中國(guó)大學(xué)生英語(yǔ)運(yùn)動(dòng)事件表達(dá)習(xí)得研究.pdf

1、分類(lèi)號(hào)學(xué)校代碼!Q墨絲密級(jí)學(xué)號(hào)至QQ魚(yú)!Q璺鯉Q!AcquisitionofEnglishMotionEventExpressionsbyChineseEFLLearners中國(guó)大學(xué)生英語(yǔ)運(yùn)動(dòng)事件表達(dá)習(xí)得研究研究生姓名鱟丞絲指導(dǎo)教師姓名、職稱(chēng)魚(yú)簋絲整撞學(xué)科專(zhuān)業(yè)墓堡堡室塞鱟湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二O一一年十二月，；AbstractMotioneventiscentraltoourhumanexperience，whichexpl

2、ainswhyresearchontheacquisitionofmotioneventexpressionshasbeenoneofthekeyissueslinguistsandpsychologistsbothathomeandabroadpayspecialattentiontoMostofthestudies，howeverfocusontheL1acquisition，tryingtoexploretheeffectsoft

3、ypologicallydifferentlanguagesonthinkingIntermsofL2acquisition，ithasbeenaratherneglectedarea，thoughsomerelevantresearchhasbeenpublishedrecentlyMoreover，thefindingsremainquiteinconclusiveastowhetherandtowhatextentlearners

4、CanacquiretheL2thinking—forspeakingpatternsInparticular，hardlyanyworkhasbeendevotedtoanindepthanalysisofhowChineseEFLlearnersacquireEnglishmotioneventexpressionsThestudyisbasedonTalmy’StypologicalframeworkandSlobin’Sthin

5、king—forspeakinghypothesisTalmy(2000)hascategorizedlanguagesasbeingeitherasatelliteframedoraverbframedlanguageaccordingtohowPathisrepresentedinthelanguageSlobin(2004)proposedaddingathirdclassofequipollently—framedlanguag

6、esinwhichPathandMannerareexpressedbyequivalentgrammaticalformsThinkingforspeakinghypothesispostulatesthateachlanguagewillprovidespecificchoicestoitsnativespeakerstotrainthemtoattendtoparticulardetailsofthemotioneventexpr

7、essionsSuchtypologicalfeatures，therefore，haveastrongimpactontheonlinethinkingforspeaking，andareresistanttorestructuringinadultsecondlanguageacquisitionWiththisinmind，theauthorintendstoexplorewhetherandtowhatextentChinese

8、EFLlearnersatdifferentproficiencylevelscanacquireEnglishmotioneventexpressionsacrosseventtypesandtowhatextenttheL1thinkingforspeakinginfluencestheacquisitionSpecifically，wehaveaddressedthefollowingthreequestions：1Towhate