二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

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[FONT=宋体]《英语学习者的中介语句法特征》(Syntactic Features of the English Interlanguage of Learners of English as a Second Language)，作者：张铭涧；出版社：中国海洋大学出版社 出版日期：2007年4月 咨询电话：0532-88661615。[/FONT]

[FONT=宋体]本书是作者在澳大利亚莫那什大学攻读博士的研究成果。该研究运用了语言类型学与普遍语法特征理论体系对英语作为第二语言学习者的中介语句法特征进行了实证性的验证。研究结果显示，语言类型学的许多蕴含共性模式都对英语中介语的一些句法特征具有解释作用。适合从事英语语言学和第二语言习得方面的研究人员，英语教师，硕士和博士研究生使用。[/FONT]
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

有目录的图片什么的吗？
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

希望看到本书更为详细的介绍。
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

Table of Contents



Abstract vi

Statement vii

Acknowledgements viii

Abbreviations ix


Chapter One Introduction
1.1. Research questions 1
1.2. Underlying theoretical framework – typological approach and universals 1
1.3. Typological approach and second language acquisition 7
1.3.1. Typological approach in second language acquisition 7
1.3.2. Typological universals to be tested in the study 9
1.4. Significance of the research 9
1.5. Organisation of the thesis 10

Chapter Two Literature review

2.1. Typology and universals 12
2.1.1. A brief history of typology 12
2.1.2. Approaches in typology 16
2.1.3. Crosslinguistic patterns regarding word order universals and
grammatical hierarchies 22
2.1.3.1. Word order universals 22
2.1.3.2. Grammatical hierarchies 32
2.1.3.3. Some recently motivated implicational hierarchies/hypotheses 43
2.1.4. Summary 51
2.2. Second language acquisition 52
2.2.1. An overview: theory and practice in second language acquisition 52
2.2.1.1. Contrastive analysis 52
2.2.1.2. Error analysis and interlanguage theory 53
2.2.1.3. Monitor theory 56
2.2.1.4. Variation (and functionalism) 57
2.2.1.5. Universal approaches 62
2.2.2. Studies of interlanguage in question formation: a typological
approach 68
2.2.3. Studies of interlanguage in relative clause formation 70
2.2.3.1. Relative clause formation in SLA: an overview 70
2.2.3.2. Relative clause formation in SLA: the Accessibility Hierarchy 73
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

Chapter Three Methodology

3.1. The study 83
3.1.1. Background of the study 83
3.1.2. Procedure of data collection and participants 84
3.1.3. Difficulties encountered in the sampling procedure 88
3.2. The tasks 90
3.2.1. Conversation – interview and role-play with cue card 90
3.2.2. Elicited repetition 96
3.2.3. Sentence combination 98
3.2.4. Grammaticality judgment 100
3.2.5. Free essay writing 104
3.3. Data processing 105

Chapter Four Results and analysis of findings

4.1. Results regarding implicational universals of yes/no and wh questions 107
4.1.1. Results of data 107
4.1.2. Interpretation of data and discussion 111
4.1.3. Summary 120
4.2. Results regarding acquisition of relative clauses with reference
to the Accessibility Hierarchy 120
4.2.1. Results from the repetition task 121
4.2.2. Results from the sentence combination task 125
4.2.3. Results from the grammaticality judgment task 134
4.2.4. Results from the conversation and subjects’ written essays 138
4.2.5. Results of various RC-elated non-standard forms 140
4.2.5.1. RC-related non-standard forms in different tasks 140
4.2.5.2. RC-related non-standard forms via English proficiency levels
151
4.2.5.3. RC-related non-standard forms via first languages 154
4.2.6. Summary 157
4.3. Results regarding other implicational universals 158
4.3.1. Results regarding the Clause Embedding Hierarchy 159
4.3.2. Results regarding the Subordinate Gap/No Gap Hierarchy 163
4.3.3. Results regarding the Hierarchy for Complementisers 164
4.3.4. Results regarding the Bridging Verb Hierarchy 167
4.3.5. Results regarding the Head Noun Phrase Hierarchy 169
4.3.6. Results regarding the Valency Completeness Hypothesis 171
4.3.7. Summary 176
4.4. Results regarding interlanguage features in naturalistic data 178
4.4.1. Overall results from the conversation and written essays 178
4.4.2. Results examined by different English proficiency level groups 184
4.4.3. Results examined by different first language groups 186
4.4.4. Summary 194

Chapter Five Summary of major theoretical findings

5.1. Findings regarding the acquisition of English interrogative questions 197
5.2. Findings regarding the acquisition of English restrictive relative clauses 198
5.3. Findings regarding other implicational universals 200
5.4. Summary 203

Chapter Six Concluding remarks

6.1. Methodological limitations of the study 204
6.2. Use of SLA data for the evaluation of typological universals 205
6.3. Some theoretical issues arising from the study that warrant future
research 212
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

Appendices

Appendix I Table of Universals Tested, Data Collected and Methods

Used in the Study 214

Appendix II Profiles of the Subjects 215

Appendix III Tasks for Data Collection 217

Appendix IV Counts of Instances in Features of Question Word Order 220

Appendix V Definitions of Features for the Repetition Task (A) and
Individual Performances in the Repetition Task (B) 221
Appendix VI Definitions of Features for the Sentence Combination Task (A) and Individual Performances in the Sentence Combination Task (B) 224
Appendix VII Individual Performances in the Grammaticality Judgment

Task (Items Related to Relative Clauses) 228

Appendix VIII Counts of Relatives Clauses in Subjects’ Speech and

Written Essays 230

Appendix IX Individual Performances in the Grammaticality Judgment Task

(Items Related to Various Implicational Universals) (A & B) 231
Appendix X Aggregate Counts of Instances of Different Features in the Conversation Task 234
Appendix XI Aggregate Counts of Instances of Different Features in

the Subjects’ Written Essays 236


Bibliography
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

Abstract

This study investigates syntactic features of the English interlanguage of adult ESL learners. The theoretical framework underlying the present study is mainly based on theories of linguistic typology and universals, particularly those of Hawkins (1999). Implicational universals such as the word order of interrogative question formation (Greenberg 1963), the Accessibility Hierarchy regarding relative clause formation (Keenan and Comrie 1977) and a number of processing-motivated implicational hierarchies/hypotheses in terms of filler-gap domains (Hawkins 1999) were examined in the study in order to test the extent to which the syntactic features of the English interlanguage of ESL learners can support the predictions made by these typological universals.

Data for the study was collected from about sixty international students studying at Monash University English Language Centre via a collection of written essays from the subjects as well as a number of tasks including a conversation (comprising an interview and a role-play), elicited repetition, sentence combination and grammaticality judgment. Data collection was carried out both cross-sectionally (from learners of different language-speaking backgrounds at different proficiency levels) and longitudinally (at two intervals over a year). Results of the study show that the syntactic features studied in the subjects’ English interlanguage predominantly support the implicational universals under examination regardless of the English proficiency levels and first languages of the subjects, lending support to the implicational universals as valid predictors for the phenomena of second language acquisition. More significantly, the processing-motivated explanation for the implicational universals in terms of filler-gap domains (Hawkins 1999) provides a unifying account, which can address adequately both the regularities and irregularities of the interlanguage syntactic features under study.
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

thanks.
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

类型学也是个很好的角度啊。
 
回复: 二语习得研究领域的新著：张铭涧博士《英语学习者的中介语句法特征》出版。

hehe ding
 
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