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中国学习者语料库中的动品组合研究 认知语言学视角PDF|Epub|txt|kindle电子书版本网盘下载
- 管博著 著
- 出版社： 上海：上海交通大学出版社
- ISBN：9787313095268
- 出版时间：2013
- 标注页数：291页
- 文件大小：39MB
- 文件页数：302页
- 主题词：第二语言－动词－研究；第二语言－助词－研究
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图书目录
Part Ⅰ Introduction1
Chapter 1 Introduction1
1.1 Rationale for the study1
1 2 Aims of the study3
1.3 Organization of the book4
Part Ⅱ Literature Review6
Chapter 2 Word Combinations6
2.1 Dimensions to word combinations6
2.1.1 Form-meaning composites7
2.1.2 Lexico-grammatical units8
2.1.3 Form-function composites11
2.1.4 Prefabs13
2.2 SLA research on word combinations18
2.2.1 Studies on learners'knowledge and use of idioms and collocations18
2.2.2 Studies on learner-language prefabs28
2.3 The need for the present study33
2.3.1 Lack of research on L1-related dimensions to word combinations33
2.3.2 Motivations for a cognitive linguistic perspective on analysis of L1-L2 differences in word combinations36
2.3.3 Why VPCs37
Chapter 3 Verb-Particle Combinations39
3.1 VPCs—A theoretical review39
3.2 Delineating verb-particle combinations41
3.3 Previous SLA research on VPCs44
3.4 The present study50
Part Ⅲ Theoretical Exploration—Chinese-English Differences in Representation of Macro-events52
Chapter 4 VPCs and Cross-linguistic Differences in Representation of Macro-event—A Cognitive Linguistic Perspective52
4.1 The fundamentals of cognitive linguistics54
4.1.1 Embodied mind55
4.1.2 Conceptual metaphor58
4.2 Influence of conceptualization on language and language use64
4.2.1 Experience,conceptualization of the world and language65
4.2.2 The influence of conceptualization on language use69
4.2.3 Cross-linguistic differences as manifestation of conceptualization disparity76
4.3 Conceptualization and word combinations79
4.4 Conceptualization,cross-linguistic differences in representation of macro-events and VPCs80
4.4.1 Macro-events81
4.4.2 Salience difference in conceptualization,lexicalization patterns of framing events and VPCs88
4.4.3 Linguistic representation of image schemas underlying macro-events and particle polysemy96
4.4.4 A framework for cross-linguistic comparison in representation of macro-events114
Chapter 5 Chinese-English Differences in Representation of Macro-events116
5.1 Overall typological patterns of English and Chinese116
5.2 Chinese-English differences in lexicalization patterns of specific types of events119
5.2.1 Motion119
5.2.2 Temporal contouring121
5.2.3 Change of state125
5.2.4 Realization127
5.3 Contrasting corresponding satellites in English and Chinese：Differences in elaborations and mappings of image schemas133
5.3.1 Rationale for selection of the 5 particles for the present study134
5.3.2 Cognitive semantic analysis of 5 English particles in VPCs：Image schemas and senses135
5.3.3 English particles and their Chinese counterparts157
5.4 Summary178
Part Ⅳ Empirical Exploration—The Influence of Chinese-English Differences in Representation of Macro-events on Chinese EFL Learners'Use of VPCs182
Chapter 6 Research Design182
6.1 Research questions183
6.2 Research methodology185
6.2.1 Methodologies taken by previous studies185
6.2.2 Methodologies taken by the present study187
6.3 Corpora employed in the present study192
6.3.1 Learner Corpus192
6.3.2 English corpora of native speakers193
6.3.3 Comparability,limitation of the chosen corpora and the solution193
6.4 Procedure195
6.4.1 VPCs identification195
6.4.2 Coding197
6.4.3 Statistics198
6.4.4 Error analysis199
Chapter 7 Results and Analysis200
7.1 Counts of VPCs200
7.2 Chinese learners'use of VPCs and Chinese-English congruence in conceptualization203
7.2.1 Results of between-group comparisons for the use of VPCs as a whole204
7.2.2 Results of between-group comparisons for the use of VPCs with each particle209
7.3 Analysis of the statistical results215
7.3.1 Influence of Chinese-English differences on learners'use of VPCs215
7.3.2 Chinese learners'developmental features in the use of VPCs221
7.4 Error analysis223
7.4.1 VPC errors223
7.4.2 Mother tongue influence and VPC errors228
7.4.3 Erroneous uses of the particles as verbs236
Part Ⅴ Conclusion239
Chapter 8 Conclusions and Implications239
8.1 Summary of the findings239
8.2 Implications242
8.2.1 Pedagogical implications242
8.2.2 Theoretical implications245
8.2.3 Methodological implications245
8.3 Limitations and directions for future research245
Appendices248
References278