中国英语学习者书面叙事语篇时序性的横断研究

ChapterOneIntroduction

1.1NeedfortheStudy

1.2SignificanceoftheStudy

1.3OutlineoftheStudy

ChapterTwoLiteratureReview

2.1NarrativeProductionandNarrativeDevelopmentotSecondLanguageLearners

2.1.1Themesinnarrativestudy

2.1.2Narrativestructure

2.1.3Narrativecohesionandcoherence

2.1.4Narrativediscoursedevelopmentandempiricalfindings

2.1.5Methodologyproblems

2.2TemporalityandtheDevelopmentofTemporalReferences

2.2.1Basicconceptsoftemporality

2.2.2Temporalsemantics

2.2.3Causalityandtemporality

2.2.4Temporalorganizationinnarrative

2.2.5Narrativetimeline,temporalprogressionandcoherence

2.2.6Thedevelopmentoftemporalreference

2.3ContrastiveRhetoric

2.3.1Discourseanalysisandsecondlanguagecom-position

2.3.2Contrastiveinterlanguageanalysis

2.4LimitationsandAreasforFurtherStudy

ChapterThreeResearchDesignandMethodology

3.1TheoreticalFrameworkforAnalyzingTemporalityinChineseEFLLearnersWrittenNarrative

3.2ResearchQuestions

3.3Methodology

3.3.1Participants

3.3.2Materials

3.3.3Datacollection

3.3.4Reliabilityofmeasurements

ChapterFourResultsandDiscussion

4.1TheMicroLevelAnalysisofTemporalStructureinNarrativeDiscourse

4.1.1Propositionunits

4.1.2Rhetoricalunits

4.2TheMesoLevelAnalysisofEpisodicTemporalStructure

4.2.1Categoriesandfunctionsofnarrativeclauses

4.2.2Episodeshift

4.2.3Temporalprogression

4.2.4Narrativetimeline

4.2.5Episodepatterns

4.3TheMacroLevelInterpretationofTemporality

4.3.1IntroductiontoCoh-Metrix2.1

4.3.2ANOVAanalysisofsignificantmeasuresinlearnernarrativeproduction

4.3.3IndependentT-testprocedureforcross-sectionalcomparison

4.4TheComparisonofTemporalRelationsBetweenEnglishandChinese

4.4.1Chinesetemporalresources

4.4.2Socio-culturalandpsycholinguisticconstraintsontheexpressionoftemporalitybyChineseEFLlearners

4.5TheAnalysisofQuestionnaire

4.5.1Theintroductionoflearnerquestionnaire

4.5.2Responsestothequestionnaire

4.5.3Qualitativedescription

4.6GeneralDiscussion

4.6.1Generalrelationsamongthreelevelsoftemporalityinnarrative

4.6.2Theuniformfocusonthemicroleveloftemporalityacrossgroups

4.6.3Themacrolevelnarrativitypromotesbetternarrativeperformanceonthemesoandmicrolevel

ChapterFiveTheLinkingofTheorywithPractice

5.1TeachingTemporalLexico-GrammarasChoice

5.2ProvidingOpportunitiesforLearnerstoExploretheRelationshipofTemporalityandNarrativeDiscourseinAuthenticMaterial

5.3TeachingTemporalityinWaysthatMakeTransparentForm-FunctionRelationshipinDiscourseContext

5.4EncouragingLearnerstoBecomeActiveForeignLanguageWriter

5.5ProvidingEFI.LearnerswithSystematicFeedbackonNarrativeWriting

ChapterSixConclusion

6.1MajorFindings

6.2ImplicationsoftheStudy

6.2.1Implicationsconcerningestablishingahierarchical,causallycoherentandgoal-orientedtemporalstructureinnarrative

6.2.2Implicationsconcerningtheinterplayofmultipletemporaldevices

6.2.3Implicationsconcerningdifferentiated,languagespecificchoiceoftemporalsystem

6.3Limitations

6.4FutureResearch

Appendixes

AppendixⅠQuestionnaireandWritingPrompt

AppendixⅡChineseEFLLearnersEnglishandChineseNarrativeSamples

AppendixⅢTheOn-lineInterfaceofCoh-MetrixTool

AppendixⅣTheRawResultsofANOVAAnalysis

References

　　本书是在作者博士学位论文《中国英语学习者中介语书面叙事语篇时序性的横断研究》的基础上撰写而成的。全书共分六章：第一章为引言，介绍了研究的背景、意义及价值；第二章为文献综述，从英语学习者叙事能力、时序性习得和对比修辞三个方面对相关理论进行了总结和论述；第三章为研究方法，介绍了研究理论的框架及相关数据的搜集和分析方法；第四章通过对中国英语学习者英汉叙事语篇的文本描述和分析，探讨了其时序表达的特点及影响因素；第五章提出了五个方面的教学建议；第六章为结论和启示，总结了研究成果、局限性和未来研究方向。