出版時間:2009-4 出版社:上海交通大學(xué)出版社 作者:顧凱 頁數(shù):186
前言
英語作為一門國際性語言,已成為人們生活中不可缺少的工具。尤其在中國加入WTO0之后,對英語人才的需求無論在質(zhì)量上還是在數(shù)量上飛速增長。回顧近20年中國英語教學(xué)的發(fā)展,我們已經(jīng)取得了很大成就:教學(xué)大綱日臻完善與成熟,課程設(shè)置日趨合理,教材編寫發(fā)展迅速,呈現(xiàn)一派百花齊放,百家爭妍的大好局面。為中國的科學(xué)技術(shù)、社會經(jīng)濟發(fā)展和文化交流培養(yǎng)了大批英語人才。但是“我國目前的外語水平不高,教學(xué)方法普遍存在費時較多、收效較低的問題?!保ɡ顛骨澹┬枰M一步拓寬我們的研究范圍,探索新的研究途徑,以提高中國英語學(xué)習(xí)者的學(xué)習(xí)效率,滿足中國迅猛發(fā)展的需要?! ¢L期以來,中國教師所受的培訓(xùn)主要側(cè)重于如何教,教什么,而我們的研究也側(cè)重于各種教學(xué)法、具體的教學(xué)方法、教材的編寫和大綱的設(shè)計,而很少從學(xué)習(xí)的角度去研究中國的英語教學(xué)所面臨的問題。近年來國際上二語習(xí)得研究的發(fā)展迅猛,取得了令人矚目的成果。我國也有越來越多的學(xué)者從學(xué)生的視角研究中國的英語教學(xué)所面臨的問題。中國英語學(xué)習(xí)者的二語習(xí)得研究在過去十多年間也得到了迅速的發(fā)展。
內(nèi)容概要
本書以中國學(xué)習(xí)者英語語料庫為基礎(chǔ),研究了中國學(xué)習(xí)者在書面語中現(xiàn)在完成體的使用概況,分析了他們在現(xiàn)在完成體使用中的主要困難及其原因;同時,深入探討了情狀體、動詞突顯度、句子結(jié)構(gòu)、時間狀語和過程類型五個語言因素對現(xiàn)在完成體使用的影響。研究結(jié)果對第二語言習(xí)得中的變異現(xiàn)象和時體研究具有理論意義,對外語教學(xué)實踐和時體習(xí)得具有實際意義。
書籍目錄
Chapter 1 Introduction 1.1 Introduction 1.2 Motivation 1.3 Significance of the present study 1.4 Research questions 1.5 Outline of the bookChapter 2 Curpus linguistics and inter'language studies 2.1 Corpus linguistics 2.2 Interlanguage 2.3 Learner corporaChapter 3 Tense and aspect acquisition and I inguisticfactor,s 3.1 Tense and aspect 3.2 The Present Perfect in English 3.3 Linguistic factors affecting tenseaspect acquisitionChapter 4 Methodology 4.1 Introduction 4.2 Data description 4.3 Data codingChapter 5 Results 5.1 Introduction 5.2 Analysis of tenseaspect errors 5.3 Analysis of the present perfect variation 5.4 Effects of linguistic factors on present perfect variationChapter 6 Discussion 6.1 Semantic interpretation of the present perfect variation 6.2 The effects of linguistic factors on the present perfect variationChapter 7 Conclusion 7.1 Summary of major findings 7.2 Implications 7.3 Suggestions for future researchAppendix 1 A sample text from CLECAppendix 2 Sampled data from tagged VP6 errors on English tenseaspectAppendix 3 Sampled data from the subjects' use of present perfectAppendix 4 Sampled diagnostic tests for lexical aspectBibliography
章節(jié)摘錄
The second analysis looks at the distribution of the forms that thestudents supplied within each aspectual class when they did not supplythe present perfect.Statives and activities Figure 5-6 and 5-7 show the distribution of the simple present,simple past, pluperfect and other responses within the stative andactivity categories for the three groups. The present perfect responsesincluding both the hargetlike forms and non-targetlike attempts havebeen omitted from the figure in order to highlight the use of non-present-perfect forms. As can be seen from the figures, at the HS level, the maincompeting form for statives is the simple present, accounting for46.1% of the non-present-perfect responses for the stative category.The NM corpus presents a close distribution of present perfect variantsfor statives. For activities, there appears to be no notable alternativesto the present perfect except that the pluperfect takes the first placein the non-uses of the present perfect at the HS level. Moreover, bothFigure 5-6 and Figure 5-7 show that the proportional use of thesealternate forms declines as learners become more proficient with thepresent perfect.
編輯推薦
《當代語言學(xué)研究文庫》是一個開放性和創(chuàng)新性的學(xué)術(shù)平臺,旨在探索當代語言學(xué)研究的發(fā)展規(guī)律,展示該領(lǐng)域研究的最新學(xué)術(shù)成果。文庫體現(xiàn)了學(xué)科融通、兼收并蓄的編輯理念。
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