中国EFL学习者英语句子加工中母语概念迁移的语言水平效应实证研究--基于眼动技术

概念化模式论文 概念迁移论文 语言水平论文
论文详情
摘要第4-6页
Abstract第6-7页
Acknowledgements第8-9页
Abbreviations第9-10页
Lists of Figures第10-11页
Lists of Tables第11-14页
Chapter One Introduction第14-19页
    1.1 Research Background第14-15页
    1.2 Research Objectives第15-16页
    1.3 Methodology of the Study第16-17页
    1.4 Significance of the Present Study第17页
    1.5 Layout of the Thesis第17-19页
Chapter Two Literature Review第19-28页
    2.1 Key Concepts第19-21页
        2.1.1 Language transfer第19-20页
        2.1.2 Semantic Transfer第20页
        2.1.3 Conceptual Fluency第20-21页
    2.2 Previous Studies on the Semantic Transfer第21-22页
    2.3 Previous Studies on the Conceptual Transfer第22-25页
        2.3.1 The Exploration on the Conceptual Competence第22-24页
        2.3.2 The Exploration on the Metaphorical Competence第24-25页
    2.4 Eye Tracking Technology and Language Processing第25-27页
        2.4.1 An Introduction to Eye Tracking Technique第25-26页
        2.4.2 Eye-tracking Studies of Sentence Processing第26-27页
    2.5 Conclusion第27-28页
Chapter Three Theoretical Framework第28-48页
    3.1 The Comprehension of Conceptual Competence第28-32页
        3.1.1 Basic Conception of Conceptual Competence第28-29页
        3.1.2 Conceptual Competence of Psycholinguistics第29-31页
        3.1.3 Conceptual Competence of Cognitive Linguistics第31-32页
    3.2 Criticism of Previous Views on Conceptual Competence第32页
    3.3 Current Exploration of Conceptual Competence第32-35页
        3.3.1 Language-Specificity of Linguistic Concepts第33页
        3.3.2 Language-Specificity of Domain Mapping第33-34页
        3.3.3 Language-Specificity of Perspective-Taking第34-35页
        3.3.4 Language-Specificity of Schematization第35页
    3.4 Theoretical Model of Conceptual Competence第35-42页
        3.4.1 Sub-Abilities of Conceptual Competence第35-40页
            3.4.1.1 Understanding Domain Mapping第35-36页
            3.4.1.2 Understanding Schematization第36-37页
            3.4.1.3 Understanding Perspective-Taking第37-40页
        3.4.2 A New Conception of Conceptual Competence第40-42页
    3.5 Cognitive Structure of Conceptual Competence第42-45页
        3.5.1 Understanding Cognitive Structure of L2 Conceptual Competence第42-43页
        3.5.2 Model of the Process of L1MC Transfer in L2 Comprehension第43-45页
    3.6 Summary第45-48页
Chapter Four Methodology第48-54页
    4.1 Research Questions第48页
    4.2 Research Design第48-49页
    4.3 Method第49-53页
        4.3.1 Subjects第49页
        4.3.2 Apparatus第49页
        4.3.3 Materials第49-52页
        4.3.4 Procedures第52-53页
    4.4 Data Collection第53-54页
Chapter Five Results and Discussion第54-63页
    5.1 L1 Conceptual Transfer in L2 Sentence Comprehension第54-57页
        5.1.1 Low-level Language Learners in Comprehending SV of SMC and EMC Sentences第54-55页
        5.1.2 Low-level Language Learners in Comprehending FG of SMC and EMC Sentences第55-56页
        5.1.3 High-level Language Learneres in Comprehending SV SMC and EMC Sentences第56页
        5.1.4 High-level Language Learneres in Comprehending FG of SMC and EMC Sentences第56-57页
    5.2 The Relationship Between Conceptual Transfer and Language Proficiency第57-60页
        5.2.1 Low-level Language Learners and Conceptual Transfer第57-58页
        5.2.2 High-level Language Learners and Conceptual Transfer第58-60页
    5.3 General Discussion第60-61页
    5.4 Summary第61-63页
Chapter Six Conclusions第63-67页
    6.1 Major Findings第63-64页
    6.2 Pedagogical Implications第64-65页
    6.3 Limitations and Suggestions for Further Study第65-67页
References第67-74页
Appendix One: The Profile of Subjects第74-75页
Appendix Two: Lickert Scale of Familiarity Judgment第75-81页
Appendix Three: Classification of Experimental Material第81-108页
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