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英语动词曲折形态在中国学习者心理词典中的表征
时间:2015-04-09 浏览次数:1623次 无忧论文网
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【中文题名】 英语动词曲折形态在中国学习者心理词典中的表征 【英文题名】 Mental Representation of English Verbal Inflectional Morphology in Chinese Learners’ Mind 【中文摘要】 本文报告了英语动词曲折形态(规则过去式和不规则过去式)在中国学习者心理词典中的表征。受试均为解放军外国语学院英语专业一年级的学生。本研究的主要目的是通过访谈和三个计算机辅助的心理语言学实验来探讨英语动词规则过去式和不规则过去式在心理词典中的存储方式,即是否以同样的方式在心理词典中表征,是否在同一个系统中处理。作为心理语言学理论层面研究的一部分,本文希望能通过研究者自己的实验寻找心理语言学在形态学领域的这一热门课题的答案。另外,由于中国英语学习者心理词典的研究仍处于起步阶段,尚未涉及形态的心理表征,本文 【英文摘要】 The dissertation would not have been completed without the encouragement and support of my teachers and friends. After the completion of this thesis, the moment has come to look back at a period of hard labor and to thank the people who were there to support me. I wish to express my heart-felt thanks to Professor Li Shaoshan, my supervisor, who aroused my interest in psycholinguistics, for his numerous suggestions, for his admirable patience and for his reading this thesis again and again while he is so Chapter One Introduction 11-27 1.1 Introduction 11-13 1.2 Themental lexicon 13-17 1.2.1 Mental lexicon-awell-organized system 13-14 1.2.2 Differences between a human’smental dictionary and a book dictionary 14-27 1.3 Morphological background knowledge 17-18 1.4 Regular and irregular verbs in English 18-21 1.5 Focus of the present study 21-26 1.6 The layout of this dissertation 26-27 Chapter Two Literature Review 27-49 2.1 Thelandscape 27-36 2.1.1 Characteristics of previous researches 27-31 2.1.2 Reasons for the conflicting results 31-38 2.2 Modeling English verbal inflectional morphological processing 36-48 2.2.1 Single-system theories 38-40 2.2.2 Dual-system theories 40-41 2.2.3 Connectionist models vs Pinker et al.’sdual-route models 41-49 2.2.3.1 Connectionist models 41-43 2.2.3.2 Pinker et al.’smodels 43-44 2.2.3.3 Combat between the two kinds of models 44-50 2.3 Conclusion 48-49 Chapter Three The Research 49-77 3.1 Aims of the research 49-49 3.2 Research design 49-77 3.2.1 Subjects 49-50 3.2.2 Theresearch 50-77 3.2.2.1 Interview 50-51 3.2.2.2 Computer-aided experimen taltasks 51-79 3.2.2.2.1 Controlled factors in choosing testing items 51-55 3.2.2.2.2 Rationale for the computer-aided experiments 55-66 3.2.2.2.3 Hypotheses 66-66 3.2.2.2.4 Apreliminary study on verb frequency 66-69 3.2.2.2.5 Experimental procedure 69-76 3.2.2.2.5.1 Experiment One 69-70 3.2.2.2.5.2 Experiment Two 70-72 3.2.2.2.5.3 Experiment Three 72-82 3.2.2.2.6 A short summary 76-81 Chapter Four Results and Discussion 77-106 4.1 Results and analyses 77-98 4.1.1 The interview 77-79 4.1.2 The experiments 79-101 4.1.2.1 Experiment One 79-81 4.1.2.2 Experiment Two 81-90 4.1.2.2.1 Statistical analysis 81-82 4.1.2.2.2 Manual examination of the answers 82-91 4.1.2.2.2.1 Answers to real verbs 82-89 4.1.2.2.2.2 Answers to nonce verbs 89-122 4.1.2.3 Experiment Three 90-97 4.1.2.3.1 Analysis One 91-94 4.1.2.3.2 Analysis Two 94-96 4.1.2.3.3 Analysis Three 96-122 4.1.2.4 A brief summary of the experiments 97-122 4.2 General discussion 98-101 4.3 Theoretical significance of the present study and its implications for language teaching 101-106 4.3.1 Theoretical significance 101-104 4.3.2 Implications for language teaching 104-107 Chapter Five Concluding remarks 106-112 5.1 Important findings 106-107 5.2 Novelty and imitations of the present research 107-110 5.2.1 Novelty 107-108 5.2.2 Limitations 108-122 5.3 Suggestions for further researches 110-122 Appendixes 112-122 Bibliography 122-139
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