二語知識(shí)模型的有效性研究

前言

　　這部專著源自趙福利撰寫的博士學(xué)位論文“二語知識(shí)模型的有效性：一項(xiàng)以英語學(xué)習(xí)者情態(tài)動(dòng)詞學(xué)習(xí)情況為基礎(chǔ)的研究”。這項(xiàng)研究課題具有相當(dāng)?shù)纳疃群碗y度，不僅要求作者深入了解二語習(xí)得中語言知識(shí)結(jié)構(gòu)的各種理論模型，而且要求作者具體掌握英語學(xué)習(xí)者英語情態(tài)動(dòng)詞的學(xué)習(xí)情況。在二語習(xí)得研究的宏觀和微觀這兩個(gè)方面，能做到其中之一已很不容易，而把兩個(gè)方面研究都做到，并讓兩者有機(jī)地結(jié)合，使微觀調(diào)查有效地為宏觀框架服務(wù)，那就更加困難。該專著作者獨(dú)具匠心，從調(diào)查英語學(xué)習(xí)者掌握英語情態(tài)動(dòng)詞情況入手，進(jìn)而比較和驗(yàn)證國外學(xué)者提出的二語習(xí)得的知識(shí)結(jié)構(gòu)模型，最后提出自己關(guān)于二語習(xí)得結(jié)構(gòu)模型的設(shè)想。這樣就做到了宏觀研究與微觀研究的結(jié)合，把理論探索的難題解決在實(shí)證研究的過程之中。因此，該專著無論在研究思路上，還是在研究方法上，都有相當(dāng)?shù)膮⒖純r(jià)值，值得推廣?！　≡摃容^和檢驗(yàn)的四個(gè)二語知識(shí)結(jié)構(gòu)模型，都是這個(gè)領(lǐng)域的研究者比較熟悉的理論模型。它們是Canale＆Swain的交際能力理論模型（1980）、Larsen-Freeman的教學(xué)語法模型（1991）、Bachman&Palmer的二語能力模型（1996）和Purpura的二語語法能力模型（2004．）。二語習(xí)得領(lǐng)域的研究者一般都愿意介紹某個(gè)理論模型并應(yīng)用其中的一些有用部分，但很少對(duì)理論模型的有效性進(jìn)行系統(tǒng)的研究，用實(shí)證的方法系統(tǒng)地比較和檢驗(yàn)這些理論模型的研究就更少了。本書的作者不僅用實(shí)證研究的方法驗(yàn)證了四個(gè)二語知識(shí)模型的有效性程度，而且在此基礎(chǔ)上提煉出一個(gè)具有一定新意的二語知識(shí)結(jié)構(gòu)模型。

內(nèi)容概要

　　《二語知識(shí)模型的有效性研究》以中國學(xué)生對(duì)英語情態(tài)動(dòng)詞的習(xí)得為研究對(duì)象，對(duì)以往研究中提出的幾個(gè)較有影響的二語知識(shí)模型進(jìn)行了有效性驗(yàn)證，在此基礎(chǔ)上提出了一個(gè)更加簡化且更具解釋力的二語知識(shí)模型，并改進(jìn)了使用結(jié)構(gòu)方程進(jìn)行類似研究的方法。二語知識(shí)建構(gòu)的研究對(duì)于二語教學(xué)及測試具有重要的理論意義和現(xiàn)實(shí)意義?！抖Z知識(shí)模型的有效性研究》除對(duì)二語知識(shí)模型的有效性驗(yàn)證，還研究了英語情態(tài)動(dòng)詞習(xí)得過程中的一些重要問題，適合對(duì)二語習(xí)得規(guī)律、英語教學(xué)及結(jié)構(gòu)方程在語言學(xué)中應(yīng)用方法等感興趣的教師和學(xué)生閱讀。

作者簡介

　　趙福利，1969年生，天津市人。1992年畢業(yè)于解放軍外國語學(xué)院英語系，1997年考入該院英語語言文學(xué)專業(yè)，師從潘永梁教授。2000年獲碩士學(xué)位，2007年獲博士學(xué)位?，F(xiàn)任解放軍外國語學(xué)院英語系副教授，主要從事第二語言習(xí)得及語用學(xué)研究。參與2項(xiàng)國家級(jí)社科基金項(xiàng)目，發(fā)表論文10余篇，出版譯著1部，編著多部。

書籍目錄

Chapter 1　Introduction1.1　Introduction1.2　Rationale for the Book1.3　Purpose of the Book，1.4　Overview of the BookChapter 2　Li terature Review2.1　Introduction2.2　Competing Views in the Early Stage2.3　Canale and Swain’S Communicative Competence2.4　Bachman and Palmer’S Model2.5　Larsen—Freeman’S Model2.6　Purpura’S Model2.7　Remaining Problems2.8　Research on Modality2.9　L2 Acquisition Research of English Modal Verbs2.10　Research Questions2.11　Definitions of Key Terms2.12　SummaryChapter 3　Research Methodo logy3.1　Participants3.2　Instruments and Test Design3.3　Data Preparation and Collection Procedures3.4　Data Analysis Procedures3.5　Comparison of the Models3.6　SimilaritieS and Differences Between EFA and CFA3.7　Empirical Validation of the Research Findings3.8　SummaryChapter 4　Preliminary Statistics and Analyses4.1　Preliminary Descriptive Analysis of the Tests4.2　Two Regression Analyses，4.3　Preliminary Analysis for Model Validation4.4　SummaryChapter 5 Confi rrnatory Factor Analysis of L2 Knowledge Models5.1　Preliminaries for the Construct Validation of the Modal Verbs Test5.2　Confirmatory Factor Analyses of the Four L2 Knowledge Models5.3　Comparison of Knowledge Models of L2 Acquisition5.4　Discussion on Research Questions 2～65.5　SummaryChapter 6　An Integrated Mode I of L2 Knowledge6.1　Examination of an Integrated Model of L2 Knowledge6.2　Validation of the Integrated Model Through LearnersMental Representation6.3　SummaryChapter 7　A Case Study7.1　Examination of the Difficulty Order in the Acquisition of English Modals with Regard to Meaning7.2　Examination of the Difficulty Order of English Modals with Regard to Pragmatic Use7.3　SummaryChapter 8　Summary and ConcIusions8.1　Major Findings8.2　Significance of the Book8.3　Limitations of the Book8.4　Recommendations for Further ResearchAppendix A　General Grammar TestAppendix B　English Modal Verbs TestAppendix C　Questionnaire on L2 KnowledgeAppendix D　Free Sentence Production（A Sample）kppendix E　Raw Data（A Sample）BibliographyAcknowledgments

章節(jié)摘錄

　　5） Interpreting the tactor structure. In interpreting meacmrstructure, each of the measures will be linearly related to each of thefactors. The strength of this relationship is contained in therespective factor loading, produced by the factor rotation in the step.Actually this step is inseparable fiom factor rotation in step 4.　　Though the EFA procedures are complex, they can be easilyrealized with the help of the statistics tools. It is only a matter ofparameter-setting in the computer softwares. The significance ofexploratory factor analysis in the book lies in that it not only helps usdetermine the latent factors to be included in the models underexamination, but also provides statistical evidence for our initialassumptions about the make-up of the concerning L2 knowledgemodeling.3.4.4　Structural Equation Modeling （SEM）　　In this book, we use structural equation modeling as theprimary analytical tool to investigate the adequacy of the models inquestion. Structural equation models refer to the models thatrepresent the causal and correlational links between theoreticalvariables. More specifically, they represent the inter-relationshipsamong observed and latent variables （theoretical construct） andthe inter-relationships among latent variables. Structural equationmodeling can then be viewed as a family of statistical proceduresfor representing and testing such models. It aims to provide ameaningful and parsimonious explanation for observed phenomena.Advantages of using structural equation modeling over exploratoryfactor analysis include　its powerful hypothesis-testing capabilitiesand （2） its capabilities of taking into account measurement errors aswell as systemic errors （e. g., test method effects） （Bentler, 1995）.

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