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構(gòu)建中介語(yǔ)情態(tài)系統(tǒng)：中國(guó)英語(yǔ)學(xué)習(xí)者情態(tài)習(xí)得研究 »
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構(gòu)建中介語(yǔ)情態(tài)系統(tǒng)：中國(guó)英語(yǔ)學(xué)習(xí)者情態(tài)習(xí)得研究
- 所屬分類：
英語(yǔ)語(yǔ)法專..
- 作者：
胡春雨 著
- 出版社：
科學(xué)出版社
- ISBN：9787030313362
- 出版日期：2011-6-1
-
原價(jià)：
￥56.00元
現(xiàn)價(jià)：￥44.80元
-
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圖書簡(jiǎn)介
本書采用本族語(yǔ)者語(yǔ)料庫(kù)研究、教學(xué)語(yǔ)料庫(kù)研究、學(xué)習(xí)者語(yǔ)料庫(kù)研究和實(shí)驗(yàn)研究多種研究手段，全方位考察英語(yǔ)情態(tài)表達(dá)在當(dāng)代英語(yǔ)口筆語(yǔ)中、教科書中、不同水平學(xué)習(xí)者的中介語(yǔ)中的使用情況。研究表明：1.英語(yǔ)情態(tài)系統(tǒng)具有動(dòng)態(tài)性、不規(guī)則性、復(fù)雜性、非線性及混濁性等特征；2.中學(xué)英語(yǔ)教科書沒(méi)能很好地體現(xiàn)出當(dāng)代英語(yǔ)情態(tài)表達(dá)的一些重要特征；3.和本族語(yǔ)者相比，高水平學(xué)習(xí)者在情態(tài)表達(dá)的使用上存在巨大差異；4.不同水平組的學(xué)習(xí)者在表達(dá)某一情態(tài)概念時(shí)，無(wú)論在口語(yǔ)中還是在議論文寫作中，其情態(tài)表達(dá)的使用有著極為相似的規(guī)律；5.學(xué)習(xí)者在情態(tài)表達(dá)的使用上存在巨大的個(gè)體差異。學(xué)習(xí)者在達(dá)到高級(jí)水平后，在英語(yǔ)情態(tài)表達(dá)上仍和本族語(yǔ)者存在巨大差異的原因，除了英語(yǔ)情態(tài)系統(tǒng)自身的復(fù)雜性和情態(tài)教學(xué)存在著各種各樣的問(wèn)題外，還因?yàn)闈h語(yǔ)情態(tài)系統(tǒng)的遷移、學(xué)習(xí)者交際需求的滿足等學(xué)習(xí)者自身因素。
目錄
前言
Acknowledgements
List of Abbreviations
List of LINDSEI Transcriptions
Chapter I Introduction
1.1 Research Orientation
1.2 Rationale
1.3 The Scope of Inquiry
1.4 Theoretical Considerations
1.5 Organization of the Book
Chapter 2 The Acquisition of Modality
2.1 Modality
2.1.1 Definition and Classification
2.1.2 The English Modal System
2.1.3 The Chinese Modal System
2.2 L1 Acquisition of Modality
2.2.1 Naturalistic Longitudinal Studies
2.2.2 Experimental Studies
2.3 L2 Acquisition of Modality
2.3.1 Longitudinal Studies
2.3.2 Learner Corpus Studies
2.3.3 Experimental Studies
2.4 Limitations of Previous Studies
2.5 Summary
Chapter 3 Methodology
3.1 Research Questions
3.2 The NS Corpus Study
3.2.1 Introduction
3.2.2 Corpora Used in This Study
3.2.3 Data Analysis
3.3 The Pedagogic Corpus Study
3.3.1 Introduction
3.3.2 The Pedagogic Corpus Used in This Study
3.3.3 Data Analysis
3.4 The Learner Corpus Study
3.4,1 Introduction
3.4.2 Corpora Used in This Study
3.4.3 Data Analysis
3.5 The Experimental Study
3.5.1 Introduction
3.5.2 Participants
3.5.3 Instruments and Materials
3.5.4 Data Collection Procedures
3.5.5 Data Analysis
Chapter 4 Modality in Contemporary English, Textbooks and
Learners' Language
4.1 Modality in Contemporary English
4.1.1 General Findings
4.1.2 Modal Expressions of Epistemic Possibility
4.1.3 Modal Expressions of Root Necessity
4.1.4 Modal Expressions of Volition and Prediction
4.1.5 Summary
4.2 Modality in the Textbooks
4.2.1 General Findings
4.2.2 Modal Expressions of Epistemic Possibility
4.2.3 Modal Expressions of Root Necessity
4.2.4 Modal Expressions of Volition and Prediction
4.2.5 Summary
4.3 Modality in Learners' Language: Deviation from the Norm.
4.3.1 General Findings
4.3.2 Modal Expressions of Epistemic Possibility
4.3.3 Modal Expressions of Root Necessity
4.3.4 Modal Expressions of Volition and Prediction
4.3.5 Summary
4.4 Modality in Learners' Language: Modal Development
4.4.1 General Findings
4.4.2 Modal Expressions of Epistemic Possibility
4.4.3 Modal Expressions of Root Necessity .
4.4.4 Modal Expressions of Volition and Prediction
4.4.5 Summary
4.5 Modality in Learners' Language: Individual Differences
4.5.1 General Findings
4.5.2 Modal Expressions of Epistemic Possibility
4.5.3 Modal Expressions of Root Necessity
4.5.4 Modal Expressions of Volition and Prediction
4.5.5 Summary
Chapter 5 Constructing the IL Modal System
5.1 The Inherent Complexity of the English Modality
5.2 The Role of Instruction
5.2.1 Instructional Input
5.2.2 Instructional Support
5.2.3 Summary
5.3 Learner Factors
5.3.1 L1 Influence
5.3.2 Universal Constraints
5.3.3 L2 Proficiency
5.3.4 Learner Needs and Learner Agency
5.3.5 Learner Awareness
5.3.6 The Role of Output Practice
5.4 The Dynamic Interaction of Contributing Factors
5.4,1 The Acquisition and Use of the Epistemic Markers
5.4.2 The Acquisition and Use of the Root Necessity Modals
5.4.3 The Acquisition and Use of the Volition and Prediction
Modals （I）
5.4.4 The Acquisition and Use of the Volition and Prediction
Modals （II）
5.5 Towards a General Understanding of L2 Modal Acquisition
5.6 Summary
Chapter 6 Conclusion
6.1 Summary of Major Findings
6.2 Theoretical and Methodological Implications
6.2.1 Usage-Based Model vs. Corpus-Based Analysis
6.2.2 Group Data vs. Ifldividual Data
6.2.3 Oral Data vs. Written Data
6.2.4 Production Data vs. Other Types of Data
6.3 Implications for Modal Instruction
6.3.1 Providing Better Modal Input
6.3.2 Providing More Input-Processing Tasks and Focus-on-Form
Activities
6.3.3 Providing More Effective Explicit Instruction
6.3.4 Teaching Modals When Learner Are Developmentally Ready.
6.3.5 Providing More Awareness-Raising Activities
6.3.6 Providing Opportunity for Practice
6.4 Suggestions for Future Research
6.5 Concluding Remarks
References
Appendices
Appendix I Materials Used in CASEC
Appendix 2 A Pilot Study
Appendix 3 Topics in the Writing Task
Appendix 4 Topics in the Oral Task
Appendix 5 The Translation Test
Appendix 6 The Discourse Completion Test
Appendix 7 The Acceptability Judgment Test
Appendix 8 The Opened Questionnaire
Appendix 9 Participants' 256 Essays （Sample）
Appendix 10 Participants' Sixteen Conversations （Sample）
Appendix 11 Participants' Performance in the Translation Test
Appendix 12 Participants' Performance in the Discourse
Competition Test
Appendix 13 Participants' Performance in the Acceptability
Judgment Test
Appendix 14 Participants' Answers to Questions in the Opened
Questionnaire
Appendix 15 Sample of Interviews
Appendix 16 Post-experiment Investigations （Sample）
