中国英语学习研究

序言　1
前言　3
Acknowledgements　15
Preface　16
Contents　18
Part Ⅰ: Cross-linguistic Factors of EFL Learning
Chapter One Introduction　3
Chapter Two Cultural Understanding of Lexical Items　17
2.1. Context of the problem　17
2.2. Comparison of dictionary entries　18
2.3. An investigation of the cross-cultural understanding of lexical items　20
2.4. Results of the investigation　21
2.5. A discussion of the cultural understanding of lexical items and the implica-tions to ELT　25
Chapter Three Basic Sentence Structure and Thought Patterns　31
3.1. Topic-prominent constructions and EFL learning　31
3.2. Topic prominence in Chinese learners' essay writing　32
3.3. An investigation of Chinese EFL learners' topic-prominent constructions　34
3.3.1. Rationale
3.3.2. Subjects
3.3.3. Test Structures
3.3.4. The Test
3.4. Patterns of Chinese EFL learners' topic-prominent constructions　37
3.4.1. Topic-prominent constructions between groups
3.4.2. Major types of topic-prominent construction between groups
3.5. A discussion of topic-prominent constructions and thought patterns in EFLlearning　43
3.6. Implications for EFL learning　48
Chapter Four Characteristic Paragraph and Essay Structures　51
4.1. Studies of cross-cultural differences in discourse patterns　51
4.2. An analysis of the discourse patterns　51
4.2.1. Essay with deductive structure
4.2.2. Essay with inductive structure
4.2.3. Deductive essay with inductive paragraphs
4.3. Case study of Chinese EFL teachers' structural classification　59
4.4. Distribution pattern of the student's essay structures　60
4.5. Chinese EFL learners' preferred paragraph and essay structures　61
Chapter Five Preferred Patterns of Discourse　65
5.1. Studies in intercultural discourse patterns　65
5.2. An analysis of spoken discourse　65
5.3. An analysis of written discourse　72
5.3.1. Inductive essay
5.3.2. Inductive paragraphs
5.3.3.Topic-prominent sentence structure in discourse
5.4. Exploration of Chinese vs. Western patterns of discourse　78
5.5. Preferred patterns of discourse in the Chinese cultural context　83
Chapter Six Culture and Speech Act Sets　87
6.1. Speech act theory in intercultural communication studies　87
6.2. Speech act theory　87
6.3. The notion of speech act set　90
6.4. Different cultures, different speech act sets　93
6.5. The implication of the notion of speech act sets　98
Part 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　103
1.1. The context of the study　103
1.2. The need for the study　104
1.3. A summary of the major findings　105
1.4. An outline of
Part II　109
Chapter Two A Review of Studies in Intercultural Discourse Studies　111
2.0. Introduction　111
2.1. The relationship between language, culture and cognition　111
2.2. Studies in intercultural discourse: Chinese vs. western discourse patterns　113
2.3. Markedness, cultural schemata and discourse studies　119
2.4. Research methodology　126
2.5. Summary　130
Chapter Three Qualitative and Quantitative Studies　133
3.0. The statement of the problem　133
3.1. The qualitative aspect of the study　133
3.1.1. The data
3.1.2. Analysis of the paragraph structures
3.1.3. Description of the structures of the essays
3.1.4. EFL teachers' classification of the structural types of the essays
3.2. The quantitative aspect of the study: the investigation　149
3.2.1. The hypothesis
3.2.2. Operational definitions
3.2.2.1.The independent variables
3.2.2.2.The dependent variables
3.2.2.3. Definition of terms
3.2.3.The questionnaire
3.2.3.1. Task Ⅰ: Wwhat makes a good essay
3.2.3.2. Task Ⅱ: Evaluation of the students' essays
3.2.3.3. Task Ⅲ: Comparison of different structural types
3.2.4 The pilot study
3.2.5. The informants
3.2.6. Data collecting procedures
3.2.7. Statistical analysis
3.2.7.1. Statistics for task I: What makes a good essay
3.2.7.2. Statistics for task II: Evaluation of the students' essays
3.2.7.3. Statistics for task III: Comparison of different structural types
3.3. The significance of the study　169
Chapter Four The Results: Discourse Patterns and Evaluative Attitudes　171
4.0. Introduction　171
4.1 Results of the qualitative analysis　171
4.2. Results of the quantitative study: The investigation　174
4.2.1. Task Ⅰ: Opinions on what makes a good essay
4.2.1.1. Question 1 :Using conversational style vs. a strictly organized sequence
4.2.1.2. Question 2: Expression of personal feeling vs. direct reasoning
4.2.1.3. Question 3: Reference to other ideas vs. focus on one subject
4.2.1.4. Question 4: Specific to general vs. general to specific
4.2.1.5. Question 5: Examples prior to thesis vs. thesis followed by illustration
4.2.1.6 Summary of task I
4.2.2. Task Ⅱ: Evaluation of the students' essays
4.2.2.1. Evaluation of the essays with inductive structure
4.2.2.2. Evaluation of the essays with inductive paragraph structure
4.2.2.3. Evaluation of the essays with deductive structure
4.2.2.4. Summary of task Ⅱ
4.2.3. Task Ⅲ: Comparison of the preference of different structural types
4.2.3.1. Comparison of the preference of inductive vs. deductive structure
4.2.3.2. Comparison of the preference of inductive paragraph vs. deductive paragraph structure　4.2.3.3. Summary of task Ⅲ　4.3. Summary of the results of the study　197
Chapter Five A Discussion of Markedness in Intercultural Discourse Patterns　201
5.0. Introduction　201
5.1. Interpretation of the results　202
5.1.1. The description of the paragraph and essay structures
5.1.2. Writing in a conversational style vs. in a strictly organized sequence
5.1.3. Expression of personal feelings vs. direct reasoning
5.1.4. Reference to other ideas vs. focus on one subject
5.1.5. Overgeneralization effect in the application of metaknowledge
5.1.6. Impression-evaluation of the student's essays
5.1.7. Preference for the inductive/deductive essay structure
5.2. Discussion on the issue of deductive vs. inductive patterns in intercultural discourse　213
5.2.1. Frequency of occurrence
5.2.2. A Surprise, a break from the communicative norm
5.2.3. Preference in lingnistic production
5.2.4. Markedness
5.2.5. Cultural Schema
5.3. An Explanatory model of markedness for intercultural discourse　223
5.4. Major contributions of the study　225
5.5. Implications of the present study　227
5.6. Limitations of the present study　229
Chapter Six Conclusion: Theory and Practice in Intercultural Discourse Studies　231
6.1. Major findings of the study　231
6.2. Major contribution to the theory and practice in intercultural discourse studies　236
6.3. Suggestions for further research　237
Bibliography　239
Appendixes for Part Ⅰ
APPENDIXES for Chapter 3:　255
Appendix Ⅰ. Test Items　255
Appendix Ⅱ. Samples of Chinese EFL Students' Topic Prominent Constructions　256
APPENDIX for Chapter 5:　261
The Original Chinese Text for Mao Zedong's Talk　261
Appendixes for Part Ⅱ
Appendix 1.Description of the Structural Types of the Essays　265
Appendix 1.1. Questionnaire: EFL Teacher's Classification of the Structural Types　271
Appendix 1.2. Samples of Essays with Inductive Structures　279
Appendix 1.3. Samples of Essays with Inductive Paragraph Structures　285
Appendix 1.4. Samples of Essays with Deductive Structures　294
Appendix 2. The Questionnaire of the Study
Appendix 2.1. Coding of the Data of Task I: Opinions on What Makes a Good Essay　326
Appendix 2.1.1. Statistical Analysis （ANOVA） of the Data: Question 1
Appendix 2.1.2. Statistical Analysis （ANOVA） of the Data: Question 2
Appendix 2.1.3. Statistical Analysis （ANOVA） of the Data: Question 3
Appendix 2.1.4. Statistical Analysis （ANOVA） of the Data: Question 4
Appendix 2.1.5. Statistical Analysis （ANOVA） of the Data: Question 5
Appendix 2.2. Coding of the Data of Task II: Evaluation of the Students' Essays 338
Appendix 2.2.1. Statistical Analysis (Repeated Measures) of the Evaluation of the Essays with Inductive Structure
Appendix 2.2.2. Statistical Analysis (Repeated Measures) of the Evaluation of the Essays of Deductive Frame with Inductive Paragraph Structure
Appendix 2.2.3. Statistical Analysis (Repeated Measures) of the Evaluation of the Essays with Deductive Structure
Appendix 2.3. Coding of the Data of Task III: Comparison of the Preference of Different Structural Types 347
Appendix 2.3.1. Statistical Analysis (Chi-Square Tests) of the Preference of Inductive Structure vs. Deductive Structure
Appendix 2.3.2. Statistical Analysis (Chi-Square Tests) of the Preference of Inductive Paragraph Structure vs. Deductive Paragraph Structure