模式語法視角下的二語詞匯習(xí)得

內(nèi)容概要

《模式語法視角下的二語詞匯習(xí)得》由王龍吟著。作者首先在理論上建立模式語法的詞匯意義—模式特征與二語產(chǎn)出性詞匯的深度知識(shí)特征的鏈接，奠定了語料庫(kù)語言學(xué)應(yīng)用于二語詞匯學(xué)習(xí)的理論基礎(chǔ)。然后采用模式語法的工作模型，對(duì)英語本族語者大學(xué)生和中國(guó)英語大學(xué)生的同類型語料庫(kù)進(jìn)行了若干個(gè)典型詞匯模式和意義的關(guān)聯(lián)對(duì)比。該研究不但揭示了中國(guó)英語學(xué)習(xí)者運(yùn)用詞匯深度知識(shí)的能力特點(diǎn)和階段性發(fā)展特征；而且對(duì)模式語法的應(yīng)用領(lǐng)域和研究方法也有所拓展。所以既有理論意義，也有應(yīng)用價(jià)值。

書籍目錄

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

章節(jié)摘錄

　　Chinese and English are two distant languages. In the case of GIVE， the core meaning of its Chinese equivalent is “gei”（給）. In the case of COME， the core meaning of its Chinese translation is “l(fā)aidao” （來到）. By transferring core meanings of Chinese to these verbs（ie， “gei”（給）for GIVE and“l(fā)aidao”（來到） 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”（給）， the equivalent of GIVE， would be something concrete; the word for control——“kongzht”（控制），for example， would not normally collocate with “gei”（給） Collocations of“l(fā)aidao”（來到）， the Chinese counterpart of COME， would usually be something solid; the word for solution ——“jiejue”（解決）， for example， would unlikely collocate with “l(fā)aidao”（來到）. Translating the Chinese collocations into English， learners produced the groups of“concrete”nouns and“entity” nouns.　　……

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