模式语法视角下的二语词汇习得 英文版【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

模式语法视角下的二语词汇习得 英文版PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Research orientation1

1.2 Pattern：the object of research1

1.3 Rationale3

1.4 Key research questions6

1.5 Organization of the book7

Chapter 2 Pattern Grammar9

2.1 Identification,definition,and presentation of"pattern"9

2.2 A historical review of pattern grammar11

2.2.1 Earlier work on patterns and usage11

2.2.2 Research on word combinations12

2.2.3 Lexical grammar14

2.2.4 Pattern grammar18

2.3 Two approaches to pattern grammar21

2.3.1 Approach 1：A word and its patterns21

2.3.2 Approach 2：A pattern and its words22

2.4 Pattern-meaning association(PMA)：core of pattern grammar23

2.5 Summary26

Chapter 3 Pattern Grammar and L2 Vocabulary Development28

3.1 Pattern and depth of word knowledge28

3.1.1 Depth of word knowledge29

3.1.2 Associating pattern with depth of word knowledge31

3.2 Depth of word knowledge and L2 vocabulary development33

3.2.1 A unified account of dimensions of L2 vocabulary development research33

3.2.2 Previous research on depth of L2 vocabulary development38

3.3 Summary41

Chapter 4 On the Corpus Method42

4.1 Justifications for using learner corpora in SLA study42

4.2 Advantages of using learner corpora in the present research45

4.2.1 Learner corpora provide large quantities of natural language use data45

4.2.2 Learner corpora provide a new text type for observation47

4.3 Nature of corpus linguistics50

4.3.1 Corpus linguistics is"a new way of thinking about language"50

4.3.2 Corpora serve both as a test bed and as a source for hypotheses in SLA study53

4.4 Limitations of using learner corpora in SLA study54

4.5 Summary55

Chapter 5 Methodology57

5.1 Database57

5.1.1 Preparing the learner corpus58

5.1.2 Guaranteeing the comparability between different samples of the learner corpus60

5.1.3 Preparing the control corpus63

5.1.4 Guaranteeing the comparability between the control corpus and the learner corpus64

5.2 Reseatch Tools65

5.2.1 Wmatrix and CLAWS66

5.2.2 Word Smith Tools67

5.3 Analytical framework of the present research68

5.4 Study 1：A word and its patterns—WAY71

5.4.1 Selecting the research target71

5.4.2 Research procedure73

5.5 Study 2：A pattern and its words—V n1 to n277

5.5.1 Selecting the research target78

5.5.2 Research procedure81

5.6 Study 3：A simpler pattern and its words—V to n87

5.6.1 Selecting the research target87

5.6.2 Research procedure89

5.7 Summary90

Chapter 6 Results and Discussion92

6.1 WAY and its patterns93

6.1.1 PMA as sense-pattern correspondence93

6.1.2 Effect of pattern complexity on PMA96

6.1.3 Effect of length of learning experience on PMA97

6.1.4 Summary of results relating to WAY98

6.2 "V n1 to n2"and its words99

6.2.1 PMA as meaning sharedness among words99

6.2.2 Effect of length of learning experience on PMA106

6.2.3 Summary of results relating to"V n1 to n2"108

6.3 "V to n"and its words108

6.3.1 Effect of pattern complexity on PMA concerning focal words109

6.3.2 Effect of pattern complexity on PMA concerning non-focal words110

6.3.3 Summary of results relating to"V to n"113

6.4 Summary113

Chapter 7 General Discussion116

7.1 Interpreting L2 productive vocabulary development on Dimension 1—a word and its patterns117

7.1.1 Reflections on PMA as sense-pattern correspondence117

7.1.2 Reflections on effect of pattern complexity on PMA119

7.1.3 Reflections on effect of length of learning experience on PMA121

7.1.4 Summary of inferences on Dimension 1121

7.2 Interpreting L2 productive vocabulary development on Dimension 2—a pattern and its words122

7.2.1 Reflections on PMA as meaning sharedness among words122

7.2.2 Reflections on effect of pattern complexity on PMA127

7.2.3 Reflections on effect of length of learning experience on PMA128

7.2.4 Summary of inferences on Dimension 2129

7.3 Summary129

Chapter 8 Conclusion131

8.1 A recapitulation of the major findings131

8.2 Implications132

8.2.1 Implications for research into English patterns132

8.2.2 Implications for research into depth of L2 vocabulary development133

8.2.3 Implications for pedagogy134

8.3 Limitations of the current research136

8.4 Suggestions for future research137

Appendices138

References164