以汉语为母语的英语学习者习得英语进行体标记的优选论解释

作者: 武和平著

出版社: 科学出版社

出版时间: 2010-12

版次: 1

ISBN: 9787030295828

定价: 48.00

装帧: 平装

开本: 32开

纸张: 胶版纸

页数: 262页

字数: 372千字

分类: 语言文字

《以汉语为母语的英语学习者习得英语进行体标记的优选论解释》在优选论理论框架下探讨以汉语为母语的英语学习者如何习得英语进行体，其核心观点为进行体的二语习得是学习者将相互冲突的语义、句法形态和语篇限制映射到同一种体态形式的过程。《以汉语为母语的英语学习者习得英语进行体标记的优选论解释》的目的就在于通过分析这些限制条件的相互作用以及对第二语言时体形态，特别是进行体形态习得的影响，以期能为第二语言时体系统的发展提供一个统一的解释框架。武和平（1964-），甘肃静宁人，西北师范大学外国语学院教授，2006年获得广东外语外贸大学博士学位。现任中国英语教学研究会英语教师教育专业委员会常务理事、甘肃省教育学会中小学英语教学研究会副理事长。在全国外语类学术期刊上发表专业论文20余篇，承担国家社会科学基金项前言
Preface
Acknowledgements
ChapterIIntroduction
1.1ResearchOrientation
1.2EnglishProgressiveAspect:TheTargetofResearch
1.3Rationale
1.3.1DecomposingtheLearningTaskoftheEnglishProgressiveAspect
1.3.2PreviousStudiesandTheirInadequacies
1.4KeyResearchQuestions
1.5StructureoftheBook

Chapter2InSearchofaUnifiedTheoreticalAccountforL2ProgressiveAspectAcquisition
2.1PreviousStudiesonL2AspectAcquisition:EmpiricalFindingsandTheoreticalExplanations
2.1.1Form-meaningMappingofL2Tense-aspectAcquisition:
AspectHypothesis
2.1.2Form-functionMappingofL2Tense-aspectMarking:DiscourseHypothesis
2.1.3NarrativeStructureandLexicalAspect:ConspiringFactors？
2.2TheoreticalAccountsofForm-meaningMappinginTense-aspectAcquisition
2.2.1LanguageBioprogramHypothesisandBasicChildGrammar
2.2.2PrototypeAccountandDistributionalBiasArgument
2.2.3ConnectionistAccount
2.3ProblemsExistingintheTense-aspectAcquisitionStudies
2.4OptimalityTheoryasaUnifiedFramework
2.5Summary

Chapter3ConstraintsontheProgressiveAspectMarkinginEnglishandChinese
3.1AspectandOtherRelatedNotions
3.1.1Aspect
3.1.2GrammaticalAspect
3.1.3LexicalAspect
3.1.4TechnicalIssuesRelatedwithLexicalAspect
3.2InteractionofGrammaticalandLexicalAspects
3.3SemanticConstraintsonProgressiveMarking:TheForm-meaningMapping
3.3.1TheFormalApproach
3.3.2TheFunctionalApproach
3.3.3ThePROGOperator
3.4DiscourseConstraintsofProgressiveAspectMarking:TheForm-functionMapping
3.5Cross-linguisticAnalysisoftheProgressiveAspectinChineseandEnglish
3.6Summary

Chapter4AnOTAnalysisoftheConstraintsonthe
ProgressiveandTheirInteraction
4.1OptimalityTheory
4.1.1BasicTenetsofOT
4.1.2ConventionalNotations
4.1.3FaithfulnessandMarkednessConstraints
4.1.4OTAccountofLanguageAcquisition
4.2ConflictingConstraintsontheProgressiveAspectMarking
4.2.1TransitivityHypothesis（TH）
4.2.2DiscourseRepresentationTheory（DRT）andAspectCoercion
4.3AnOTAnalysisoftheConstraintsonAspectMarkingand
TheirRanking
4.3.1TypologyofConstraintsonAspectMarkinginEnglish
4.3.2ConstraintRankingofAspectMarkinginEnglish
4.3.3TestingtheRankingofConstraintsonAspectMarking
4.4Summary

Chapter5L2AcquisitionoftheProgressiveAspect:
TowardsanOTAccount
5.1AnOTAccountofL2Tense-aspectAcquisition
5.1.1InitialRankingofConstraintsonTense-aspectMarking
5.1.2LearningAlgorithmsinOT
5.2HypothesesonL2AcquisitionofEnglishTense-aspectSystembyChineseEFLLearners
5.2.1HypothesisonAspectCoercion
5.2.2HypothesesonConstraintReranking
5.2.3HypothesesonCross-linguisficConstraints
5.3VariablesInvolvedinHypothesisTesting
5.3.1L2-EnglishProficiencyLevel
5.3.2NOCOERConstraint
5.3.3IDENT（TF）Constraint
5.3.4Tense-aspectMarking
5.4Summary

Chapter6ResearchDesign,Instrumentation,Data
CollectionandDataAnalysis
6.1ResearchDesign
6.2Participants
6.3Instrumentation
6.3.1AcceptabilityJudgmentTest（AJT）
6.3.2AspectSentenceInterpretationTask（ASIT）
6.3.3MovieClipRetellTask（MCRT）
6.3.4SummaryofTestInstruments
6.4DataCollection
6.4.1TimeandVenue
6.4.2TaskSequence
6.5DataScoringandCoding
6.5.1ScoringofASITData
6.5.2ScoringofAJTData
6.5.3CodingandScoringMCRTData
6.6DataAnalysis
6.7Summary

Chapter7ResultsforResearchHypothesesTesting
7.1ResultsforHypothesis1
7.1.1TestingHypothesisIthroughMovieClipRetellTest（MCRT）Data
7.1.2TestingHypothesisIthroughAspectSentenceInterpretationTask（ASIT）
7.1.3TestingHypothesisIthroughAcceptabilityJudgmentTask（AJT）
7.2TestingHypothesis2
7.2.1TestingHypothesis2throughMovieClipRetellTask（MCRT）
7.2.2TestingHypothesis2throughAspectSentenceInterpretationTask（ASIT）
7.2.3TestingHypothesis2throughAcceptabilityJudgmentTask（AJT）
7.3TestingHypothesis3
7.3.1TestingHypothesis3throughMovieClipRetellTask（MCRT）
7.3.2TestingHypothesis3throughAspectSentenceInterpretationTask（ASIT）
7.4TestingHypothesis4
7.4.1TestingHypothesis4throughAcceptabilityJudgmentTask（AJT）
7.4.2TestingHypothesis4throughMovieClipRetellTask（MCRT）
7.5TestingHypothesis5
7.5.1TestingHypothesis5throughAcceptabilityJudgmentTask（AJT）
7.5.2TestingHypothesis5throughMovieClipRetellTask（MCRT）
7.5.3TestingHypothesis5throughAspectSentenceInterpretationTask（ASIT）
7.6Summary

Chapter8GeneralDiscussion
8.1DevelopmentalRouteofEnglishTense-aspectAcquisitionbyChineseEFLLearners
8.1.1ASummaryofMajorFindings
8.1.2CharacterizingL2AcquisitionoftheEnglishAspectMarkersbyChineseEFLLearners
8.2ImplicationsofOTfortheDevelopmentalRouteofL2Tense-aspectForms
8.2.1AnOTAccountoftheInitialState
8.2.2TheTriggeringFactorinTense-aspectAcquisition
8.2.3TheSpreadfromPrototypicaltoNon-prototypicalSituation-aspectMappings
8.2.4TheRoleofStativesinProgressiveAspectMarking
8.3TheExplanatoryPowerofOTforL2AspectAcquisition
8.3.1TemporalSemanticsandDiscourseGrounding:TwoConspiringForces？
8.3.2NativismorConnectionism
8.4Summary

Chapter9Conclusion
9.1Conclusions
9.2Implications
9.2.1ImplicationsforSLATheory
9.2.2ImplicationsforL2Tense-aspectInstruction
9.3Limitations
9.4SuggestionsforFurtherResearch
References
AppendixⅠProgressiveAspectAcceptabilityJudgmentTask（AJT）
AppendixⅡAspectSentenceInterpretationTask（ASIT）
AppendixⅢMovieClipRetellTask
AppendixⅣDescriptiveStatisticDatafortheFigures
作者简介
内容简介:
《以汉语为母语的英语学习者习得英语进行体标记的优选论解释》在优选论理论框架下探讨以汉语为母语的英语学习者如何习得英语进行体，其核心观点为进行体的二语习得是学习者将相互冲突的语义、句法形态和语篇限制映射到同一种体态形式的过程。《以汉语为母语的英语学习者习得英语进行体标记的优选论解释》的目的就在于通过分析这些限制条件的相互作用以及对第二语言时体形态，特别是进行体形态习得的影响，以期能为第二语言时体系统的发展提供一个统一的解释框架。
作者简介:
武和平（1964-），甘肃静宁人，西北师范大学外国语学院教授，2006年获得广东外语外贸大学博士学位。现任中国英语教学研究会英语教师教育专业委员会常务理事、甘肃省教育学会中小学英语教学研究会副理事长。在全国外语类学术期刊上发表专业论文20余篇，承担国家社会科学基金项
目录:
前言
Preface
Acknowledgements
ChapterIIntroduction
1.1ResearchOrientation
1.2EnglishProgressiveAspect:TheTargetofResearch
1.3Rationale
1.3.1DecomposingtheLearningTaskoftheEnglishProgressiveAspect
1.3.2PreviousStudiesandTheirInadequacies
1.4KeyResearchQuestions
1.5StructureoftheBook

Chapter2InSearchofaUnifiedTheoreticalAccountforL2ProgressiveAspectAcquisition
2.1PreviousStudiesonL2AspectAcquisition:EmpiricalFindingsandTheoreticalExplanations
2.1.1Form-meaningMappingofL2Tense-aspectAcquisition:
AspectHypothesis
2.1.2Form-functionMappingofL2Tense-aspectMarking:DiscourseHypothesis
2.1.3NarrativeStructureandLexicalAspect:ConspiringFactors？
2.2TheoreticalAccountsofForm-meaningMappinginTense-aspectAcquisition
2.2.1LanguageBioprogramHypothesisandBasicChildGrammar
2.2.2PrototypeAccountandDistributionalBiasArgument
2.2.3ConnectionistAccount
2.3ProblemsExistingintheTense-aspectAcquisitionStudies
2.4OptimalityTheoryasaUnifiedFramework
2.5Summary

Chapter3ConstraintsontheProgressiveAspectMarkinginEnglishandChinese
3.1AspectandOtherRelatedNotions
3.1.1Aspect
3.1.2GrammaticalAspect
3.1.3LexicalAspect
3.1.4TechnicalIssuesRelatedwithLexicalAspect
3.2InteractionofGrammaticalandLexicalAspects
3.3SemanticConstraintsonProgressiveMarking:TheForm-meaningMapping
3.3.1TheFormalApproach
3.3.2TheFunctionalApproach
3.3.3ThePROGOperator
3.4DiscourseConstraintsofProgressiveAspectMarking:TheForm-functionMapping
3.5Cross-linguisticAnalysisoftheProgressiveAspectinChineseandEnglish
3.6Summary

Chapter4AnOTAnalysisoftheConstraintsonthe
ProgressiveandTheirInteraction
4.1OptimalityTheory
4.1.1BasicTenetsofOT
4.1.2ConventionalNotations
4.1.3FaithfulnessandMarkednessConstraints
4.1.4OTAccountofLanguageAcquisition
4.2ConflictingConstraintsontheProgressiveAspectMarking
4.2.1TransitivityHypothesis（TH）
4.2.2DiscourseRepresentationTheory（DRT）andAspectCoercion
4.3AnOTAnalysisoftheConstraintsonAspectMarkingand
TheirRanking
4.3.1TypologyofConstraintsonAspectMarkinginEnglish
4.3.2ConstraintRankingofAspectMarkinginEnglish
4.3.3TestingtheRankingofConstraintsonAspectMarking
4.4Summary

Chapter5L2AcquisitionoftheProgressiveAspect:
TowardsanOTAccount
5.1AnOTAccountofL2Tense-aspectAcquisition
5.1.1InitialRankingofConstraintsonTense-aspectMarking
5.1.2LearningAlgorithmsinOT
5.2HypothesesonL2AcquisitionofEnglishTense-aspectSystembyChineseEFLLearners
5.2.1HypothesisonAspectCoercion
5.2.2HypothesesonConstraintReranking
5.2.3HypothesesonCross-linguisficConstraints
5.3VariablesInvolvedinHypothesisTesting
5.3.1L2-EnglishProficiencyLevel
5.3.2NOCOERConstraint
5.3.3IDENT（TF）Constraint
5.3.4Tense-aspectMarking
5.4Summary

Chapter6ResearchDesign,Instrumentation,Data
CollectionandDataAnalysis
6.1ResearchDesign
6.2Participants
6.3Instrumentation
6.3.1AcceptabilityJudgmentTest（AJT）
6.3.2AspectSentenceInterpretationTask（ASIT）
6.3.3MovieClipRetellTask（MCRT）
6.3.4SummaryofTestInstruments
6.4DataCollection
6.4.1TimeandVenue
6.4.2TaskSequence
6.5DataScoringandCoding
6.5.1ScoringofASITData
6.5.2ScoringofAJTData
6.5.3CodingandScoringMCRTData
6.6DataAnalysis
6.7Summary

Chapter7ResultsforResearchHypothesesTesting
7.1ResultsforHypothesis1
7.1.1TestingHypothesisIthroughMovieClipRetellTest（MCRT）Data
7.1.2TestingHypothesisIthroughAspectSentenceInterpretationTask（ASIT）
7.1.3TestingHypothesisIthroughAcceptabilityJudgmentTask（AJT）
7.2TestingHypothesis2
7.2.1TestingHypothesis2throughMovieClipRetellTask（MCRT）
7.2.2TestingHypothesis2throughAspectSentenceInterpretationTask（ASIT）
7.2.3TestingHypothesis2throughAcceptabilityJudgmentTask（AJT）
7.3TestingHypothesis3
7.3.1TestingHypothesis3throughMovieClipRetellTask（MCRT）
7.3.2TestingHypothesis3throughAspectSentenceInterpretationTask（ASIT）
7.4TestingHypothesis4
7.4.1TestingHypothesis4throughAcceptabilityJudgmentTask（AJT）
7.4.2TestingHypothesis4throughMovieClipRetellTask（MCRT）
7.5TestingHypothesis5
7.5.1TestingHypothesis5throughAcceptabilityJudgmentTask（AJT）
7.5.2TestingHypothesis5throughMovieClipRetellTask（MCRT）
7.5.3TestingHypothesis5throughAspectSentenceInterpretationTask（ASIT）
7.6Summary

Chapter8GeneralDiscussion
8.1DevelopmentalRouteofEnglishTense-aspectAcquisitionbyChineseEFLLearners
8.1.1ASummaryofMajorFindings
8.1.2CharacterizingL2AcquisitionoftheEnglishAspectMarkersbyChineseEFLLearners
8.2ImplicationsofOTfortheDevelopmentalRouteofL2Tense-aspectForms
8.2.1AnOTAccountoftheInitialState
8.2.2TheTriggeringFactorinTense-aspectAcquisition
8.2.3TheSpreadfromPrototypicaltoNon-prototypicalSituation-aspectMappings
8.2.4TheRoleofStativesinProgressiveAspectMarking
8.3TheExplanatoryPowerofOTforL2AspectAcquisition
8.3.1TemporalSemanticsandDiscourseGrounding:TwoConspiringForces？
8.3.2NativismorConnectionism
8.4Summary

Chapter9Conclusion
9.1Conclusions
9.2Implications
9.2.1ImplicationsforSLATheory
9.2.2ImplicationsforL2Tense-aspectInstruction
9.3Limitations
9.4SuggestionsforFurtherResearch
References
AppendixⅠProgressiveAspectAcceptabilityJudgmentTask（AJT）
AppendixⅡAspectSentenceInterpretationTask（ASIT）
AppendixⅢMovieClipRetellTask
AppendixⅣDescriptiveStatisticDatafortheFigures
作者简介

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以汉语为母语的英语学习者习得英语进行体标记的优选论解释

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