二语习得内容与形式的认知研究 -中南大学出版社

二语习得内容与形式的认知研究

【作者】：曹志希,孙卫东
【出版时间】：2013-08-01
【字数】：449（千字）
【定价】：￥38（元）
【出版社】：中南大学出版社
【ISBN】：978-7-5487-0825-4
【页码】：490（页）
【开本】：大大32

内容摘要

运用教育心理语言学和社会认知语言学的方法对二语词汇习得深度和广度频率效应、词汇认知多义网络构建场景定位模型、英语语用能力与学习动机相关性、英语虚拟语气人际关系距离化、中国英语学习者与英语本族语者实施请求异同、班级规模与英语学习效率相关性、英语精读教学SCTPPP课程模式应用等问题的研究成果对二语习得研究与外语教学改革具有深刻的现实意义和应用价值。

Chapter One: SLVA Depth and Breadth in a Frequency Effect Analysis（1）
 0 Introduction （1）
 1 Frequency and Frequency Effects （5）
 1.1 Frequency （5）
 1.2 Three Dimensions of Frequency （6）
 2 Second Language Vocabulary Acquisition (SLVA)（10）
2.1 Breadth of L2 Vocabulary Knowledge （11）
 2.2 Depth of L2 Vocabulary Knowledge （13）
3 SLVA Frequency Effects Framework （22）
3.1 Frequency Effects in SLA （22）
3.2 A tentative Framework （25）
3.3 Variables for Investigation （31）
4 A Frequency Effect Experiment （34）
4.1 Participants （35）
4.2 Instrumentation （35）
 4.3 Procedures （41）
 4.4 Scoring （42）
 4.5 Data Analysis （43）
 5 Findings and Discussions （55）
 5.1 Frequency Level Effects （56）
 5.2 Word Exposure Effects （60）
 Chapter Two: Words and their Cognitive Polysemic Networks in the Sceneoriented Model（87）
1 Introduction （87）
 2 Polysemy （90）
2.1 Polysemy Studies Abroad （90）
 2.2 Polysemy Studies in China （96）
2.3 Understanding Polysemy （99）
2.4 Summary （106）
3 Theoretical Basis of Polysemous 开（Kāi) （106）
3.1 Categorization （107）
3.2 Prototype Theory （111）
3.3 Mechanisms of Meaning Extension （116）
3.4 Polysemic Network （125）
 4 Polysemic Network of 开(Kāi): A Sceneoriented Model （129）
4.1 Protoscene as the Starting Point （130）
4.2 The Polysemic Network of 开(Kāi) （132）
4.3 Summary （152）
5 Conclusion （153）
 Chapter Three: English Pragmatic Competence and Learning Motivation in Correlation（155）
1 Introduction （155）
1.1 Research Background （155）
1.2 Purpose and Significance of the Thesis （158）
1.3 Framework of the Thesis （158）
2 Survey of SEMs’ Pragmatic Competence （159）
2.1 Design of the Survey （160）
2.2 Results and Analysis （162）
3 Factors Affecting SEMs’ Pragmatic Competence（170）
3.1 Categories of SEMs’ Pragmatic Competence（170）
3.2 Factors for SEMs’ Pragmatic Competence（171）
4 Correlation between SEMs’ Pragmatic Competence and Learning Motivation （176）
4.1 Survey Design of SEMs’ Learning Motivation（176）
4.2 Results and Analysis （178）
 4.3 SEMs’ Pragmatic Competence and Learning Motivation in Correlation （183）
4.4 Implications （190）
5 Conclusion （195）
 Chapter Four: Chinese and Native Speakers of English Differing in Performing Requests（208）
0 Introduction （208）
1 Request as a Speech Act （214）
1.1 Category for Evaluation （214）
1.2 Classification and Strategy （219）
2 Research Design （225）
2.1 Purposes （225）
2.2 Participants （225）
2.3 Instrumentation （226）
2.4 Data Collection （231）
3 Results and Discussions （231）
3.1 Differences in Forms of Request （232）
3.2 Differences in Modifications of Request （233）
3.3 Differences in Strategies of Request （235）
4 Conclusion （247）
 Chapter Five: Subjunctive Mood and Human Relation Distanciation（252）
1 Introduction （252）
1.1 The Questionable Situation （252）
1.2 Purpose of the Research （254）
1.3 Significance of the Research （255）
1.4 Organization of the Thesis （255）
2 Subjunctive Mood Categories （257）
2.1 Classification of Subjunctive Mood （257）
2.2 Contemporary Grammarians’ Attitudes towards Subjunctive Mood （261）
2.3 Employment of Subjunctive Mood （265）
3 Subjunctive Mood and Distanciation （268）
3.1 Temporal Distance and Psychological Distance（269）3.2 Subjunctive Mood Analysis Model （273）
3.3 Subjunctive Distanciation （278）
4 Distanciation in Experiment （286）
4.1 Introduction （286）
4.2 Research Questions （288）
4.3 Research Methods （289）
4.4 Procedure （290）
4.5 Results and Discussions （294）
5 Distanciation Pedagogics and Conclusion （300）
5.1 Close Distanciation （300）
 5.2 Remote Distanciation （301）
5.3 Conclusion （302）
Chapter Six: Class Size and English Learning Efficiency in Correlation（314）
 1 The Proposition of the Issue （314）
1.1 Definition: an Issue of Perspective （314）
1.2 Class Size Issue and English Learning Efficiency（316）
1.3 Significance of the Issue （318）
2 State of the Art （321）
2.1 Chinas Realities （322）
2.2 Studies in China （325）
2.3 Studies Abroad （326）
3 Mediating Factors of ELT Efficiency （331）
3.1 Childrens General Cognitive Stages （332）
3.2 Specific Cognitive Differences （334）
3.3 Class Size and Teaching Methods （340）
4 SizeEfficiency Investigation （343）
4.1 Design of the Survey （343）
4.2 Results and Analysis （346）
4.3 Implications （358）
5 Conclusion （368）
 Chapter Seven: English Intensive Reading and SCTPPP in Application（375）
 1 Introduction （375）
2 IdeaConflicts about College English Intensive Reading Instruction （378）
2.1 Centering on Learners （378）
2.2 Utility of Computer Resources （380）
2.3 Task Issues in CEIR Instruction （381）
2.4 Process of Learning （383）
3 Feasibility of the SCTPPP Instruction Model （386）
3.1 Definition of SCTPPP （386）
3.2 Theoretical Basis of SCTPPP （387）
3.3 Practicability of the SCTPPP Instruction Model （395）
4 SCTPPP for Experimentation （409）
4.1 Experimental Conditions （409）
4.2 Hypothetical Questions （410）
4.3 Subjects （411）
4.4 Instruments of the Research （411）
4.5 Instructional Arrangements （413）
4.6 Data Collection （418）
4.7 Results Analysis and Discussion （418）
5 Conclusion （434）
 References （462）

Without the help of the Central South University Press, Bernard Spolsky and many other experts and friends, there would have been much difficulty in the publication of the book Second Language Acquisition: Details and Designs, covering aspects of second language vocabulary acquisition depth and breadth frequency effect, 开(kai) and its cognitive polysemic network in the scene-oriented model, English pragmatic competence and learning motivation correlation, Chinese and native speakers of English requests performance differences, class size and English learning efficiency correlation, subjunctive mood and distanciation problems and solutions, English intensive reading and the SCTPPP instruction model.

Reading the book here surely demands an explanation of the difference between learning and acquisition. The two words differ sharply though not explained clearly enough as many previous definitions and analyses lack their unitive categories for evaluation. In the Chinese phrase学习for instance学is something like learning while习is something like acquisition. 学习is an intact phrase, exhibiting the scientific relationship between learning and acquisition. Language learning refers to gaining knowledge of or skills in the language by study, practice or being taught; language acquisition refers to gaining by skill or ability, by ones own efforts or behavior in the course of things like language or other things than language. If language learning and language acquisition come together, they are considered in aspects of the procedure of personal development, whose intersection lies in the fact that “by ones own efforts” in acquisition includes “by study, practice or being taught” in learning. Thus, learning might become a laboriously conscious process of acquisition and acquisition might become an extremely unconscious process of learning, though in these two cases the differences between acquisition and learning have already been understood. And the by-products of learning are aspects of acquisition of something else than the knowledge of or skills in the school subject, like the case of gaining knowledge of or skills in Shakespeares The Merchant of Venice, where the learners attitudes towards people may have changed for the better, which also implies the byproducts like acquisition of personality developments. In the same way, learners in the school who learn about Portias personality may acquire a lot of beautiful language items like “The quality of mercy is not strained; it droppeth as the gentle rain from Heaven upon the place beneath. It is twice blest; It blesseth him that giveth and him that taketh. Tis mightiest in the mightiest.” Albert Einstein once said that education is what remains when one has forgotten everything learned in the school. In this case “what remains” are aspects of acquisition while “everything learned in the school” are the aspects of learning itself. And also, when what Henry Thoreau said “I know of no more encouraging fact than the unquestionable ability of man to elevate his life by conscious endeavor” is used in aspects of language for the task of translation, acquisition of language items including spelling, punctuation, capitalization as well as grammar, rhetoric and difference in translation between the two languages takes place as it is a gaining by skill or ability, by the students own efforts or behavior. That is why in this book are the articles crossing learning and teaching of the English language under the name of language acquisition.

Best wishes to the readership that will manage to study the specific situations where the difference between learning and acquisition matters most of the time and then in time will surely offer unselfishly their own sharp insights and viewpoints as well as criticisms! Their advice and suggestions are to be sincerely appreciated and all authors of course, whether mentioned or not, should be and are forever to be acknowledged.

Zhanjiang Normal University

My warmest congratulations to the Central South University Press on its decision to launch a new series of publications with the title Writings on Foreign Language Education．The series will publish a representative selection of uptodate articles on educational linguisticslanguage pedagogy and the significant fusion of business，management，and education sciences with linguistics，literature，and translation studies．The contributors will be leading scholars in their field at Zhanjiang Normal University and elsewhere．

The university，founded as the Leiyang Academy in 1636，has encouraged teachers and students to engage in multidisciplinary studies in order to develop their capacity as responsible members of a knowledge based economy．This series，with its fusion of theoretical and practical fields，continues this distinguished tradition．

The books that will be published are a contribution to China’s recognition of globalization and the significance of multilingual proficiency in a complex interdependent world．It aims to show the intimate ties between language and education，and help develop the careers of students of educational linguistics．

I am honored to have been invited to write a preface for this important series which will，I am sure，contribute greatly to the advancement of science and the international reputation of the Press and the University．

Bernad Spolsky，BA MA (Hons NZ)，phD(Montreal)，Hon LittD(Wellington)Professor Emeritus，BarIlan University