主体性还是客体性 ——二语习得中句式运算与语用意义接口的一项研究

论文摘要

本论文通过定量与定性研究,考察高级阶段二语习得者对无灵主语句及弱化主体句的形式及意义的习得情况。40名受试参加定量实验,完成造句及判断任务。定性实验中,5位本族语者首先就造句任务接受采访,进行口头造句并对二语习得者造出的不同句式予以具体说明。此外,该5位本族语者与20名二语习得者对三个内容相同,但句式不同的语段进行评判。结果显示与本族语者相比,二语习得者更重视及擅长句式变换,却倾向于忽略句子的实用意义。语言形式与语言意义接口的割裂使二语习得者在高级阶段仍很难产出真正地道的目的语。

论文目录

• ACKNOWLEDGEMENT
• ABSTRACT
• 摘要
• CONTENTS
• LIST OF ABBREVIATIONS
• CHAPTER ONE GENERAL INTRODUCTION
• 1.1 Research Orientation
• 1.2 Rationale for the Present Study
• 1.3 Key Research Questions
• 1.4 Contents of the Remaining Chapters
• CHAPTER TWO REVIEW OF THE RELATED LITERFACTURE
• 2.1 Overview
• 2.2 Language Form vs. Language Meaning
• 2.3 Theoretical Basis for LA Sentences
• 2.3.1 Difference in Using Inanimate Subjects
• 2.3.2 Cognitive Prominence
• 2.3.3 Chinese and Western Thought Pattern
• 2.4 Empirical Studies on Form-focused and Meaning-focused instruction
• 2.5 Summary
• CHAPTER THREE QUANTITATIVE STUDY
• 3.1 Research Hypothesis
• 3.1.1 Operationalization of Variables Investigation
• 3.1.2. Research Hypothesis
• 3.2 Research Design
• 3.2.1 Investigative Approach
• 3.2.2 Participants
• 3.2.3 Instruments
• 3.2.4 Procedures
• 3.3 Data Collection
• 3.4 Data Analysis
• 3.5 Discussion
• CHAPTER FOUR QUALITATIVE STUDY
• 4.1 Justification for Further Qualitative Study
• 4.2 Interview on Previous Study
• 4.2.1 Collected Information
• 4.2.2 Discussion
• 4.3 Interview on three Discourses
• 4.3.1 Theoretical Background
• 4.3.2 Another Interview
• 4.3.2.1 Writing Materials Used in Interview
• 4.3.2.2 Interviewees
• 4.3.2.3 Questions Asked in Interview
• 4.3.2.4 Assessment of three Writing Pieces
• 4.3.2.5 Discussion
• 4.3.2.5.1 Discussion on Advanced L2 Learners' Assessment
• 4.3.2.5.2 Comparison with Native Speakers' Assessment
• 4.4 Research Hypotheses Overthrown
• 4.5 Summary
• CHAPTER FIVE EXPLANATIONS FOR CURRENT STUDY
• 5.1 Summary of Major Findings
• 5.2 Explanations
• 5.2.1 Implicitness and Explicitness of L2 Learners' Learning Environment
• 5.2.2 Lack of Feel- L2 Learners' Failure at the Interface between Form and Meaning
• CHAPTER SIX CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS FOR FUTURE STUDY
• 6.1 Conclusions
• 6.2 Implications for Foreign Language Pedagogy
• 6.3 Limitations and Suggestions for Further Research
• REFERENCES
• APPENDIX A Sentence Building Task for L2 Learners
• APPENDIX B Judgment Task for L2 Learners
• APPENDIX C Sentence Building Task for Native Speakers