认知语言学实证研究通论PDF电子书下载

Part One Language Skills 4

Chapter 1 The Effects of Topic Familiarity and English Proficiency on Listening Comprehension 4

1.1 Information processing and components of listening comprehension 4

1.1.1 Bottom-up processing 4

1.1.2 Top-down processing 5

1.1.3 Interactional processing 5

1.1.4 Components of listening comprehension 6

1.2 Schema theory and its listening comprehension model 8

1.2.1 Schema theory 8

1.2.2 Listening comprehension model on schema theory 11

1.3 Relevance theory and its listening comprehension model 11

1.3.1 Relevance theory 12

1.3.2 Listening comprehension model of relevance theory 13

1.4 Research methodology of listening comprehension 14

1.4.1 Research materials and tools 14

1.4.2 Research questions and hypotheses 16

1.4.3 The operational definition of variables 17

1.5 Empirical approaches to listening comprehension 18

1.5.1 Quantitative statistics and description 18

1.5.2 Qualitative statistics and description 20

1.6 Topic familiarity and its effects on listening comprehension 23

1.6.1 Explanation from schematic perspective 23

1.6.2 Explanations from relevance theory 26

1.7 English proficiency and its effects on listening comprehension 27

1.8 Bottom-up and top-down processing in listening comprehension 28

1.9 The transactional listening comprehension model 29

Chapter 2 A Cognitive Approach to the Acquisition of Discourse Markers 33

2.1 The oral characteristics of Discourse Markers 33

2.2 Two approaches to Discourse Markers 34

2.2.1 The coherence-based approach 35

2.2.2 The relevance-theoretic approach 36

2.2.3 Differences between the two approaches to Discourse Markers 37

2.3 Researches on the use and acquisition of Discourse Markers 39

2.3.1 The use and acquisition of Discourse Markers by native speakers 39

2.3.2 The use and acquisition of Discourse Markers by L2 learners 40

2.3.3 The use and acquisition of Discourse Markers by Chinese learners 41

2.4 Cognitive approaches to Discourse Markers 43

2.4.1 Schmidt's construct of noticing and the information-processing approach 43

2.4.2 VanPattern and input processing 45

2.4.3 Relevance Theory and Space Blending Theory:two cognitive theories 46

2.4.4 Integrative study of Relevance Theory and Space Blending Theory 50

2.5 Research methodology of and empirical approaches to Discourse Markers 52

2.5.1 Data in the picture description 53

2.5.2 Data in the group discussion 56

2.5.3 Comparison of the two kinds of data 57

2.5.4 Comparison with the native corpora 59

2.5.5 Data in the cloze test 62

2.5.6 Data in the utterance interpretation 64

2.5.7 Data in the sufficiency of the input 67

2.5.8 The patterns and implications of Discourse Markers 67

2.6 Factors contributing to the acquisition of Discourse Markers 68

2.6.1 Noticing of Discourse Markers 69

2.6.2 Instruction on Discourse Markers 70

2.6.3 Processing of Discourse Markers 71

2.7 Models for the analysis of Discourse Markers 71

2.7.1 The inferential model of Relevance Theory 72

2.7.2 Blending models for Discourse Markers'role in utterance interpretation 73

2.7.3 The separate pragmatic blending model of Discourse Markers 75

Chapter 3 The Effects of Rhetorical Organization on Reading Comprehension 78

3.1 Rhetorical organization and reading comprehension 78

3.1.1 Organizational components of structures 79

3.1.2 Features and basic rhetorical structures of different types of text 80

3.2 Schema theory and reading comprehension 82

3.2.1 Classification of schema 83

3.2.2 Schema theory and reading comprehension 85

3.3 Effects of schemata on reading comprehension 88

3.3.1 Effects of reading proficiency 89

3.3.2 Effects of content schemata 89

3.3.3 Effects of formal schemata 90

3.4 Research methodology of reading comprehension 91

3.5 Empirical approaches to reading comprehension 94

3.5.1 Data analysis in types of writing 94

3.5.2 Data analysis in discourse structures 99

3.6 Schema activation of reading comprehension 104

Chapter 4 The Effects of Integrated Reading-writing Approach on Reading/Writing Proficiency 109

4.1 The nature and processes of reading 109

4.1.1 The nature of reading 109

4.1.2 The reading processes 110

4.2 The nature and processes of writing 113

4.2.1 The nature of writing 114

4.2.2 The writing processes 114

4.3 Theoretical bases of reading-writing integration 116

4.3.1 Krashen's input hypothesis and Swain's output hypothesis 117

4.3.2 Widdowson's integrated approach 119

4.3.3 Kucer's cognitive model of reading and writing processes 122

4.4 Theoretical bases of reading-writing correlation 124

4.5 Research methodology of the effects of reading/writing proficiency 125

4.5.1 Research design 126

4.5.2 Subjects 127

4.5.3 Instruments 127

4.5.4 Procedures 128

4.5.5 Data collection and data analysis 130

4.6 Empirical approaches to the effects of reading/writing proficiency 130

4.6.1 Results of each class on reading 131

4.6.2 Comparisons of the three classes'reading performance 133

4.6.3 Results of each class on writing 134

4.6.4 Comparisons of the three classes'writing performance 136

4.6.5 Results of the questionnaire 138

4.7 The"input-construction-comprehension-output"circulation 139

Part Two Morphology and Grammaticalization 152

Chapter 5 The Acquisition of English Polysemous Verbs of Motion 152

5.1 Semantic theories related to lexicon 152

5.1.1 Componential analysis of lexicon 152

5.1.2 Semantic field theory and polysemous field 154

5.1.3 Frame semantics and the knowledge of words 155

5.1.4 Organization of the internal lexicon 156

5.2 Polysemy under the framework of prototype,image schemas,metaphor and metonymy 158

5.2.1 Polysemy and prototype 159

5.2.2 Polysemy and image schemas 161

5.2.3 Polysemy and metaphor 164

5.2.4 Polysemy and metonymy 165

5.3 Polysemy and polysemous verbs of motion 167

5.4 Research methodology of the acquisition of English polysemous verbs of motion 168

5.4.1 Research questions and hypotheses 169

5.4.2 Instruments 169

5.4.3 Data collection and analysis 170

5.5 The acquisition of the basic senses of English polysemous verbs of motion 171

5.6 The acquisition of the extended senses of English polysemous verbs of motion 176

5.6.1 Acquisition of the extended senses of move 176

5.6.2 Acquisition of the extended senses of run 179

5.6.3 Acquisition of the extended senses of draw 181

5.6.4 Acquisition of the extended senses of hold 183

5.6.5 Acquisition of the extended senses of fix 185

5.6.6 Acquisition of the extended senses of hit 186

Chapter 6 The Acquisition of English Spatial Prepositions 189

6.1 Iconicity and human cognition 189

6.2 The principles of iconicity 190

6.2.1 The categorization of iconicity 190

6.2.2 The levels of iconicity 191

6.2.3 Four iconicity principles 192

6.3 The philosophic foundation of iconicity 193

6.4 Spatial iconicity of prepositions 195

6.4.1 The constitution of spatial concepts 195

6.4.2 Spatial concept of prepositions 196

6.4.3 Spatial iconicity of prepositions 198

6.5 Research methodology 201

6.5.1 Subjects 201

6.5.2 Instruments 202

6.5.3 Picture description 203

6.6 An analysis of the principles of iconicity from the perspective of cognition 204

6.6.1 The principle of distance 205

6.6.2 The principle of quantity 206

6.6.3 The principle of sequence 207

6.7 The cognitive networks formed by the principles of iconicity of prepositions 209

6.8 An analysis of the extension of the semantic domains of prepositions 212

6.8.1 The domain of time 212

6.8.2 The domain of quanlity 213

6.8.3 The domain of state 215

6.8.4 The domain of purpose/cause 216

6.8.5 The domain of method/instrument 217

6.9 The cognitive networks formed by semantic extension of prepositions 219

Chapter 7 The Developmental Stages of Wh-movement Acquisition 224

7.1 Wh-movement phenomenon 224

7.1.1 Wh-phrases 224

7.1.2 Wh-trace 226

7.1.3 Wh-questions 227

7.1.4 Relatives 230

7.2 Conditions on wh-movement 234

7.2.1 Thematic theory 234

7.2.2 Subjacency theory 238

7.2.3 Other conditions on wh-movement 238

7.3 Interlanguage theories on wh-movement 243

7.3.1 The differences between English and Chinese on wh-movement 244

7.3.2 The universal stages of EFL learners'development 246

7.3.3 Stages of wh-movement comprehension and production 248

7.4 The general tendencies of wh-movement acquisition developmental stages 249

Chapter 8 Markedness Effects on Morphology and Syntax Acquisition 261

8.1 Linguistic analysis of markedness 261

8.2 Markedness theories 264

8.2.1 Chomsky's markedness theory 264

8.2.2 Eckman's markedness theory 265

8.2.3 Kellerman's markedness theory 267

8.3 First language transfer in second language acquisition 268

8.3.1 The behaviorist position 268

8.3.2 The mentalist position 269

8.3.3 The cognitivist position 270

8.3.4 Transfer research on morphology and syntax 271

8.4 Markedness and transfer 273

8.5 Research methodology of markedness effects on morphology and syntax acquisition 274

8.5.1 Subjects 275

8.5.2 Instruments 275

8.5.3 Coding procedures 276

8.6 Empirical approaches to morphology and syntax acquisition 278

8.6.1 Analysis of verb inflectional errors 279

8.6.2 Analysis of word order errors 284

8.7 The performance of morphology and syntax acquisition of markedness 289

Part Three Metaphors and Metonymies 298

Chapter 9 The Acquisition of English Unit Word Metaphors 298

9.1 The Conceptual Metaphor Theory 298

9.1.1 The internal structure of the conceptual metaphor 298

9.1.2 The invariance principle 300

9.2 The Conceptual Integration Theory 301

9.2.1 Mapping 301

9.2.2 Integration and metaphor 301

9.2.3 The conceptual integration network 302

9.2.4 The optimality principles 303

9.3 The comparison of Conceptual Metaphor Theory and Conceptual Integration Theory 305

9.4 Developmental patterns in second language acquisition 307

9.4.1 Methods for investigating developmental patterns 307

9.4.2 Previous researches of developmental patterns 308

9.5 Cognitive models of English unit-word metaphors 310

9.5.1 Unit word metaphors indicating shape 310

9.5.2 Unit word metaphors indicating containers 311

9.5.3 Unit word metaphors indicating small quantities 312

9.5.4 Unit word metaphors indicating movement 314

9.5.5 Unit word metaphors indicating pairs or groups 315

9.6 The acquisition sequence of English unit word metaphors 319

9.6.1 The results of the multiple choice task 320

9.6.2 The results of the blank filling task 323

9.6.3 The results of the sentence translation task 325

9.6.4 The results of the cloze task 328

9.6.5 The correlation of the four tasks 329

Chapter 10 A Study of English Metonymy-motivated Proverbs from the Perspective of Idealized Cognitive Models 333

10.1 The nature and definition of metonymy 333

10.2 Metonymic categories and models 335

10.3 The operational mechanism of metonymy 338

10.3.1 Theoretical basis for metonymy in cognitive linguistics 338

10.3.2 Interpretation of metonymy in cognitive pragmatics 340

10.3.3 Metonymy within the same ICM 343

10.4 Metonymic motivations for English proverbs 344

10.4.1 Metonymic motivations for linguistic expressions 344

10.4.2 The definition and studies of proverbs 346

10.4.3 English proverbs motivated by metonymy 347

10.5 Classification of metonymy within the framework of ICMs 348

10.5.1 Whole ICM and its Part(s) 348

10.5.2 Parts of an ICM 351

10.6 Research design of English metonymy-motivated proverbs within ICMs 353

10.6.1 Metonymic proverbs within ICMs 354

10.6.2 Collection of English proverbs within ICMs 355

10.6.3 Subjects 356

10.6.4 Materials 356

10.7 The metonymic motivations of English proverbs within ICMs 357

10.7.1 The learners'performance on the translation from English into Chinese 358

10.7.2 The learners'performance on the translation from Chinese into English 359

10.7.3 The learners'performance on the blank filling 360

10.7.4 The learners'overall performance 361

10.8 The metonymic motivations of English proverbs within each type of ICMs 364

10.8.1 Metonymic proverbs within Thing-part ICM 366

10.8.2 Metonymic proverbs within Category-and-property ICM 367

10.8.3 Metonymic proverbs within Category-and-member ICM 368

10.8.4 Metonymic proverbs within Causation ICM 369

10.8.5 Metonymic proverbs within Action ICM 370

10.8.6 Metonymic proverbs within Event ICM 372

10.8.7 Metonymic proverbs within Possession ICM 373

10.8.8 Metonymic proverbs within Containment ICM 374

10.8.9 Metonymic proverbs within Location ICM 375

References 380