《二語知識模型的有效性研究》以中國學生對英語情態動詞的習得為研究對象，對以往研究中提出的幾個較有影響的二語知識模型進行了有效性驗證，在此基礎上提出了一個更加簡化且更具解釋力的二語知識模型，並改進了使用結構方程進行類似研究的方法。二語知識建構的研究對於二語教學及測試具有重要的理論意義和現實意義。《二語知識模型的有效性研究》除對二語知識模型的有效性驗證，還研究了英語情態動詞習得過程中的一些重要問題，適合對二語習得規律、英語教學及結構方程在語言學中套用方法等感興趣的教師和學生閱讀。
基本介紹
- 書名：二語知識模型的有效性研究
- 出版社：上海交通大學出版社
- 頁數：226頁
- 開本：16
- 品牌：上海交通大學出版社
- 作者：趙福利
- 出版日期：2008年11月1日
- 語種：英語
- ISBN：9787313052605
基本介紹,內容簡介,作者簡介,圖書目錄,文摘,序言,
基本介紹
內容簡介
《二語知識模型的有效性研究》是關於研究“二語知識模型有效性”的專著，書中以中國學生對英語情態動詞的習得為研究對象，對以往研究中提出的幾個較有影響的二語知識模型進行了有效性驗證，在此基礎上提出了一個更加簡化且更具解釋力的二語知識模型，並改進了使用結構方程進行類似研究的方法。《二語知識模型的有效性研究》適合從事相關研究工作的人員參考閱讀。
《當代語言學研究文庫》是一個開放性和創新性的學術平台，旨征探索當代語言學研究的發展規律，展示該領域研究的最新學術成果。文庫體現r學科融通、兼收並蓄的編輯理念。
《當代語言學研究文庫》是一個開放性和創新性的學術平台，旨征探索當代語言學研究的發展規律，展示該領域研究的最新學術成果。文庫體現r學科融通、兼收並蓄的編輯理念。
作者簡介
趙福利，1969年生，天津市人。1992年畢業於解放軍外國語學院英語系，1997年考入該院英語語言文學專業，師從潘永梁教授。2000年獲碩士學位，2007年獲博士學位。現任解放軍外國語學院英語系副教授，主要從事第二語言習得及語用學研究。參與2項國家級社科基金項目，發表論文10餘篇，出版譯著1部，編著多部。
圖書目錄
Chapter 1 Introduction
1.1 Introduction
1.2 Rationale for the Book
1.3 Purpose of the Book，
1.4 Overview of the Book
Chapter 2 Li terature Review
2.1 Introduction
2.2 Competing Views in the Early Stage
2.3 Canale and Swain’S Communicative Competence
2.4 Bachman and Palmer’S Model
2.5 Larsen—Freeman’S Model
2.6 Purpura’S Model
2.7 Remaining Problems
2.8 Research on Modality
2.9 L2 Acquisition Research of English Modal Verbs
2.10 Research Questions
2.11 Definitions of Key Terms
2.12 Summary
Chapter 3 Research Methodo logy
3.1 Participants
3.2 Instruments and Test Design
3.3 Data Preparation and Collection Procedures
3.4 Data Analysis Procedures
3.5 Comparison of the Models
3.6 SimilaritieS and Differences Between EFA and CFA
3.7 Empirical Validation of the Research Findings
3.8 Summary
Chapter 4 Preliminary Statistics and Analyses
4.1 Preliminary Descriptive Analysis of the Tests
4.2 Two Regression Analyses，
4.3 Preliminary Analysis for Model Validation
4.4 Summary
Chapter 5 Confi rrnatory Factor Analysis of L2 Knowledge Models
5.1 Preliminaries for the Construct Validation of the Modal Verbs Test
5.2 Confirmatory Factor Analyses of the Four L2 Knowledge Models
5.3 Comparison of Knowledge Models of L2 Acquisition
5.4 Discussion on Research Questions 2～6
5.5 Summary
Chapter 6 An Integrated Mode I of L2 Knowledge
6.1 Examination of an Integrated Model of L2 Knowledge
6.2 Validation of the Integrated Model Through Learners'Mental Representation
6.3 Summary
Chapter 7 A Case Study
7.1 Examination of the Difficulty Order in the Acquisition of English Modals with Regard to Meaning
7.2 Examination of the Difficulty Order of English Modals with Regard to Pragmatic Use
7.3 Summary
Chapter 8 Summary and ConcIusions
8.1 Major Findings
8.2 Significance of the Book
8.3 Limitations of the Book
8.4 Recommendations for Further Research
Appendix A General Grammar Test
Appendix B English Modal Verbs Test
Appendix C Questionnaire on L2 Knowledge
Appendix D Free Sentence Production(A Sample)
kppendix E Raw Data(A Sample)
Bibliography
Acknowledgments
1.1 Introduction
1.2 Rationale for the Book
1.3 Purpose of the Book，
1.4 Overview of the Book
Chapter 2 Li terature Review
2.1 Introduction
2.2 Competing Views in the Early Stage
2.3 Canale and Swain’S Communicative Competence
2.4 Bachman and Palmer’S Model
2.5 Larsen—Freeman’S Model
2.6 Purpura’S Model
2.7 Remaining Problems
2.8 Research on Modality
2.9 L2 Acquisition Research of English Modal Verbs
2.10 Research Questions
2.11 Definitions of Key Terms
2.12 Summary
Chapter 3 Research Methodo logy
3.1 Participants
3.2 Instruments and Test Design
3.3 Data Preparation and Collection Procedures
3.4 Data Analysis Procedures
3.5 Comparison of the Models
3.6 SimilaritieS and Differences Between EFA and CFA
3.7 Empirical Validation of the Research Findings
3.8 Summary
Chapter 4 Preliminary Statistics and Analyses
4.1 Preliminary Descriptive Analysis of the Tests
4.2 Two Regression Analyses，
4.3 Preliminary Analysis for Model Validation
4.4 Summary
Chapter 5 Confi rrnatory Factor Analysis of L2 Knowledge Models
5.1 Preliminaries for the Construct Validation of the Modal Verbs Test
5.2 Confirmatory Factor Analyses of the Four L2 Knowledge Models
5.3 Comparison of Knowledge Models of L2 Acquisition
5.4 Discussion on Research Questions 2～6
5.5 Summary
Chapter 6 An Integrated Mode I of L2 Knowledge
6.1 Examination of an Integrated Model of L2 Knowledge
6.2 Validation of the Integrated Model Through Learners'Mental Representation
6.3 Summary
Chapter 7 A Case Study
7.1 Examination of the Difficulty Order in the Acquisition of English Modals with Regard to Meaning
7.2 Examination of the Difficulty Order of English Modals with Regard to Pragmatic Use
7.3 Summary
Chapter 8 Summary and ConcIusions
8.1 Major Findings
8.2 Significance of the Book
8.3 Limitations of the Book
8.4 Recommendations for Further Research
Appendix A General Grammar Test
Appendix B English Modal Verbs Test
Appendix C Questionnaire on L2 Knowledge
Appendix D Free Sentence Production(A Sample)
kppendix E Raw Data(A Sample)
Bibliography
Acknowledgments
文摘
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）.
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）.
序言
這部專著源自趙福利撰寫的博士學位論文“二語知識模型的有效性：一項以英語學習者情態動詞學習情況為基礎的研究”。這項研究課題具有相當的深度和難度，不僅要求作者深入了解二語習得中語言知識結構的各種理論模型，而且要求作者具體掌握英語學習者英語情態動詞的學習情況。在二語習得研究的巨觀和微觀這兩個方面，能做到其中之一已很不容易，而把兩個方面研究都做到，並讓兩者有機地結合，使微觀調查有效地為巨觀框架服務，那就更加困難。該專著作者獨具匠心，從調查英語學習者掌握英語情態動詞情況入手，進而比較和驗證國外學者提出的二語習得的知識結構模型，最後提出自己關於二語習得結構模型的構想。這樣就做到了巨觀研究與微觀研究的結合，把理論探索的難題解決在實證研究的過程之中。因此，該專著無論在研究思路上，還是在研究方法上，都有相當的參考價值，值得推廣。
該書所比較和檢驗的四個二語知識結構模型，都是這個領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．）。二語習得領域的研究者一般都願意介紹某個理論模型並套用其中的一些有用部分，但很少對理論模型的有效性進行系統的研究，用實證的方法系統地比較和檢驗這些理論模型的研究就更少了。本書的作者不僅用實證研究的方法驗證了四個二語知識模型的有效性程度，而且在此基礎上提煉出一個具有一定新意的二語知識結構模型。
該書所比較和檢驗的四個二語知識結構模型，都是這個領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．）。二語習得領域的研究者一般都願意介紹某個理論模型並套用其中的一些有用部分，但很少對理論模型的有效性進行系統的研究，用實證的方法系統地比較和檢驗這些理論模型的研究就更少了。本書的作者不僅用實證研究的方法驗證了四個二語知識模型的有效性程度，而且在此基礎上提煉出一個具有一定新意的二語知識結構模型。
