模式語法視角下的二語詞匯習得（簡體書）

《模式語法視角下的二語詞匯習得》在“模式一意義關聯”的兩個表現層面分別調查“模式一意義關聯”在中國英語學習者對詞匯的使用中是否呈現出強勢特征、該特征的呈現方式是否受到模式的復雜程度及學習者學習時長的影響。并以此為著眼點，探討了三類二語產出性詞匯深度知識（詞義知識、搭配知識、句法知識）的發展，從而在一定程度上有助于上述問題找尋可能的答案。

List of Tables
List of Figures
List ofAbbreviations
List of Pattern Notations

Chapter 1 Introduction
1.1 Research orientation
1.2 Pattern: the object ofresearch
1.3 Rationale
1.4 Key research questions
1.5 0rganization ofthe book

Chapter 2 Pattern Grammar
2.1Identification, definition, and presentation of“pattern”
2.2 A historical review ofpattem grammar
2.2.1 Earlier work on patterns and usage
2.2.2 Research on word combinations
2.2.4 Patterngrammar
2.3 Two approaches to pattern grammar
2.3.1 Approach 1: A word and its patterns
2.3.2 Approach 2: A pattern and its words
2.4 Pattem-meaning association （PMA）: core ofpattern grammar

Chapter 3 Pattern Grammar and L2 Vocabulary Development
3.1 Pattern and depth ofword knowledge
3.1.2 Associating pattern with depth ofword knowledge
3.2 Depth ofword knowledge and L2 vocabulary development
3.2.1 Aunified account ofdimensions ofL2 vocabulary development research
3.2.2 Previous research on depth ofL2 vocabulary development
3.3 Summary

Chapter 4 0n the Corpus Method
4.1 Justifications for using leamer corpora in SLA study
4.2 Advantages ofusing learner corpora in the present research
4.2.1Learner corpora provide large quantities ofnatural language use data
4.2.2 Learner corpora provide a new text type for observation
4.3 Nature ofcorpus linguistics
4.3.1 Corpus linguistics is “a new way ofthinking about language”
4.3.2 Corpora serve both as a test bed and as a source for hypotheses in SLA study
4.4 Limitations ofusing learner corpora in SLA study

Chapter 5 Methodolog
5.1.1 Preparing the learner corpus
5.1.2 Guaranteeing the comparability between different samples ofthe leamer corpus
5.1.3 Preparing the control corpus
5.1.4 Guaranteeing the comparability between the control corpus and the learner corpus
……
Chapter 6 results and Discussion
Chapter 7 General Discussion
Chapter 8 Conclusion

Chinese and English are two distant languages. In the case of GIVE， the core meaning of its Chinese equivalent is “gei”（給）. In the case of COME， the core meaning of its Chinese translation is “laidao” （來到）. By transferring core meanings of Chinese to these verbs（ie， “gei”（給）for GIVE and“laidao”（來到） for COME）， the Chinese learners are likely to treat “transferring” and “movingtowards” as the core meanings of GIVE and COME， thus acquiring these two senses better.
Leamers choice of non-focal words also mirrored their lack of collocational knowledge of the focal words. As is shown in the above examples， learners preferred to use “concrete” nouns with GIVE and “entity” nouns with COME. This might be accounted for by the transfer of core meaning in Ll to the two verbs as well as by the influence of Ll conceptual knowledge. The core meanings in Ll of “transferring” and “moving towards” are transferred respectively to GIVE and COME. When generating English collocations for the two verbs， due to a lack of knowledge of English collocations， learners might rely on their Ll conceptual knowledge （Wolter， 2006）. The process might be described as follows. Drawing on their conceptual knowledge of “transferring” and “moving towards”， learners might activate the nouns in their Ll that could be transferred and that could be reached. In Chinese， a typical collocation of “gei”（給）， the equivalent of GIVE， would be something concrete; the word for control——“kongzht”（控制），for example， would not normally collocate with “gei”（給） Collocations of“laidao”（來到）， the Chinese counterpart of COME， would usually be something solid; the word for solution ——“jiejue”（解決）， for example， would unlikely collocate with “laidao”（來到）. Translating the Chinese collocations into English， learners produced the groups of“concrete”nouns and“entity” nouns.
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