英语名词可数性特征习得研究
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广东广州
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作者张晓鹏
出版社科学出版社
ISBN9787030550118
出版时间2017-12
装帧其他
开本其他
定价82元
货号1201628894
上书时间2024-08-05
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目录
Contents
致谢
前言
List of Abbreviations
List of Tables
List of Figures
Chapter 1 Introduction 1
1.1 English C&M Nouns in a Nutshell 4
1.2 Perspectives in C&M Distinctions: English vs. Chinese 7
1.3 Perspectives in English C&M Nouns: Inherent and Dynamic 9
1.4 Effect of Acquired C&M Knowledge on Perspective-taking in Construing Real-world Entities 11
Chapter 2 Empirical and Theoretical Studies of English C&M Nouns 16
2.1 Introduction 16
2.2 Empirical Evidence of L2-English C&M Learning 17
2.3 Theoretical Accounts of C&M Nouns 29
2.4 A Critique of the Theoretical Account of C&M Distinctions 37
2.5 Summary 41
Chapter 3 English C&M Distinctions: The Perspective Account 43
3.1 Introduction 43
3.2 Basic Notions of the Cognitive Linguistics 44
3.3 Defining Perspective 48
3.4 Perspectives in C&M Distinctions: A Tripartite Framework 51
3.5 Classifying English C&M Nouns: Inherent Perspectives 66
3.6 Classifying English C-M Mutual Conversions: Dynamic Perspectives 69
3.7 Perspective Encoded in Chinese C&M Distinctions 79
3.8 Perspectives Involved in C&M Distinctions: A Cross-linguistic Comparison 85
3.9 Summary 88
Chapter 4 Constraints on L2 Acquisition of English Nouns 90
4.1 Introduction 90
4.2 Constraints on L2 Acquisition of English C&M Nouns 91
4.3 Constructing an L2 Acquisitional Trajectory of English C&M Nouns 97
4.4 Constraints on L2 Acquisition of English C-M Mutual Conversions 99
4.5 Operationalizing Perspective Shifting in C&M Learning 107
4.6 Issues Being Addressed in This Book 110
4.7 Variables Being Investigated in This Book 113
4.8 Summary 114
Chapter 5 Perspective Shifting in L2 Learners: Empirical Studies 116
5.1 Introduction 116
5.2 Preliminaries for Target Word Selection 118
5.3 Study 1: Inherent C-M Perspective in L2 Learners 120
5.4 Study 2: Dynamic C-M Perspective in L2 Learners 137
5.5 Study 3: C-M Knowledge and Perspective in Entity Construal 161
5.6 Summary 172
Chapter 6 Concluding Words 173
6.1 Introduction 173
6.2 Characterizing English C&M Distinctions in L2 Production 173
6.3 A Unified Account of C&M Learning: Perspective as Mechanism and Outcome 195
6.4 Major Findings 199
6.5 Implications 203
References 209
Appendix A 223
Appendix B 225
Appendix C 230
Appendix D 239
Appendix E 244
Appendix F 246
List of Abbreviations
AI Abstract Individuates
AN Abstract Non-individuates
AOE Age of starting English learning
AR Accuracy Rate
As-T Abstract substance-Type Conversions
CA Count Aggregates
CI Concrete Individuates
CL Classifier
C&M Count and Mass
C/M Count or Mass
CN Concrete Non-individuates
Cs-T Concrete substance-Type Conversions
EFL English as a Foreign Language
ET Editing Task
GSL General Service List
L1 First Language
L2 Second Language
LTUT Learn Together， Use Together
MA Mass Aggregates
M&C Mass and Count
M/C Mass or Count
MS Mass Superordinates
NS Native Speakers
NNS Non-native Speakers
I-C Individuate-Content Conversions
O-S Object-Substance Conversions
O-A Object-Abstract Conversions
S-O Substance-Object Conversions
SLA Second Language Acquisition
S-I Substance-Instance Conversions
P-I Proper-Individuate Conversions
PT Pluralia Tantum
VKS Vocabulary Knowledge Scale
List of Tables
Table 2.1 Morpho-syntactic Criteria for English C&M Constructions 30
Table 3.1 Perspectives Encoded in English Count and Mass Nouns 58
Table 3.2 Reclassifying English C&M Nouns Based on Inherent Perspectives 66
Table 3.3 Perspectives Coded in C&M Distinctions between English and Chinese 86
Table 4.1 Perspectives Encoded in English C&M Nouns， Their Complexity， and the Degree of Perspectival Overlap with Chinese Countifiers 98
Table 4.2 Variables and Their Operational Definitions Involved in the Research Hypotheses 113
Table 5.1 Grouping of Participants Based on EFL Years， Scores on English Proficiency Test and Self-evaluation of English Proficiency 122
Table 5.2 Basic Information of the Words used in Study 1 124
Table 5.3 Taxonomy and Token Numbers of the Nouns in ET 124
Table 5.4 Example Tabular Presentation of Scoring， Tagging and the Corresponding Legends 127
Table 5.5 Three-way ANOVA (Repeated Measures) Results for Count Nouns 131
Table 5.6 Three-way ANOVA (Repeated Measures) Results for Mass Nouns 132
Table 5.7 Two-way ANOVA (Repeated Measures) Results for Count Nouns 133
Table 5.8 Two-way ANOVA (Repeated Measures) Results for Mass Nouns 133
Table 5.9 Pairwise Comparisons of the Mean Differences between Different Noun Types with the Averaged Data from Error-free and Deviant Testing Conditions (LSD) 134
Table 5.10 Basic Information of the Words Used in Editing Task 1 138
Table 5.11 Two-way ANOVA (Rep
内容摘要
本研究在认知语言学框架下提出了视角转换假设，旨在描述并解释中国英语学习者习得英语名词可数性特征的过程。假设认为，学习者对英语名词可数性特征的习得，是逐渐摆脱汉语量词的影响、掌握编码在英语名词中可数性视角的过程。该过程主要包括：习得名词固有可数性视角，即指称的界、指称的内部结构、指称的共有功能；习得名词可数性转化视角，即可数名词去界后的不可数性、不可数名词有界后的可数性。学习者习得英语名词可数性视角会导致概念重组，进而影响其对客观事物识释视角的择取。中国学生对英语名词可数性视角的习得受汉语量词、英语名词的可数性偏好、名词可数和不可数用法的语义相似度、名词可数性视角的复杂性等因素的制约。
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