构建中介语情态系统 中国英语学习者的情态习得研究 英文PDF|Epub|txt|kindle电子书版本网盘下载

构建中介语情态系统 中国英语学习者的情态习得研究 英文PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Research Orientation1

1.2 Rationale1

1.3 The Scope of Inquiry6

1.4 Theoretical Considerations10

1.5 Organization of the Book14

Chapter 2 The Acquisition of Modality16

2.1 Modality16

2.1.1 Definition and Classification16

2.1.2 The English Modal System19

2.1.3 The Chinese Modal System23

2.2 L1 Acquisition of Modality27

2.2.1 Naturalistic Longitudinal Studies27

2.2.2 Experimental Studies31

2.3 L2 Acquisition of Modality33

2.3.1 Longitudinal Studies33

2.3.2 Learner Corpus Studies37

2.3.3 Experimental Studies43

2.4 Limitations of Previous Studies46

2.5 Summary48

Chapter 3 Methodology49

3.1 Research Questions49

3.2 The NS Corpus Study53

3.2.1 Introduction53

3.2.2 Corpora Used in This Study56

3.2.3 Data Analysis60

3.3 The Pedagogic Corpus Study63

3.3.1 Introduction63

3.3.2 The Pedagogic Corpus Used in This Study64

3.3.3 Data Analysis64

3.4 The Learner Corpus Study65

3.4.1 Introduction65

3.4.2 Corpora Used in This Study65

3.4.3 Data Analysis69

3.5 The Experimental Study75

3.5.1 Introduction75

3.5.2 Participants78

3.5.3 Instruments and Materials79

3.5.4 Data Collection Procedures81

3.5.5 Data Analysis82

Chapter 4 Modality in Contemporary English,Textbooks and Learners'Language84

4.1 Modality in Contemporary English84

4.1.1 General Findings84

4.1.2 Modal Expressions of Epistemic Possibility89

4.1.3 Modal Expressions of Root Necessity96

4.1.4 Modal Expressions of Volition and Prediction104

4.1.5 Summary118

4.2 Modality in the Textbooks119

4.2.1 General Findings119

4.2.2 Modal Expressions of Epistemic Possibility121

4.2.3 Modal Expressions of Root Necessity123

4.2.4 Modal Expressions of Volition and Prediction126

4.2.5 Summary129

4.3 Modality in Learners'Language:Deviation from the Norm130

4.3.1 General Findings130

4.3.2 Modal Expressions of Epistemic Possibility132

4.3.3 Modal Expressions of Root Necessity134

4.3.4 Modal Expressions of Volition and Prediction136

4.3.5 Summary141

4.4 Modality in Learners'Language:Modal Development142

4.4.1 General Findings142

4.4.2 Modal Expressions of Epistemic Possibility144

4.4.3 Modal Expressions of Root Necessity145

4.4.4 Modal Expressions of Volition and Prediction147

4.4.5 Summary150

4.5 Modality in Learners'Language:Individual Differences151

4.5.1 General Findings151

4.5.2 Modal Expressions of Epistemic Possibility155

4.5.3 Modal Expressions of Root Necessity157

4.5.4 Modal Expressions of Volition and Prediction161

4.5.5 Summary175

Chapter 5 Constructing the IL Modal System177

5.1 The Inherent Complexity of the English Modality177

5.2 The Role of Instruction180

5.2.1 Instructional Input181

5.2.2 Instructional Support184

5.2.3 Summary187

5.3 Learner Factors187

5.3.1 L1 Influence188

5.3.2 Universal Constraints190

5.3.3 L2 Proficiency194

5.3.4 Learner Needs and Learner Agency195

5.3.5 Learner Awareness198

5.3.6 The Role of Output Practice199

5.4 The Dynamic Interaction of Contributing Factors201

5.4.1 The Acquisition and Use of the Epistemic Markers202

5.4.2 The Acquisition and Use of the Root Necessity Modals207

5.4.3 The Acquisition and Use of the Volition and Prediction Modals(Ⅰ)210

5.4.4 The Acquisition and Use of the Volition and Prediction Modals(Ⅱ)214

5.5 Towards a General Understanding of L2 Modal Acquisition216

5.6 Summary224

Chapter 6 Conclusion226

6.1 Summary of Major Findings226

6.2 Theoretical and Methodological Implications228

6.2.1 Usage-Based Model vs.Corpus-Based Analysis228

6.2.2 Group Data vs.Individual Data230

6.2.3 Oral Data vs.Written Data232

6.2.4 Production Data vs.Other Types of Data232

6.3 Implications for Modal Instruction234

6.3.1 Providing Better Modal Input234

6.3.2 Providing More Input-Processing Tasks and Focus-on-Form Activities235

6.3.3 Providing More Effective Explicit Instruction237

6.3.4 Teaching Modals When Learner Are Developmentally Ready241

6.3.5 Providing More Awareness-Raising Activities242

6.3.6 Providing Opportunity for Practice243

6.4 Suggestions for Future Research245

6.5 Concluding Remarks247

References249

Appendices270

Appendix 1 Materials Used in CASEC270

Appendix 2 A Pilot Study272

Appendix 3 Topics in the Writing Task282

Appendix 4 Topics in the Oral Task287

Appendix 5 The Translation Test288

Appendix 6 The Discourse Completion Test293

Appendix 7 The Acceptability Judgment Test297

Appendix 8 The Opened Questionnaire299

Appendix 9 Participants'256 Essays(Sample)302

Appendix 10 Participants'Sixteen Conversations (Sample)303

Appendix 11 Participants'Performance in the Translation Test305

Appendix 12 Participants'Performance in the Discourse Competition Test315

Appendix 13 Participants'Performance in the Acceptability Judgment Test325

Appendix 14 Participants'Answers to Questions in the Opened Questionnaire327

Appendix 15 Sample of Interviews351

Appendix 16 Post-experiment Investigations(Sample)355

List of Tables29

2.1 Modal devices of epistemic possibility used by ten children29

2.2 Comparison of children's and adults'distribution of modal forms30

3.1 Description of collection procedures and data available from each of the three children60

3.2 The spoken corpora used in this study67

3.3 The written corpora used in this study69

3.4 Information of sixteen participants78

4.1 Frequencies of modals in the four written corpora85

4.2 Frequencies of modal expressions in Frown and CASEC86

4.3 Frequencies of modal expressions in CHILDES sample88

4.4 Distribution of the epistemic markers in six corpora(per million words)93

4.5 A syntactic comparison of HAVE TO and HAVE GOT TO in CASEC101

4.6 The main verb collocates with the volition/prediction modals in CASEC108

4.7 Frequencies of modal expressions in the pedagogic corpus and the three NS corpora(per million words)119

4.8 Comparison of modal expressions used by native speakers and advanced Chinese EFL learners131

4.9 Distribution of WOULD in NS and NNS spoken and written corpus(per 100,000 words)138

4.10 Comparison of modal expressions used by different proficiency groups(per 100,000 words)142

4.11 Distribution of WOULD in NS and NNS corpora(per 100,000 words)149

4.12 Modal profile by participants in Group1151

4.13 Modal profile by participants in Group2153

4.14 Modal profile by participants in Group3154

4.15 Distribution of WOULD in argumentative writing162

4.16 WILL and BE GOING TO in conversations and translations163

5.1 Comparison of instructional input and learner output(per 100,000 words)182

5.2 Correlation between the pedagogic corpus and the six learner corpora183

List of Figures17

2.1 Two concepts of modality17

2.2 The position of SHOULD in the English modal system22

3.1 The relationship among different types of study50

3.2 The relationship among six corpora used in this study57

4.1 The epistemic markers in spoken and written American English89

4.2 Distribution of MAY and MIGHT in 15 genres of the Frown corpus92

4.3 Distribution of MAYBE and PERHAPS in 15 genres of the Frown corpus94

4.4 Distribution of the obligation/necessity modals in CASEC97

4.5 Distribution of the obligation/necessity modals in the Frown corpus97

4.6 Frequencies of the volition/prediction modals in CASEC and Frown104

4.7 Frequency of will,be going to,'ll and (be) gonna in CASEC106

4.8 Distribution of the epistemic markers in the three learner spoken corpora144

4.9 Distribution of the epistemic markers in the three learner written corpora145

4.10 Distribution of the root necessity modals in the three learner spoken corpora146

4.11 Distribution of the root necessity modals in the three learner written corpora146

4.12 Distribution of the volition/prediction modals in the three learner oral corpora147

4.13 Distribution of the volition/prediction modals in the three learner written corpora148

4.14 Distribution of the epistemic markers in conversation156

4.15 Distribution of the epistemic markers in argumentative writing156

4.16 Distribution of the root necessity modals in conversation157

4.17 Distribution of the root necessity modals in argumentative writing157

4.18 Distribution of the volition/prediction modals in conversation161

4.19 Distribution of the volition/prediction modals in argumentative writing162

5.1 The blocking effect of six competitors in learners'oral production206

5.2 The historical process of learning MUST,HAVE TO,and HAVE GOT TO209

5.3 The concept of time and tense markers212