模式语法视角下的二语词汇习得 英文版PDF电子书下载

Chapter 1 Introduction 1

1.1 Research orientation 1

1.2 Pattern：the object of research 1

1.3 Rationale 3

1.4 Key research questions 6

1.5 Organization of the book 7

Chapter 2 Pattern Grammar 9

2.1 Identification,definition,and presentation of"pattern" 9

2.2 A historical review of pattern grammar 11

2.2.1 Earlier work on patterns and usage 11

2.2.2 Research on word combinations 12

2.2.3 Lexical grammar 14

2.2.4 Pattern grammar 18

2.3 Two approaches to pattern grammar 21

2.3.1 Approach 1：A word and its patterns 21

2.3.2 Approach 2：A pattern and its words 22

2.4 Pattern-meaning association(PMA)：core of pattern grammar 23

2.5 Summary 26

Chapter 3 Pattern Grammar and L2 Vocabulary Development 28

3.1 Pattern and depth of word knowledge 28

3.1.1 Depth of word knowledge 29

3.1.2 Associating pattern with depth of word knowledge 31

3.2 Depth of word knowledge and L2 vocabulary development 33

3.2.1 A unified account of dimensions of L2 vocabulary development research 33

3.2.2 Previous research on depth of L2 vocabulary development 38

3.3 Summary 41

Chapter 4 On the Corpus Method 42

4.1 Justifications for using learner corpora in SLA study 42

4.2 Advantages of using learner corpora in the present research 45

4.2.1 Learner corpora provide large quantities of natural language use data 45

4.2.2 Learner corpora provide a new text type for observation 47

4.3 Nature of corpus linguistics 50

4.3.1 Corpus linguistics is"a new way of thinking about language" 50

4.3.2 Corpora serve both as a test bed and as a source for hypotheses in SLA study 53

4.4 Limitations of using learner corpora in SLA study 54

4.5 Summary 55

Chapter 5 Methodology 57

5.1 Database 57

5.1.1 Preparing the learner corpus 58

5.1.2 Guaranteeing the comparability between different samples of the learner corpus 60

5.1.3 Preparing the control corpus 63

5.1.4 Guaranteeing the comparability between the control corpus and the learner corpus 64

5.2 Reseatch Tools 65

5.2.1 Wmatrix and CLAWS 66

5.2.2 Word Smith Tools 67

5.3 Analytical framework of the present research 68

5.4 Study 1：A word and its patterns—WAY 71

5.4.1 Selecting the research target 71

5.4.2 Research procedure 73

5.5 Study 2：A pattern and its words—V n1 to n2 77

5.5.1 Selecting the research target 78

5.5.2 Research procedure 81

5.6 Study 3：A simpler pattern and its words—V to n 87

5.6.1 Selecting the research target 87

5.6.2 Research procedure 89

5.7 Summary 90

Chapter 6 Results and Discussion 92

6.1 WAY and its patterns 93

6.1.1 PMA as sense-pattern correspondence 93

6.1.2 Effect of pattern complexity on PMA 96

6.1.3 Effect of length of learning experience on PMA 97

6.1.4 Summary of results relating to WAY 98

6.2 "V n1 to n2"and its words 99

6.2.1 PMA as meaning sharedness among words 99

6.2.2 Effect of length of learning experience on PMA 106

6.2.3 Summary of results relating to"V n1 to n2" 108

6.3 "V to n"and its words 108

6.3.1 Effect of pattern complexity on PMA concerning focal words 109

6.3.2 Effect of pattern complexity on PMA concerning non-focal words 110

6.3.3 Summary of results relating to"V to n" 113

6.4 Summary 113

Chapter 7 General Discussion 116

7.1 Interpreting L2 productive vocabulary development on Dimension 1—a word and its patterns 117

7.1.1 Reflections on PMA as sense-pattern correspondence 117

7.1.2 Reflections on effect of pattern complexity on PMA 119

7.1.3 Reflections on effect of length of learning experience on PMA 121

7.1.4 Summary of inferences on Dimension 1 121

7.2 Interpreting L2 productive vocabulary development on Dimension 2—a pattern and its words 122

7.2.1 Reflections on PMA as meaning sharedness among words 122

7.2.2 Reflections on effect of pattern complexity on PMA 127

7.2.3 Reflections on effect of length of learning experience on PMA 128

7.2.4 Summary of inferences on Dimension 2 129

7.3 Summary 129

Chapter 8 Conclusion 131

8.1 A recapitulation of the major findings 131

8.2 Implications 132

8.2.1 Implications for research into English patterns 132

8.2.2 Implications for research into depth of L2 vocabulary development 133

8.2.3 Implications for pedagogy 134

8.3 Limitations of the current research 136

8.4 Suggestions for future research 137

Appendices 138

References 164