二语写作的认知功能语言学研究

前言

Acknowledgements

Abstract

Chapter1Introduction

Chapter2ReviewofLiteratureonRhetoricandWritingResearch

2.1Introduction

2.2Product-orientedapproaches

2.3Process-orientedapproaches

2.3.1Pre-writing

2.3.2Drafting

2.3.3Rewriting

2.3.4OthercomponentsinFlowerandHayeswritingprocessmodel(1980)

2.3.5Verbalprotocols--themajormeansofresearchwithinthiswriting-as-processparadigm

2.3.6NewdevelopmentsoftheFlower-Hayes1980model

2.3.7Instancesofwriting-as-processmodelasappliedinESL/EFLwritingresearch

2.4Theprocess-orientedversusproduct-orientedwritingapproaches

2.5Foracomprehensivetheoryofwriting

2.6Areviewofmajorlinguisticstudiesonwriting

2.6.1Thetransformational-generativeapproachtowriting

2.6.2Genreandthetextlinguisticsapproachtowriting

2.6.3Theapplicationofcognitivelinguisticsinwritingresearch

2.7Revisitingtheprocessesingeneratingthetext

2.8Onthesocialcontextandattitudeswhichinfluencewriting(andthewriter)

2.9Reviewofcurrentcollegewritingtextbooksandteachingmethod

2.10Applicationofwriting-as-cognitive-functional-linguisticprocessmodel

Chapter3ATheoreticalFrameworkforOurCognitive-FunctionalApproach

3.1Theoreticalbackgrounds

3.1.1(Transformational)GenerativeGrammar

3.1.2SystemicFunctionalGrammar

3.1.3CognitiveLinguistics:ageneralsurvey

3.2Somerelevantdetailsofcognitivefunctionallinguisticstudies

3.2.1TheBilliard-ballmodel

3.2.2TheStagemodel

3.2.3Transitivity

3.2.4Grammaticalrelations

3.2.5Voice,de/focusing,prominence,anddimensionsofspecificity

3.2.6Nominalizationandverbalization

3.2.7Conceptualmetaphorandthelanguageofmetaphor

3.2.8Extendedimageschematheory

Chapter4ACognitive-Functional-Linguistic-ProcessWritingModel

4.1Introduction

4.2Acognitive-functional-linguistic-processwritingmodel

4.2.1Thearchitectureandworkingmechanism

4.2.2AfurtherdiscussiononEFLwritingunderourmodel

Chapter5ResearchDesignandMethodology

5.1Qualitativevs.Quantitative

5.2Participants

5.3Treatmentandtheteachingmaterials

5.3.1Treatment

5.3.2Teachingmaterials

5.4Assessment

5.4.1Quantitativeassessment

5.4.2Qualitativeevaluation

5.5Triangulation

Chapter6StatisticalResultsandQualitativeAnalysis

6.1Generalintroduction

6.2Markinganditsresults

6.2.1Markersandmarkertraining

6.2.2Presentationofthemarkingresults

6.3Datatreatment

6.3.1Ontheconceptualmetaphorcompositions

6.3.2Ontheimageschemacompositions

6.3.3Onthecognitivegrammarcompositions

6.4Summary

6.5Aqualitativeanalysisofthecompositionswithcognitive-functionallinguistictools

6.5.1AnAnalysisonthetreatmenteffectsofthemetaphoricalgroup

6.5.2AnAnalysisonthetreatmenteffectsoftheimageschemagroup

6.5.3AnAnalysisofthetreatmenteffectsofthecognitivegrammargroup

6.5.4ChapterSummary

Chapter7ConcludingSummaryandResearchImplications

7.1Asummarizinganalysisoftheresponsestotraininginallthechosenposttestwritings

7.2Summary,discussion,andimplications

Bibliography

　　本研究以最具应用、指导价值的语言学分支认知及功能语言学为强大的理论支撑，建立起了可以整合当前各主要写作研究流派(包括过程写作、产品写作及体裁写作)的认知功能语言学过程写作框架。该框架主要包括可以详细描述从思想产生到词汇语法意象图式形成直至最后文字产出的全过程的写作模型，还包括用于对写作文本进行语篇分析的分析模式。全书的写作模型主要融合了本书所提出的“扩展的意象图式系统(EISS)”、Langacker(2001)的认知语篇语法、Flower和Hayes(1980，2006)为代表的过程写作模式，以及功能语法关于语境和语类/体裁的思想。该书可供各大专院校作为教材使用，也可供从事相关工作的人员作为参考用书使用。