中国学生早期英语过渡语中时体习得状况研究

List of AbbreviationsList of TablesList of FiguresCHAPTER ONE INTRODUCTION 1.1 Significance of the Study of Temporality 1.2 Significance of the Present Study 1.3 Outline of the BookCHAPTER TWO THEORETICAL BACKGROUND 2.1 Temporal Semantics and the Tense-aspect System 2.1.1 Time Specification and Expressions of Temporal Relations 2.1.2 The Tense-Aspect Morphology of Past in English 2.2 Lexical Aspect: The Inherent Temporal Properties 2.2.1 Lexical Aspect versus Grammatical Aspect 2.2.2 Inherent Aspectual Classification of Verbs on Time Schemata 2.2.3 Inherent Semantic Aspectual Properties of Verbs

List of AbbreviationsList of TablesList of FiguresCHAPTER ONE INTRODUCTION 1.1 Significance of the Study of Temporality 1.2 Significance of the Present Study 1.3 Outline of the BookCHAPTER TWO THEORETICAL BACKGROUND 2.1 Temporal Semantics and the Tense-aspect System 2.1.1 Time Specification and Expressions of Temporal Relations 2.1.2 The Tense-Aspect Morphology of Past in English 2.2 Lexical Aspect: The Inherent Temporal Properties 2.2.1 Lexical Aspect versus Grammatical Aspect 2.2.2 Inherent Aspectual Classification of Verbs on Time Schemata 2.2.3 Inherent Semantic Aspectual Properties of Verbs 2.2.4 Distinctions of Lexical Aspects by Semantic Properties 2.2.5 Diagnostic Tests of Lexical Aspectual Categories 2.3 Chapter SummaryCHAPTER THREE PREVIOUS STUDIES ON ACQUISITION OF TEMPORALITY 3.1 Studies on Acquisition Stages of Temporality 3.1.1 Developmental Stages of Temporal System in L1 3.1.2 Developmental Stages of Temporal Acquisition 3.2 Studies on Acquisition Order of Past Morphology: A Formal Perspective 3.2.1 Acquisition of Irregular and Regular Past Morphology 3.2.2 The Principle of Saliency 3.3 Studies on Lexical Aspect: A Semantic Perspective 3.3.1 The Defective Tense Hypothesis 3.3.2 The Primacy of Aspect Hypothesis 3.3.3 The Aspect Hypothesis 3.3.4 Principles Underlying Tense-Aspect Acquisition 3.4 Review of Research Methodologyin Temporal Studies 3.4.1 Longitudinal versus Cross-sectional Studies 3.4.2 Individual versus Group Data 3.4.3 Data Elicitation Tasks 3.5 Chapter SummaryCHAPTER FOUR METHODOLOGY 4.1 Research Hypotheses 4.2 Participants 4.3 Data Elicitation 4.3.1 The Task 4.3.2 Elicitation Procedure 4.4 Data Coding 4.4.1 Identification of Obligatory Simple Past Contexts 4.4.2 Coding for Features of Phonetic Saliency 4.4.3 Coding for Lexical Aspectual Categories 4.4.4 Coding for Verb Type 4.5 Data Analysis 4.5.1 Selection of Data for Analysis 4.5.2 Tests for Bias of the Selected Data 4.5.3 Division of Participants for the Cross-sectional Study 4.5.4 Data Processing 4.6 Chapter SummaryCHAPTER FIVE RESULTS AND FINDINGS 5.1 Results from Analyses of Phonetic Saliency 5.1.1 Results from the Overall Descriptive Study: Evidence for Hypothesis 1 5.1.2 Results from the Cross-sectional Study Across the Five Proficiency Groups: Evidence for Hypothesis 2 5.2 Results from Analyses of Lexical Aspect 5.2.1 Results from the Overall Descriptive Study:Evidence for Hypothesis 3 5.2.2 Results from the Cross-sectional Study: Evidence for Hypothesis 4 5.3 Chapter SUmmaryCHAPTER SIX DISCUSSION 6.1 The Effect of Phonetic Saliency 6.1.1 The Irregular versus Regular Constraint 6.1.2 The Constraint of Saliency on Irregular Variants 6.1.3 The Constraint of Saliency on Regular Variants 6.2 The Effect of Lexical Aspect 6.3 A General Discussion 6.4 Chapter SummaryCHAPTER SEVEN CONCLUSION 7.1 Major Findings 7.2 Pedagogical Implications 7.3 Limitations and Suggestions for Future StudiesBIBLIOGRAPHYAPPENDIX Data Collection TaskACKNOWLEDGEMENTS

本书通过对一般过去时标记习得过程中的两个主要语言影响因素即语音凸显度和动词情状体的研究，探讨了低水平的中国大陆英语学习者习得英语时间表达体系的过程。对全部语料的描述性研究和对分组语料的横向对比研究显示，两种因素的影响显著，但随着学习者语言能力的发展，两者的影响在程度上发生差异。研究结果表明学习者对内在意义的敏感大于外在形式。