中国英语学习研究

序言 1前言 3Acknowledgements 15Preface 16Contents 18Part Ⅰ： Cross-linguistic Factors of EFL LearningChapter One Introduction 3Chapter Two Cultural Understanding of Lexical Items 172.1. Context of the problem 172.2. Comparison of dictionary entries 182.3. An investigation of the cross-cultural understanding of lexical items 202.4. Results of the investigation 212.5. A discussion of the cultural understanding of lexical items and the implica-tions to ELT 25Chapter Three Basic Sentence Structure and Thought Patterns 313.1. Topic-prominent constructions and EFL learning 313.2. Topic prominence in Chinese learners essay writing 323.3. An investigation of Chinese EFL learners topic-prominent constructions 343.3.1. Rationale3.3.2. Subjects3.3.3. Test Structures3.3.4. The Test3.4. Patterns of Chinese EFL learners topic-prominent constructions 373.4.1. Topic-prominent constructions between groups3.4.2. Major types of topic-prominent construction between groups3.5. A discussion of topic-prominent constructions and thought patterns in EFLlearning 433.6. Implications for EFL learning 48Chapter Four Characteristic Paragraph and Essay Structures 514.1. Studies of cross-cultural differences in discourse patterns 514.2. An analysis of the discourse patterns 514.2.1. Essay with deductive structure4.2.2. Essay with inductive structure4.2.3. Deductive essay with inductive paragraphs4.3. Case study of Chinese EFL teachers structural classification 594.4. Distribution pattern of the students essay structures 604.5. Chinese EFL learners preferred paragraph and essay structures 61Chapter Five Preferred Patterns of Discourse 655.1. Studies in intercultural discourse patterns 655.2. An analysis of spoken discourse 655.3. An analysis of written discourse 725.3.1. Inductive essay5.3.2. Inductive paragraphs5.3.3.Topic-prominent sentence structure in discourse5.4. Exploration of Chinese vs. Western patterns of discourse 785.5. Preferred patterns of discourse in the Chinese cultural context 83Chapter Six Culture and Speech Act Sets 876.1. Speech act theory in intercultural communication studies 876.2. Speech act theory 876.3. The notion of speech act set 906.4. Different cultures, different speech act sets 936.5. The implication of the notion of speech act sets 98Part Ⅱ： A Study of Chinese EFL Students Discourse Patterns- Markedness in Intercultural Discourse Patterns下篇：中国英语学生语篇模式研究——跨文化语篇模式之标记性Chapter One Introducing the Study 1031.1. The context of the study 1031.2. The need for the study 1041.3. A summary of the major findings 1051.4. An outline ofPart II 109Chapter Two A Review of Studies in Intercultural Discourse Studies 1112.0. Introduction 1112.1. The relationship between language, culture and cognition 1112.2. Studies in intercultural discourse： Chinese vs. western discourse patterns 1132.3. Markedness, cultural schemata and discourse studies 1192.4. Research methodology 1262.5. Summary 130Chapter Three Qualitative and Quantitative Studies 1333.0. The statement of the problem 1333.1. The qualitative aspect of the study 1333.1.1. The data3.1.2. Analysis of the paragraph structures3.1.3. Description of the structures of the essays3.1.4. EFL teachers classification of the structural types of the essays3.2. The quantitative aspect of the study： the investigation 1493.2.1. The hypothesis3.2.2. Operational definitions3.2.2.1.The independent variables3.2.2.2.The dependent variables3.2.2.3. Definition of terms3.2.3.The questionnaire3.2.3.1. Task Ⅰ： Wwhat makes a good essay3.2.3.2. Task Ⅱ： Evaluation of the students essays3.2.3.3. Task Ⅲ： Comparison of different structural types3.2.4 The pilot study3.2.5. The informants3.2.6. Data collecting procedures3.2.7. Statistical analysis3.2.7.1. Statistics for task I： What makes a good essay3.2.7.2. Statistics for task II： Evaluation of the students essays3.2.7.3. Statistics for task III： Comparison of different structural types3.3. The significance of the study 169Chapter Four The Results： Discourse Patterns and Evaluative Attitudes 1714.0. Introduction 1714.1 Results of the qualitative analysis 1714.2. Results of the quantitative study： The investigation 1744.2.1. Task Ⅰ： Opinions on what makes a good essay4.2.1.1. Question 1 ：Using conversational style vs. a strictly organized sequence4.2.1.2. Question 2： Expression of personal feeling vs. direct reasoning4.2.1.3. Question 3： Reference to other ideas vs. focus on one subject4.2.1.4. Question 4： Specific to general vs. general to specific4.2.1.5. Question 5： Examples prior to thesis vs. thesis followed by illustration4.2.1.6 Summary of task I4.2.2. Task Ⅱ： Evaluation of the students essays4.2.2.1. Evaluation of the essays with inductive structure4.2.2.2. Evaluation of the essays with inductive paragraph structure4.2.2.3. Evaluation of the essays with deductive structure4.2.2.4. Summary of task Ⅱ4.2.3. Task Ⅲ： Comparison of the preference of different structural types4.2.3.1. Comparison of the preference of inductive vs. deductive structure4.2.3.2. Comparison of the preference of inductive paragraph vs. deductive paragraph structure 4.2.3.3. Summary of task Ⅲ4.3. Summary of the results of the study 197Chapter Five A Discussion of Markedness in Intercultural Discourse Patterns 2015.0. Introduction 2015.1. Interpretation of the results 2025.1.1. The description of the paragraph and essay structures5.1.2. Writing in a conversational style vs. in a strictly organized sequence5.1.3. Expression of personal feelings vs. direct reasoning5.1.4. Reference to other ideas vs. focus on one subject5.1.5. Overgeneralization effect in the application of metaknowledge5.1.6. Impression-evaluation of the students essays5.1.7. Preference for the inductive/deductive essay structure5.2. Discussion on the issue of deductive vs. inductive patterns in intercultural discourse 2135.2.1. Frequency of occurrence5.2.2. A Surprise, a break from the communicative norm5.2.3. Preference in lingnistic production5.2.4. Markedness5.2.5. Cultural Schema5.3. An Explanatory model of markedness for intercultural discourse 2235.4. Major contributions of the study 2255.5. Implications of the present study 2275.6. Limitations of the present study 229Chapter Six Conclusion： Theory and Practice in Intercultural Discourse Studies 2316.1. Major findings of the study 2316.2. Major contribution to the theory and practice in intercultural discourse studies 2366.3. Suggestions for further research 237Bibliography 239Appendixes for Part ⅠAPPENDIXES for Chapter 3： 255Appendix Ⅰ. Test Items 255Appendix Ⅱ. Samples of Chinese EFL Students Topic Prominent Constructions 256APPENDIX for Chapter 5： 261The Original Chinese Text for Mao Zedongs Talk 261Appendixes for Part ⅡAppendix 1.Description of the Structural Types of the Essays 265Appendix 1.1. Questionnaire： EFL Teachers Classification of the Structural Types 271Appendix 1.2. Samples of Essays with Inductive Structures 279Appendix 1.3. Samples of Essays with Inductive Paragraph Structures 285Appendix 1.4. Samples of Essays with Deductive Structures 294Appendix 2. The Questionnaire of the StudyAppendix 2.1. Coding of the Data of Task I： Opinions on What Makes a Good Essay 326Appendix 2.1.1. Statistical Analysis （ANOVA） of the Data： Question 1Appendix 2.1.2. Statistical Analysis （ANOVA） of the Data： Question 2Appendix 2.1.3. Statistical Analysis （ANOVA） of the Data： Question 3Appendix 2.1.4. Statistical Analysis （ANOVA） of the Data： Question 4Appendix 2.1.5. Statistical Analysis （ANOVA） of the Data： Question 5Appendix 2.2. Coding of the Data of Task II： Evaluation of the Students Essays 338Appendix 2.2.1. Statistical Analysis （Repeated Measures） of the Evaluation of the Essays with Inductive StructureAppendix 2.2.2. Statistical Analysis （Repeated Measures） of the Evaluation of the Essays of Deductive Frame with Inductive Paragraph StructureAppendix 2.2.3. Statistical Analysis （Repeated Measures） of the Evaluation of the Essays with Deductive StructureAppendix 2.3. Coding of the Data of Task III： Comparison of the Preference of Different Structural Types 347Appendix 2.3.1. Statistical Analysis （Chi-Square Tests） of the Preference of Inductive Structure vs. Deductive StructureAppendix 2.3.2. Statistical Analysis （Chi-Square Tests） of the Preference of Inductive Paragraph Structure vs. Deductive Paragraph Structure