng)、廣東外語(yǔ)學(xué)會(huì)副會(huì)長(zhǎng)、中國(guó)國(guó)際貿(mào)易學(xué)會(huì)國(guó)際商務(wù)英語(yǔ)研究委員會(huì)副主任委員?！　￡惤ㄆ接?991年被國(guó)家教委和人事部評(píng)為“在工作中做出突出貢獻(xiàn)的回國(guó)人員”；1993年獲廣東省省級(jí)教學(xué)成果二等獎(jiǎng)（集體項(xiàng)目）；1996年獲廣東省省級(jí)教學(xué)成果一等獎(jiǎng)（集體項(xiàng)目）；1997年獲國(guó)家級(jí)教學(xué)成果獎(jiǎng)二等獎(jiǎng)（集體項(xiàng)目）；享受政府特殊津貼（1993）?！　￡惤ㄆ降闹饕芯糠较蚴巧鐣?huì)語(yǔ)言學(xué)、英語(yǔ)教學(xué)和第二語(yǔ)言習(xí)得，主持過(guò)多項(xiàng)國(guó)家級(jí)和省部級(jí)科研項(xiàng)目：“八五”國(guó)家哲學(xué)社會(huì)科學(xué)基金項(xiàng)目（青年基金）：《漢語(yǔ)“主題突出”的特征對(duì)中國(guó)學(xué)生學(xué)習(xí)英語(yǔ)的影響》；國(guó)家哲學(xué)社會(huì)科學(xué)基金項(xiàng)目《英漢語(yǔ)篇模式對(duì)比研究》（2003）和教育部人文社會(huì)科學(xué)研究項(xiàng)目《漢英語(yǔ)言系統(tǒng)的文化差異及其對(duì)中國(guó)學(xué)生學(xué)習(xí)英語(yǔ)的影響》（2003）。2001至2003年與主持全國(guó)8所高校集體合作項(xiàng)目（第二總負(fù)責(zé)人）：教育部“新世紀(jì)網(wǎng)絡(luò)課程建設(shè)工程”之《英語(yǔ)專業(yè)系列課程》。

書籍目錄

序言　1前言　3Acknowledgements　15Preface　16Contents　18Part Ⅰ： Cross-linguistic Factors of EFL LearningChapter One Introduction　3Chapter Two Cultural Understanding of Lexical Items　172.1. Context of the problem　172.2. Comparison of dictionary entries　182.3. An investigation of the cross-cultural understanding of lexical items　202.4. Results of the investigation　212.5. A discussion of the cultural understanding of lexical items and the implica-tions to ELT　25Chapter Three Basic Sentence Structure and Thought Patterns　313.1. Topic-prominent constructions and EFL learning　313.2. Topic prominence in Chinese learners essay writing　323.3. An investigation of Chinese EFL learners topic-prominent constructions　343.3.1. Rationale3.3.2. Subjects3.3.3. Test Structures3.3.4. The Test3.4. Patterns of Chinese EFL learners topic-prominent constructions　373.4.1. Topic-prominent constructions between groups3.4.2. Major types of topic-prominent construction between groups3.5. A discussion of topic-prominent constructions and thought patterns in EFLlearning　433.6. Implications for EFL learning　48Chapter Four Characteristic Paragraph and Essay Structures　514.1. Studies of cross-cultural differences in discourse patterns　514.2. An analysis of the discourse patterns　514.2.1. Essay with deductive structure4.2.2. Essay with inductive structure4.2.3. Deductive essay with inductive paragraphs4.3. Case study of Chinese EFL teachers structural classification　594.4. Distribution pattern of the students essay structures　604.5. Chinese EFL learners preferred paragraph and essay structures　61Chapter Five Preferred Patterns of Discourse　655.1. Studies in intercultural discourse patterns　655.2. An analysis of spoken discourse　655.3. An analysis of written discourse　725.3.1. Inductive essay5.3.2. Inductive paragraphs5.3.3.Topic-prominent sentence structure in discourse5.4. Exploration of Chinese vs. Western patterns of discourse　785.5. Preferred patterns of discourse in the Chinese cultural context　83Chapter Six Culture and Speech Act Sets　876.1. Speech act theory in intercultural communication studies　876.2. Speech act theory　876.3. The notion of speech act set　906.4. Different cultures, different speech act sets　936.5. The implication of the notion of speech act sets　98Part Ⅱ： A Study of Chinese EFL Students Discourse Patterns- Markedness in Intercultural Discourse Patterns下篇：中國(guó)英語(yǔ)學(xué)生語(yǔ)篇模式研究——跨文化語(yǔ)篇模式之標(biāo)記性Chapter One Introducing the Study　1031.1. The context of the study　1031.2. The need for the study　1041.3. A summary of the major findings　1051.4. An outline ofPart II　109Chapter Two A Review of Studies in Intercultural Discourse Studies　1112.0. Introduction　1112.1. The relationship between language, culture and cognition　1112.2. Studies in intercultural discourse： Chinese vs. western discourse patterns　1132.3. Markedness, cultural schemata and discourse studies　1192.4. Research methodology　1262.5. Summary　130Chapter Three Qualitative and Quantitative Studies　1333.0. The statement of the problem　1333.1. The qualitative aspect of the study　1333.1.1. The data3.1.2. Analysis of the paragraph structures3.1.3. Description of the structures of the essays3.1.4. EFL teachers classification of the structural types of the essays3.2. The quantitative aspect of the study： the investigation　1493.2.1. The hypothesis3.2.2. Operational definitions3.2.2.1.The independent variables3.2.2.2.The dependent variables3.2.2.3. Definition of terms3.2.3.The questionnaire3.2.3.1. Task Ⅰ： Wwhat makes a good essay3.2.3.2. Task Ⅱ： Evaluation of the students essays3.2.3.3. Task Ⅲ： Comparison of different structural types3.2.4 The pilot study3.2.5. The informants3.2.6. Data collecting procedures3.2.7. Statistical analysis3.2.7.1. Statistics for task I： What makes a good essay3.2.7.2. Statistics for task II： Evaluation of the students essays3.2.7.3. Statistics for task III： Comparison of different structural types3.3. The significance of the study　169Chapter Four The Results： Discourse Patterns and Evaluative Attitudes　1714.0. Introduction　1714.1 Results of the qualitative analysis　1714.2. Results of the quantitative study： The investigation　1744.2.1. Task Ⅰ： Opinions on what makes a good essay4.2.1.1. Question 1 ：Using conversational style vs. a strictly organized sequence4.2.1.2. Question 2： Expression of personal feeling vs. direct reasoning4.2.1.3. Question 3： Reference to other ideas vs. focus on one subject4.2.1.4. Question 4： Specific to general vs. general to specific4.2.1.5. Question 5： Examples prior to thesis vs. thesis followed by illustration4.2.1.6 Summary of task I4.2.2. Task Ⅱ： Evaluation of the students essays4.2.2.1. Evaluation of the essays with inductive structure4.2.2.2. Evaluation of the essays with inductive paragraph structure4.2.2.3. Evaluation of the essays with deductive structure4.2.2.4. Summary of task Ⅱ4.2.3. Task Ⅲ： Comparison of the preference of different structural types4.2.3.1. Comparison of the preference of inductive vs. deductive structure4.2.3.2. Comparison of the preference of inductive paragraph vs. deductive paragraph structure　4.2.3.3. Summary of task Ⅲ4.3. Summary of the results of the study　197Chapter Five A Discussion of Markedness in Intercultural Discourse Patterns　2015.0. Introduction　2015.1. Interpretation of the results　2025.1.1. The description of the paragraph and essay structures5.1.2. Writing in a conversational style vs. in a strictly organized sequence5.1.3. Expression of personal feelings vs. direct reasoning5.1.4. Reference to other ideas vs. focus on one subject5.1.5. Overgeneralization effect in the application of metaknowledge5.1.6. Impression-evaluation of the students essays5.1.7. Preference for the inductive/deductive essay structure5.2. Discussion on the issue of deductive vs. inductive patterns in intercultural discourse　2135.2.1. Frequency of occurrence5.2.2. A Surprise, a break from the communicative norm5.2.3. Preference in lingnistic production5.2.4. Markedness5.2.5. Cultural Schema5.3. An Explanatory model of markedness for intercultural discourse　2235.4. Major contributions of the study　2255.5. Implications of the present study　2275.6. Limitations of the present study　229Chapter Six Conclusion： Theory and Practice in Intercultural Discourse Studies　2316.1. Major findings of the study　2316.2. Major contribution to the theory and practice in intercultural discourse studies　2366.3. Suggestions for further research　237Bibliography　239Appendixes for Part ⅠAPPENDIXES for Chapter 3：　255Appendix Ⅰ. Test Items　255Appendix Ⅱ. Samples of Chinese EFL Students Topic Prominent Constructions　256APPENDIX for Chapter 5：　261The Original Chinese Text for Mao Zedongs Talk　261Appendixes for Part ⅡAppendix 1.Description of the Structural Types of the Essays　265Appendix 1.1. Questionnaire： EFL Teachers Classification of the Structural Types　271Appendix 1.2. Samples of Essays with Inductive Structures　279Appendix 1.3. Samples of Essays with Inductive Paragraph Structures　285Appendix 1.4. Samples of Essays with Deductive Structures　294Appendix 2. The Questionnaire of the StudyAppendix 2.1. Coding of the Data of Task I： Opinions on What Makes a Good Essay　326Appendix 2.1.1. Statistical Analysis （ANOVA） of the Data： Question 1Appendix 2.1.2. Statistical Analysis （ANOVA） of the Data： Question 2Appendix 2.1.3. Statistical Analysis （ANOVA） of the Data： Question 3Appendix 2.1.4. Statistical Analysis （ANOVA） of the Data： Question 4Appendix 2.1.5. Statistical Analysis （ANOVA） of the Data： Question 5Appendix 2.2. Coding of the Data of Task II： Evaluation of the Students Essays 338Appendix 2.2.1. Statistical Analysis （Repeated Measures） of the Evaluation of the Essays with Inductive StructureAppendix 2.2.2. Statistical Analysis （Repeated Measures） of the Evaluation of the Essays of Deductive Frame with Inductive Paragraph StructureAppendix 2.2.3. Statistical Analysis （Repeated Measures） of the Evaluation of the Essays with Deductive StructureAppendix 2.3.　Coding of the Data of Task III： Comparison of the Preference of Different Structural Types　347Appendix 2.3.1. Statistical Analysis （Chi-Square Tests） of the Preference of Inductive Structure vs. Deductive StructureAppendix 2.3.2. Statistical Analysis （Chi-Square Tests） of the Preference of Inductive Paragraph Structure vs. Deductive Paragraph Structure

章節(jié)摘錄

　　Basic Sentence Structure and Thought Patterns. At the syntactic or sentential level, the study looked at the impact of the basic structural differences of English and Chinese on the EFL learning process, with an explanation of the Chinese EFL learners difficulties in handling topic prominent constructions. Li and Thomp- son （1976） proposed that one of the basic sentenee types in Chinese is that of topic-comment structure. In addition to the grammatical relations of "subject" and "direct object," the description of Chinese must also include the element "topic." The topic-prominent sentence structure is a very important feature that sets Chinese a　　Part from many other languages, Particularly English which is a non-topic-prominent language. In English, nearly all sentences must have a subject which typically oecurs right before the verb and the verb agrees with it in number. In Chinese, however, the structural subjects are not obliga- tory while the concept of topic appears to be quite crucial in explaining the structure of ordinary sentences in discourse and extrasentential considerations. Chinese therefore differs from English in that in Chinese the topics can be base-generated, whereas in English it has to go through the process of movement. Because of the importance of "topic" in the grammar of Chinese, it can be termed as topic-promi- nent language. （Huang, 1984a, 1984b）.　　The purpose of the investigation was to find out whether Chinese EFL learners at different learning stages were parasitic on the struc- tures of the L1 and whether cognitive experience would be changed during the process of learning. In this context, a test was given in order to find out whether pre-intermediate and high-intermediate levels of Chinese EFL learners are similarly characterized by their tendency to produce topic-prominent constructions and whether there are any different patterns in the interlanguage of different learning stages.

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