《構建中介語情態系統》是2011年科學出版社出版的圖書，作者是胡春雨。
基本介紹
- 書名：構建中介語情態系統
- 作者：胡春雨
- ISBN：9787030313362
- 頁數：359
- 定價：56.00元
- 出版社：科學出版社
- 出版時間：2011-6
- 叢書：語言學及套用語言學叢書
內容簡介,目錄,叢書信息,
內容簡介
本書採用本族語者語料庫研究、教學語料庫研究、學習者語料庫研究和實驗研究多種研究手段，全方位考察英語情態表達在當代英語口筆語中、教科書中、不同水平學習者的中介語中的使用情況。研究表明：（1）英語情態系統具有動態性、不規則性、複雜性、非線性及混濁性等特徵；(2)中學英語教科書沒能很好地體現出當代英語情態表達的一些重要特徵;（3）和本族語者相比，高水平學習者在情態表達的使用上存在巨大差異；(4)不同水平組的學習者在表達某一情態概念時，無論在口語中還是在議論文寫作中，其情態表達的使用有著極為相似的規律；（5）學習者在情態表達的使用上存在巨大的個體差異。學習者在達到高級水平後，在英語情態表達上仍和本族語者存在巨大差異的原因，除了英語情態系統自身的複雜性和情態教學存在著各種各樣的問題外，還因為漢語情態系統的遷移、學習者交際需求的滿足等學習者自身因素。
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）
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）
叢書信息
科學出版社語言學及套用語言學叢書 (共46冊), 這套叢書還有 《基於組合模式的語法檢查》,《漢語名詞動用中的句法機制研究》,《互動串列加工模型》,《自然語義元語言》,《形成性評估研究》 等。
