二语习得内容与形式的认知研究PDF|Epub|txt|kindle电子书版本下载

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Chapter One：SLVA Depth and Breadth in a Frequency Effect Analysis1

0 Introduction1

1 Frequency and Frequency Effects5

1.1 Frequency5

1.2 Three Dimensions of Frequency6

2 Second Language Vocabulary Acquisition（SLVA）10

2.1 Breadth of L2 Vocabulary Knowledge11

2.2 Depth of L2 Vocabulary Knowledge13

3 SLVA Frequency Effects Framework22

3.1 Frequency Effects in SLA22

3.2 A tentative Framework25

3.3 Variables for Investigation31

4 A Frequency Effect Experiment34

4.1 Participants35

4.2 Instrumentation35

4.3 Procedures41

4.4 Scoring42

4.5 Data Analysis43

5 Findings and Discussions55

5.1 Frequency Level Effects56

5.2 Word Exposure Effects60

Chapter Two：Words and their Cognitive Polysemic Networks in the Scene-oriented Model87

1 Introduction87

2 Polysemy90

2.1 Polysemy Studies Abroad90

2.2 Polysemy Studies in China96

2.3 Understanding Polysemy99

2.4 Summary106

3 Theoretical Basis of Polysemous开（Kāi）106

3.1 Categorization107

3.2 Prototype Theory111

3.3 Mechanisms of Meaning Extension116

3.4 Polysemic Network125

4 Polysemic Network of开（Kāi）：A Scene-oriented Model129

4.1 Protoscene as the Starting Point130

4.2 The Polysemic Network of开（Kāi）132

4.3 Summary152

5 Conclusion153

Chapter Three：English Pragmatic Competence and Learning Motivation in Correlation155

1 Introduction155

1.1 Research Background155

1.2 Purpose and Significance of the Thesis158

1.3 Framework of the Thesis158

2 Survey of SEMs'Pragmatic Competence159

2.1 Design of the Survey160

2.2 Results and Analysis162

3 Factors Affecting SEMs'Pragmatic Competence170

3.1 Categories of SEMs'Pragmatic Competence170

3.2 Factors for SEMs'Pragmatic Competence171

4 Correlation between SEMs'Pragmatic Competence and Learning Motivation176

4.1 Survey Design of SEMs'Learning Motivation176

4.2 Results and Analysis178

4.3 SEMs'Pragmatic Competence and Learning Motivation in Correlation183

4.4 Implications190

5 Conclusion195

Chapter Four：Chinese and Native Speakers of English Differing in Performing Requests208

0 Introduction208

1 Request as a Speech Act214

1.1 Category for Evaluation214

1.2 Classification and Strategy219

2 Research Design225

2.1 Purposes225

2.2 Participants225

2.3 Instrumentation226

2.4 Data Collection231

3 Results and Discussions231

3.1 Differences in Forms of Request232

3.2 Differences in Modifications of Request233

3.3 Differences in Strategies of Request235

4 Conelusion247

Chapter Five：Subjunctive Mood and Human Relation Distanciation252

1 Introduction252

1.1 The Questionable Situation252

1.2 Purpose of the Research254

1.3 Significance of the Research255

1.4 Organization of the Thesis255

2 Subjunctive Mood Categories257

2.1 Classification of Subjunctive Mood257

2.2 Contemporary Grammarians'Attitudes towards Subjunctive Mood261

2.3 Employment of Subjunctive Mood265

3 Subjunctive Mood and Distanciation268

3.1 Temporal Distance and Psychological Distance269

3.2 Subjunctive Mood Analysis Model273

3.3 Subjunctive Distanciation278

4 Distanciation in Experiment286

4.1 Introduction286

4.2 Research Questions288

4.3 Research Methods289

4.4 Procedure290

4.5 Results and Discussions294

5 Distanciation Pedagogics and Conclusion300

5.1 Close Distanciation300

5.2 Remote Distanciation301

5.3 Conclusion302

Chapter Six：Class Size and English Learning Efficiency in Correlation314

1 The Proposition of the Issue314

1.1 Definition：an Issue of Perspective314

1.2 Class Size Issue and English Learning Efficiency316

1.3 Significance of the Issue318

2 State of the Art321

2.1 China's Realities322

2.2 Studies in China325

2.3 Studies Abroad326

3 Mediating Factors of ELT Efficiency331

3.1 Children's General Cognitive Stages332

3.2 Specific Cognitive Differences334

3.3 Class Size and Teaching Methods340

4 Size-Efficiency Investigation343

4.1 Design of the Survey343

4.2 Results and Analysis346

4.3 Implications358

5 Conclusion368

Chapter Seven：English Intensive Reading and SCTPPP in Application375

1 Introduction375

2 Idea-Conflicts about College English Intensive Reading Instruction378

2.1 Centering on Learners378

2.2 Utility of Computer Resources380

2.3 Task Issues in CEIR Instruction381

2.4 Process of Learning383

3 Feasibility of the SCTPPP Instruction Model386

3.1 Definition of SCTPPP386

3.2 Theoretieal Basis of SCTPPP387

3.3 Practicability of the SCTPPP Instruction Model395

4 SCTPPP for Experimentation409

4.1 Experimental Conditions409

4.2 Hypothetical Questions410

4.3 Subjects411

4.4 Instruments of the Research411

4.5 Instructional Arrangements413

4.6 Data Collection418

4.7 Results Analysis and Discussion418

5 Conclusion434

References462