本書以考察中國學習者對英語一般過去時的使用情況為切入點，研究中國學習者該時態的形式和意義联結建立的情況，並分析其影響因素。
基本介紹
- 書名：二語習得中的形式與意義联結
- 作者：楊瀅瀅
- 出版日期：2013年6月1日
- 語種：簡體中文
- 定價：29.00
- 外文名：Connecting Forms and Meanings in Acquiring a Second Language
- 出版社：上海財經大學出版社
- 頁數：177頁
- 開本：16
內容簡介,圖書目錄,
內容簡介
時體系統在英語語言表達時間概念方面發揮了重要作用，也是英語學習的核心任務之一。楊瀅瀅編著的《二語習得中的形式與意義联結》從考察中國英語學習者一般過去時的使用情況入手，研究了在二語習得過程中如何建立形式與意義的關聯，並探討其過程中的決定性因素，有一定的指導意義。
圖書目錄
Acknowledgements
Abstract (English)
摘要
List of Tables and Figures
List of Abbreviations
Chapter 1 Introduction
1.1 Introduction
1.2 Tense and aspect in English
1.2.1 Tense
1.2.2 Aspect
1.3 Simple past tense in English
1.3.1 Forms
1.3.2 Meanings
1.3.3 Form-meaning construction of the simple past tense
1.4 Chinese past temporality expressions
1.4.1 Pragmatic and lexical devices
1.4.2 Aspectual markers
1.5 Research Motives
1.6 Structure of the book
Chapter 2 Theoretical Framework
2. 1 Introduction
2.2 Construction grammar
2.2.1 Introduction
2.2.2 Construction grammar and generative grammar
2.3 Form-Meaning connections
2.3.1 Form
2.3.2 Meaning
2.3.3 Form-meaning connections
2.3.4 Form-meaning connections in IA and L2 acquisition
2.3.5 Process of form-meaning connections
2.3.6 Factors affecting form-meaning connections
2.4 Associative learning theory
2.4.1 Introduction
2.4.2 Associative learning and language learning
2.4. 3 Factors affecting associative learning
2.5 Implicit learning/knowledge and explicit learning/knowledge
2.5.1 Definitions
2.5.2 The interface issue
2.6 Research questions
2.7 Summary
Chapter 3 Literature Review and Preliminary Studies
3.1 Introduction
3.2 Literature review
3.2.1 Form-oriented studies
3.2.2 Meaning/Concept-oriented studies
3.2.3 Other multi-dimensional studies
3.3 Preliminary studies
3.3.1 Two empirical studies
3.3.2 Two corpus-based studies
3.4 Summary
Chapter 4 Current Studies on Chinese learners' FMCs of the Simple Past
Tense
4.1 Introduction
4.2 Methodological concerns
4.3 Methodology
4.4 Studyl-A corpus-based approach
4.4.1 Data collection
4.4.2 Data coding
4.4.3 Data analysis
4.5 Study 2..An empirical study
4.5.1 Methodology and data collection
4.5.2 Data analysis
4.6 Results and discussion
4.6.1 Results and discussion about the FMCs of the simple past tense in
both studies
4.6.2 Factors affecting the FMCs of English simple past tense "
4. 7 Summary
Chapter 5 The Role of Explicit Learning in Establishing the FMCs of the
Simple Past Tense
5.1 Introduction
5.2 Implicit learning and explicit learning
5.3 Explicit learning and corrective feedback
5.4 Types of corrective feedback and the literature review
5.4.1 Direct vs. indirect
5.4.2 Direct vs. metalinguistic cue
5.4.3 Focused vs. unfocused
5.5 Research design and methodology
5.6 Data collection
5.7 Data analysis
5.8 Resuhs and discussion
5.9 Summary
Chapter 6 Conclusion
6.1 Introduction
6.2 Major findings
6.3 Pedagogical implications
6.4 Limitations and future research
Appendices
References
Abstract (English)
摘要
List of Tables and Figures
List of Abbreviations
Chapter 1 Introduction
1.1 Introduction
1.2 Tense and aspect in English
1.2.1 Tense
1.2.2 Aspect
1.3 Simple past tense in English
1.3.1 Forms
1.3.2 Meanings
1.3.3 Form-meaning construction of the simple past tense
1.4 Chinese past temporality expressions
1.4.1 Pragmatic and lexical devices
1.4.2 Aspectual markers
1.5 Research Motives
1.6 Structure of the book
Chapter 2 Theoretical Framework
2. 1 Introduction
2.2 Construction grammar
2.2.1 Introduction
2.2.2 Construction grammar and generative grammar
2.3 Form-Meaning connections
2.3.1 Form
2.3.2 Meaning
2.3.3 Form-meaning connections
2.3.4 Form-meaning connections in IA and L2 acquisition
2.3.5 Process of form-meaning connections
2.3.6 Factors affecting form-meaning connections
2.4 Associative learning theory
2.4.1 Introduction
2.4.2 Associative learning and language learning
2.4. 3 Factors affecting associative learning
2.5 Implicit learning/knowledge and explicit learning/knowledge
2.5.1 Definitions
2.5.2 The interface issue
2.6 Research questions
2.7 Summary
Chapter 3 Literature Review and Preliminary Studies
3.1 Introduction
3.2 Literature review
3.2.1 Form-oriented studies
3.2.2 Meaning/Concept-oriented studies
3.2.3 Other multi-dimensional studies
3.3 Preliminary studies
3.3.1 Two empirical studies
3.3.2 Two corpus-based studies
3.4 Summary
Chapter 4 Current Studies on Chinese learners' FMCs of the Simple Past
Tense
4.1 Introduction
4.2 Methodological concerns
4.3 Methodology
4.4 Studyl-A corpus-based approach
4.4.1 Data collection
4.4.2 Data coding
4.4.3 Data analysis
4.5 Study 2..An empirical study
4.5.1 Methodology and data collection
4.5.2 Data analysis
4.6 Results and discussion
4.6.1 Results and discussion about the FMCs of the simple past tense in
both studies
4.6.2 Factors affecting the FMCs of English simple past tense "
4. 7 Summary
Chapter 5 The Role of Explicit Learning in Establishing the FMCs of the
Simple Past Tense
5.1 Introduction
5.2 Implicit learning and explicit learning
5.3 Explicit learning and corrective feedback
5.4 Types of corrective feedback and the literature review
5.4.1 Direct vs. indirect
5.4.2 Direct vs. metalinguistic cue
5.4.3 Focused vs. unfocused
5.5 Research design and methodology
5.6 Data collection
5.7 Data analysis
5.8 Resuhs and discussion
5.9 Summary
Chapter 6 Conclusion
6.1 Introduction
6.2 Major findings
6.3 Pedagogical implications
6.4 Limitations and future research
Appendices
References
