中国学习者对英语提升谓词的习得

出版时间：2010-7  出版社：科学出版社  作者：谢元花  页数：321  

前言

　　谢元花的专著《中国学习者对英语提升谓词的习得：语义启动和句法启动的综合分析模型》十分详尽地描述了中国英语学习者在课堂环境下习得英语提升动词（如seem、appear、happen等）的全过程，并通过构建相关的理论模式对所观察到的习得行为进行了解释。这是一本值得二语习得研究者和英语教师认真研读的书。理由有二：其一，与其他类型的动词相比，英语提升动词的语义一句法对应关系十分独特，即动词所在句子的主语在语义上与母句的谓词无关，而与处于低位的不定式小句的动词或形容词有关。由于动词学习并非仅仅涉及掌握词义，而是在于建立该词语义一句法对应的连接规则，这意味着，在学习提升动词时学习者无法像在学其他类型动词那样，可以通过施事、主题或经历者这类语义功能来确定句子主语和母句动词之间的语义关系，而是必须建立全新的连接规则，以适应提升动词句子结构中存在的主语和谓语在语义上的不对称。那么，二语学习者是如何建立这类独特的连接规则的？这一过程受哪些因素的影响？如何解释学习者的习得行为？这些二语习得研究领域中亟待解决的重要理论问题在本书中均得到一定程度的回答，填补了二语动词习得研究的一项空白，有助于二语习得研究者更全面地了解动词习得过程中的认知心理过程以及影响这一过程的各种因素。其二，提升动词多属于高频词，初中教材就有介绍，语言输入中也大量存在，学生不可谓不熟悉。但奇怪的是，虽然学生大都对这些词耳熟能详，但却往往容易用错，即使高水平者也不例外。这究竞是为什么？本书通过实证研究，发现了造成此类动词难学的主要原因，这些发现对于提升动词的课堂教学有重要的启示，值得广大英语教师参考。

内容概要

二语学习者是如何建立这类独特的连接规则的？这一过程受哪些因素的影响？如何解释学习者的习得行为？     本书通过买证研究，发现了造成此类动词难学的主要原因，这些发现对于提升动词的课堂教学有重要的启示，值得广大英语教师参者。

书籍目录

序Acknowledgements前言AbstractChapter 1 IntroductionChapter 2 Conceptualizing the Acquisition of English Predicates—Theoretical FoundationsChapter 3 The Linguistic Features of English Raising PredicatesChapter 4 Cross-linguistic Analysis of English and Chinese Raising PredicatesChapter 5 Theories on Verb Acquisition in L1 and L2Chapter 6 An Integrated Parsing Model of L2 English Raising Predicate AcquisitionChapter 7 Research Design,Instrumentation,Data Collection and Data AnalysisChapter 8 Result of Research Hypothesis TestingChapter 9 Results of Online Parsing Processes of Raising ConstructionsChapter 10 General DiscussionChapter 11 Conclusions,Implications,Limitations and Recommendations for Future ResearchReferncesAppendix

章节摘录

　　Chapter 4 focuses on a comparison between English and Chineseraising predicates，through which the similarities and differences inthe constructions of raising predicates between the two languages arerevealed.It is concluded that English raising predicates are more re-strictive in syntax than Chinese counterparts.　　Chapter 5 first reviews the theories on L1 and L2 verb acquisition.More particularly,the Semantic Bootstrapping Hypothesis，the SyntacticBootstrapping Hypothesis，and the Reconciliation Model are discussedand commented on.This is followed by a review of the few previousstudies on English raising predicates，which justifies the need to explain the acquisitional behaviors of English raising predicate acquisi-tion to shed more light on the underlying mechanisms for the acquisi-tion of English raising predicates.　Chapter 6 develops an Integrated Parsing Model on the basis ofthe fine-grained linguistic analysis conducted in Chapter 3，thecross-linguistic findings made in Chapter 4 and the patterns of verbparsing assumed in the related literature as discussed in Chapter 5.Through a detailed description of the general procedures supposedlyto be followed by Chinese L2 learners in their acquisition of Englishraising predicates，this model posits how the linguistic knowledge isemployed to acquire the semantics and syntax interface of En~ishraising predicates.