中国高水平EFL学习者语言研究：程式语和语言创造性
定 价：23 元
- 作者：王蕾 著
- 出版时间：2010/12/1
- ISBN：9787118072723
- 出 版 社：国防工业出版社
- 中图法分类：H31
- 页码：286
- 纸张：胶版纸
- 版次：1
- 开本：大32开
《中国高水平EFL学习者语言研究：程式语和语言创造性》通过收集521位中国高水平EFL学习者语料，以定量和定性分析方法对学习者程式语和语言创造性进行了研究。研究探讨了英语学习过程中程式语与语言创造性的关系，通过语料库研究方法，描述了学习者程式语使用情况及特点；通过文本实例分析、话题特定动词和名词搭配以及调查英语本族语使用者和非英语本族语使用者对学习者语言的态度，研究了学习者语言创造性的问题。
王蕾 女，1958年6月出生，江苏苏州人，中共党员，英语语言文学教授。现任浙江工商大学外国语学院副院长，主管教学近12年。兼任浙江省大学英语教学研究会常务理事，杭州市外文学会常务理事。1982年毕业于湖南师范大学外语系英语语言文学专业，获学士学位。1994年研究生毕业于浙江大学外国语学院英语语言学与应用语言学专业，获硕士学位。2007年上海外国语大学英语语言文学博士班毕业，2010年6月获博士学位。2000年9月至2001年9月获国家留学基金资助，在英国雷丁大学作访问学者一年。长期在高校从事英语专业教学，先后主讲过英语语言学导论、语用学、语言学习理论、现代英语词汇学、英语泛读、英语听力、高级英语听说、大学英语等多门本科与研究生课程。科研方向为语篇分析、语用学和英语语言教学，已发表学术论文20多篇，主持和参加省部级以上科研课题4项，获浙江省级教学成果二等奖1项，参编教材4部。
Chapter 0ne introduction
1.1 introductory remarks
1.2 background to the research
1.3 significance and objectives of the research
1.4 organization of the contents
Chapter Two literature review
2.0 introduction
2.1 formulaic language and language acquisition
2.1.1 terminology
2.1.2 classification of formulaic language
2.1.3 formulaic language and psychological
processing
2.1.4 formulaic language and corpus linguistics
2.1.5 cognitive understanding of formulaic language
2.1.6 the acquisition of formulaic language：teaching and learning
2.2 linguistic creativity
2.2.1 classification of linguistic creativity
2.2.2 cognitive understanding of linguistic creativity
2.2.3 linguistic creativity in everyday context
2.2.4 linguistic creativity in target language learning
2.3 summary
Chapter Three interface between formulaic language and linguistic creativity in second language acquisition
3.0 introduction
3.1 various related dichotomies on language use
3.1.1 systematic or formulaic
3.1.2 rule-based or exemplar-based
3.1.3 open-choice principle and idiom principle
3：1.4 nativelike selection and nativelike fluency
3.1.5 holistic and analytic processing
3.1.6 continuum model
3.1.7 routines and patterns
3.2 linguistic creativity， formulaic language and second language acquisition
3.2.1 contrastive analysis， error analysis and contrastive interlanguage analysis
3.2.2 transfer， formulaic language and linguistic creativity
3.3 summary
Chapter Four a pilot study on features of formulaic language and linguistic creativity of chinese efl learners in retelling
4.0 introduction
4.1 research questions
4.2 research methodology
4.2.1 description of the data collected
4.2.2 instruments
4.2.3 interview
4.2.4 criterion for the identification of formulaic sequences
4.3 results
4.3.1 text readability analysis
4.3.2 manifestation of the use of formulaic language in learners oral production
4.3.3 features of linguistic creativity in learners retelling
4.3.4 learners comments on their own performance
4.4 discussion
4.5 summary
Chapter Five research design
5.0 introduction
5.1 issues to be addressed
5.2 hypothesis and research question
5.2.1 hypothesis
5.2.2 research questions
5.3 methodology
5.3.1 scheme of the research
5.3.2 criteria for the identification and classification of lexical chunks
5.3.3 sample analysis and verb combination study
5.3.4 questionnaire survey
5.4 data collection
5.4.1 subjects defined
5.4.2 establishing learner written corpora
5.5 software and statistical tools
5.5.1 tools for analyzing the learner corpora
5.5.2 statistical tools
5.5.3 data analysis framework
5.6 summary
Chapter Six features of learners use of formulaic language and linguistic creativity in the written production
6.0 introduction
6.1 comparison of two types of learners written texts in terms of readability
6.1.1 reading ease and text difficulty
6.l.2 comparison of the number of sentences，asl， awl and token ratio
6.2 the use of formulaic sequences by chinese efl learners
6.2.1 the extraction of formulaic sequences
6.2.2 descriptive analysis of the formulaic language in learners written corpora
6.2.3 functions of fl used in learners language
6.2.4 discussion on the features of learners use of formulaic language in written corpora
6.3 manifestation of features of learners linguistic creativity
6.3.1 creativity redefined
6.3.2 sample analysis of learners written language
6.3.3 a case study： learners linguistic creativity as demonstrated by "verb noun" combinations
6.3.4 comparison of native and non-native judgment of learner language
6.4 attainment of a balance between learners use of formulaic language and linguistic creativity
6.4.1 in foreign language teaching and learning
6.4.2 linguistic creativity or chinese english
6.5 summary
Chapter Seven conclusion and implications
7.0 introduction
7.1 major findings
7.2 implications
7.2.1 theoretical implications
7.2.2 pedagogical implications
7.3 limitation of the research
7.4 recommendations for further research
appendix i interview questions
appendix ii questionnaire
appendix iii satistics of questionnaire results
references
后记
With the above mentioned two perspectives in mind， a ten-tative study is devised to investigate learners language. Larsen-Freeman once pointed out We do not communicate through ref-erence to prior， fixed abstract forms but rather we create Language as we go， both individually and as communities.（2003：47） Language communication always involves a kind of creativi-ty. In 2007， there was a recent refocused interest in the researchof language creativity， and the reach of the research area hasbeen expanded into a number of new areas， some prototypical，some less salient in the field of applied linguistics benefitingfrom this renewal of attention. The precise term creativity isnot always used in all these contexts and Cook 62000）and othershave， for example， developed rich notions of language play， which are also especially helpful in extending discussion in rela- tion to language learning and teaching （Carter， 2007） .
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