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构建中介语情态系统：中国英语学习者情态习得研究
作者：胡春雨 著
出版社：科学出版社
出版时间：2011-06-01
ISBN：9787030313362
定价：¥56.00
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内容简介
《构建中介语情态系统：中国英语学习者情态习得研究》采用本族语者语料库研究、教学语料库研究、学习者语料库研究和实验研究多种研究手段，全方位考察英语情态表达在当代英语口笔语中、教科书中、不同水平学习者的中介语中的使用情况。研究表明：1.英语情态系统具有动态性、不规则性、复杂性、非线性及混浊性等特征；2.中学英语教科书没能很好地体现出当代英语情态表达的一些重要特征；3.和本族语者相比，高水平学习者在情态表达的使用上存在巨大差异；4.不同水平组的学习者在表达某一情态概念时，无论在口语中还是在议论文写作中，其情态表达的使用有着极为相似的规律；5.学习者在情态表达的使用上存在巨大的个体差异。学习者在达到高级水平后，在英语情态表达上仍和本族语者存在巨大差异的原因，除了英语情态系统自身的复杂性和情态教学存在着各种各样的问题外，还因为汉语情态系统的迁移、学习者交际需求的满足等学习者自身因素。
作者简介
暂缺《构建中介语情态系统：中国英语学习者情态习得研究》作者简介
目录
前言
Acknowledgements
List of Abbreviations
List of LINDSEI Transcriptions
Chapter I Introduction
1.1 Research Orientation
1.2 Rationale
1.3 The Scope of Inquiry
1.4 Theoretical Considerations
1.5 Organization of the Book
Chapter 2 The Acquisition of Modality
2.1 Modality
2.1.1 Definition and Classification
2.1.2 The English Modal System
2.1.3 The Chinese Modal System
2.2 L1 Acquisition of Modality
2.2.1 Naturalistic Longitudinal Studies
2.2.2 Experimental Studies
2.3 L2 Acquisition of Modality
2.3.1 Longitudinal Studies
2.3.2 Learner Corpus Studies
2.3.3 Experimental Studies
2.4 Limitations of Previous Studies
2.5 Summary
Chapter 3 Methodology
3.1 Research Questions
3.2 The NS Corpus Study
3.2.1 Introduction
3.2.2 Corpora Used in This Study
3.2.3 Data Analysis
3.3 The Pedagogic Corpus Study
3.3.1 Introduction
3.3.2 The Pedagogic Corpus Used in This Study
3.3.3 Data Analysis
3.4 The Learner Corpus Study
3.4，1 Introduction
3.4.2 Corpora Used in This Study
3.4.3 Data Analysis
3.5 The Experimental Study
3.5.1 Introduction
3.5.2 Participants
3.5.3 Instruments and Materials
3.5.4 Data Collection Procedures
3.5.5 Data Analysis
Chapter 4 Modality in Contemporary English， Textbooks and Learners‘ Language
4.1 Modality in Contemporary English
4.1.1 General Findings
4.1.2 Modal Expressions of Epistemic Possibility
4.1.3 Modal Expressions of Root Necessity
4.1.4 Modal Expressions of Volition and Prediction
4.1.5 Summary
4.2 Modality in the Textbooks
4.2.1 General Findings
4.2.2 Modal Expressions of Epistemic Possibility
4.2.3 Modal Expressions of Root Necessity
4.2.4 Modal Expressions of Volition and Prediction
4.2.5 Summary
4.3 Modality in Learners’ Language： Deviation from the Norm.
4.3.1 General Findings
4.3.2 Modal Expressions of Epistemic Possibility
4.3.3 Modal Expressions of Root Necessity
4.3.4 Modal Expressions of Volition and Prediction
4.3.5 Summary
4.4 Modality in Learners‘ Language： Modal Development
4.4.1 General Findings
4.4.2 Modal Expressions of Epistemic Possibility
4.4.3 Modal Expressions of Root Necessity .
4.4.4 Modal Expressions of Volition and Prediction
4.4.5 Summary
4.5 Modality in Learners’ Language： Individual Differences
4.5.1 General Findings
4.5.2 Modal Expressions of Epistemic Possibility
4.5.3 Modal Expressions of Root Necessity
4.5.4 Modal Expressions of Volition and Prediction
4.5.5 Summary
Chapter 5 Constructing the IL Modal System
5.1 The Inherent Complexity of the English Modality
5.2 The Role of Instruction
5.2.1 Instructional Input
5.2.2 Instructional Support
5.2.3 Summary
5.3 Learner Factors
5.3.1 L1 Influence
5.3.2 Universal Constraints
5.3.3 L2 Proficiency
5.3.4 Learner Needs and Learner Agency
5.3.5 Learner Awareness
5.3.6 The Role of Output Practice
5.4 The Dynamic Interaction of Contributing Factors
5.4，1 The Acquisition and Use of the Epistemic Markers
5.4.2 The Acquisition and Use of the Root Necessity Modals
5.4.3 The Acquisition and Use of the Volition and Prediction Modals （I）
5.4.4 The Acquisition and Use of the Volition and Prediction Modals （II）
5.5 Towards a General Understanding of L2 Modal Acquisition
5.6 Summary
Chapter 6 Conclusion
6.1 Summary of Major Findings
6.2 Theoretical and Methodological Implications
6.2.1 Usage-Based Model vs. Corpus-Based Analysis
6.2.2 Group Data vs. Ifldividual Data
6.2.3 Oral Data vs. Written Data
6.2.4 Production Data vs. Other Types of Data
6.3 Implications for Modal Instruction
6.3.1 Providing Better Modal Input
6.3.2 Providing More Input-Processing Tasks and Focus-on-Form Activities
6.3.3 Providing More Effective Explicit Instruction
6.3.4 Teaching Modals When Learner Are Developmentally Ready.
6.3.5 Providing More Awareness-Raising Activities
6.3.6 Providing Opportunity for Practice
6.4 Suggestions for Future Research
6.5 Concluding Remarks
References
Appendices
Appendix I Materials Used in CASEC
Appendix 2 A Pilot Study
Appendix 3 Topics in the Writing Task
Appendix 4 Topics in the Oral Task
Appendix 5 The Translation Test
Appendix 6 The Discourse Completion Test
Appendix 7 The Acceptability Judgment Test
Appendix 8 The Opened Questionnaire
Appendix 9 Participants‘ 256 Essays （Sample）
Appendix 10 Participants’ Sixteen Conversations （Sample）
Appendix 11 Participants‘ Performance in the Translation Test
Appendix 12 Participants’ Performance in the Discourse Competition Test
Appendix 13 Participants‘ Performance in the Acceptability Judgment Test
Appendix 14 Participants’ Answers to Questions in the Opened Questionnaire
Appendix 15 Sample of Interviews
Appendix 16 Post-experiment Investigations （Sample）
Acknowledgements
List of Abbreviations
List of LINDSEI Transcriptions
Chapter I Introduction
1.1 Research Orientation
1.2 Rationale
1.3 The Scope of Inquiry
1.4 Theoretical Considerations
1.5 Organization of the Book
Chapter 2 The Acquisition of Modality
2.1 Modality
2.1.1 Definition and Classification
2.1.2 The English Modal System
2.1.3 The Chinese Modal System
2.2 L1 Acquisition of Modality
2.2.1 Naturalistic Longitudinal Studies
2.2.2 Experimental Studies
2.3 L2 Acquisition of Modality
2.3.1 Longitudinal Studies
2.3.2 Learner Corpus Studies
2.3.3 Experimental Studies
2.4 Limitations of Previous Studies
2.5 Summary
Chapter 3 Methodology
3.1 Research Questions
3.2 The NS Corpus Study
3.2.1 Introduction
3.2.2 Corpora Used in This Study
3.2.3 Data Analysis
3.3 The Pedagogic Corpus Study
3.3.1 Introduction
3.3.2 The Pedagogic Corpus Used in This Study
3.3.3 Data Analysis
3.4 The Learner Corpus Study
3.4，1 Introduction
3.4.2 Corpora Used in This Study
3.4.3 Data Analysis
3.5 The Experimental Study
3.5.1 Introduction
3.5.2 Participants
3.5.3 Instruments and Materials
3.5.4 Data Collection Procedures
3.5.5 Data Analysis
Chapter 4 Modality in Contemporary English， Textbooks and Learners‘ Language
4.1 Modality in Contemporary English
4.1.1 General Findings
4.1.2 Modal Expressions of Epistemic Possibility
4.1.3 Modal Expressions of Root Necessity
4.1.4 Modal Expressions of Volition and Prediction
4.1.5 Summary
4.2 Modality in the Textbooks
4.2.1 General Findings
4.2.2 Modal Expressions of Epistemic Possibility
4.2.3 Modal Expressions of Root Necessity
4.2.4 Modal Expressions of Volition and Prediction
4.2.5 Summary
4.3 Modality in Learners’ Language： Deviation from the Norm.
4.3.1 General Findings
4.3.2 Modal Expressions of Epistemic Possibility
4.3.3 Modal Expressions of Root Necessity
4.3.4 Modal Expressions of Volition and Prediction
4.3.5 Summary
4.4 Modality in Learners‘ Language： Modal Development
4.4.1 General Findings
4.4.2 Modal Expressions of Epistemic Possibility
4.4.3 Modal Expressions of Root Necessity .
4.4.4 Modal Expressions of Volition and Prediction
4.4.5 Summary
4.5 Modality in Learners’ Language： Individual Differences
4.5.1 General Findings
4.5.2 Modal Expressions of Epistemic Possibility
4.5.3 Modal Expressions of Root Necessity
4.5.4 Modal Expressions of Volition and Prediction
4.5.5 Summary
Chapter 5 Constructing the IL Modal System
5.1 The Inherent Complexity of the English Modality
5.2 The Role of Instruction
5.2.1 Instructional Input
5.2.2 Instructional Support
5.2.3 Summary
5.3 Learner Factors
5.3.1 L1 Influence
5.3.2 Universal Constraints
5.3.3 L2 Proficiency
5.3.4 Learner Needs and Learner Agency
5.3.5 Learner Awareness
5.3.6 The Role of Output Practice
5.4 The Dynamic Interaction of Contributing Factors
5.4，1 The Acquisition and Use of the Epistemic Markers
5.4.2 The Acquisition and Use of the Root Necessity Modals
5.4.3 The Acquisition and Use of the Volition and Prediction Modals （I）
5.4.4 The Acquisition and Use of the Volition and Prediction Modals （II）
5.5 Towards a General Understanding of L2 Modal Acquisition
5.6 Summary
Chapter 6 Conclusion
6.1 Summary of Major Findings
6.2 Theoretical and Methodological Implications
6.2.1 Usage-Based Model vs. Corpus-Based Analysis
6.2.2 Group Data vs. Ifldividual Data
6.2.3 Oral Data vs. Written Data
6.2.4 Production Data vs. Other Types of Data
6.3 Implications for Modal Instruction
6.3.1 Providing Better Modal Input
6.3.2 Providing More Input-Processing Tasks and Focus-on-Form Activities
6.3.3 Providing More Effective Explicit Instruction
6.3.4 Teaching Modals When Learner Are Developmentally Ready.
6.3.5 Providing More Awareness-Raising Activities
6.3.6 Providing Opportunity for Practice
6.4 Suggestions for Future Research
6.5 Concluding Remarks
References
Appendices
Appendix I Materials Used in CASEC
Appendix 2 A Pilot Study
Appendix 3 Topics in the Writing Task
Appendix 4 Topics in the Oral Task
Appendix 5 The Translation Test
Appendix 6 The Discourse Completion Test
Appendix 7 The Acceptability Judgment Test
Appendix 8 The Opened Questionnaire
Appendix 9 Participants‘ 256 Essays （Sample）
Appendix 10 Participants’ Sixteen Conversations （Sample）
Appendix 11 Participants‘ Performance in the Translation Test
Appendix 12 Participants’ Performance in the Discourse Competition Test
Appendix 13 Participants‘ Performance in the Acceptability Judgment Test
Appendix 14 Participants’ Answers to Questions in the Opened Questionnaire
Appendix 15 Sample of Interviews
Appendix 16 Post-experiment Investigations （Sample）
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