注意在二語動名詞搭配習得中的差別效應（簡體書）

《注意在二語動名詞搭配習得中的差別效應》運用注意理論分析了學生習得二語動名詞搭配的過程。作者研究了不同的注意形態在中國學生學習英語動名詞搭配特徵時所起的作用，以及這種作用是否受搭配模式的繁簡程度和學生本身英語綜合水平的影響。有關二語搭配習得的研究目前仍然較少，已有的研究主要集中于分析搭配錯誤而非動態的學習過程。《注意在二語動名詞搭配習得中的差別效應》在這一領域作了一些探索，可供外語教學及二語習得研究者參考。

Chapter 1 Introduction
1.1 Background
1.2 Purpose and significance of this study

Chapter 2 Literature Review
2.1 The nature of collocations
2.1.1 Types of eolloeatiom
2.1.1.1 Grammatical and lexical collocations collocations and idioms
2.1.1.3 Sunmarv of the types of collocations
2.1.2 Collocations and rules
2.1.3 Significance of coUocational knowledge
2.2 Basic features of attention
2.3 Acquisition of L1 collocations
2.3.1 Implicit learning
2.3.2 Implicit learning of L1 collocations
2.3.2.1 Process of chunking
2.3.2.2 Results of chunking
2.3.2.3 Summary
2.4 Acquisition of L2 collocations
2.4.1 Problems in production
2.4.2 Attention in learning I_2 collocations
2.5 More issues about attention
2.5.1 Attention in learning L2 syntax and morphology
2.5.1.1 Attention at the level of noticing the Noticing Hypothesis
2.5.1.2 Empirical evidence for the Noticing Hypothesis
2.5.1.3 Attention at the level of nile understanding
2.5.2 Attention in learning L2 word meaning
2.5.3 Attention and different aspects of language
2.5.3.1 Complexity of different language aspects
2.5.3.2 The interaction between attention and complexity
2.5.4 Attention and proficiency level
2.5.5 The role of negative evidence
2.5.6 Summary of the role of attention in SLA

Chapter 3 The Present Study
3.1 Research questions
3.2 Method
3.2.1 Participants
3.2.2 Linguistic items to be investigated
3.2.3 Material and procedure
3.2.3.1 Treatment
3.2.3.2 Test and scoring
3.2.3.3 Exit questionnaire
3.3 Research hypotheses

Chapter 4 Results
4.1 Acquisition of the basic meanings of the target verbs
4.2 Production of collocates of the target verbs
4.2.1 Classification of the IL production: procedure and method
4.2.2 An overall picture of the collocate production
4.2.2.1 Number of collocates
4.2.2.2 Production of collocates for each target verb
4.2.3 Production of old collocates
4.2.4 Production of new collocates —— overall comparison
4.2.5 Production of new target-like collocates
4.2.6 Production of non-target-like collocates
4.2.7 Production of semi-target-like collocates
4.2.8 Summary of collocate production
4.2.9 NS judgment of IL production
4.3 Judgment of collocations of the target verbs
4.3.1 Judgment of good collocations
4.3.2 Judgment of bad collocations
4.4 Summary of the test results
4.5 Rule detection
4.5.1 Semantic processing group
4.5.2 Memorization for recall group
4.6 Rule recall
4.7 Three-day treatment

Chapter 5 Analysis And Discussion
5.1 Attention and acquisition of the basic meaning
5.2 Attention and production of collocates
5.2.1 Production of old collocates
5.2.1.1 Overall effects of attention
5.2.1.2 The interaction between attention and proficiency level
5.2.1.2.1 The memorization for recall group (Level 2)
5.2.1.2.2 The rule given plus negative evidence group (Level 2)
5.2.2 Production of new target-like collocates
5.2.2.1 Overall effects of attention
5.2.2.2 The interaction between attention and proficiency level
5.2.3 Production of non-target-like collocates
5.2.3.1 The rule given group vs. semant/c processing group
5.2.3.2 The rule given plus negative evidence group vs. ru/e given group
5.2.3.3 The memorization for recall group vs. semantic processing group
5.2.4 NS judgment of IL production
5.3 Attention and judgment of collocations
5.3.1 Judgment of good collocations
5.3.2 Judgment of bad collocations
5.4 The lack of interaction between attention and complexity
5.5 Summary
LIST OF TABLES
LIST OF FIGURES
Appendix A
Treatment Exercises for Semantic Processing Group
(Day 1- Day 3)
Appendix B
Treatment Exercises for Memorization for Recall
Group ( Day 1- Day 3)
Appendix C
Treatment Exercises for Rule Given Group
(Day 1- Day 3)
Appendix D
Treatment Exercises for Rule Given Plus Negative
Evidence Group (Day 1- Day 3)
Appendix E
Test
BIBLIOGRAPHY
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