中国英语学习者在阅读中习语处理过程研究2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter 1 Introduction1

1.1 Research orientation1

1.2 English verbal idioms:The object of research2

1.3 Rationale4

1.4 Key research questions9

1.5 Organization of the dissertation9

Chapter 2 Idiom Processing in L2 Reading:Issues,Studies,and Problems11

2.1 English verbal idioms12

2.1.1 Defining"idiom"12

2.1.2 Classification of idioms13

2.1.3 English verbal idioms15

2.1.4 Cross-linguistic studies of idioms16

2.1.5 Classification of English verbal idioms in the present study23

2.2 Previous research on idiom processing26

2.2.1 Lower-level and higher-level processing in L2 reading27

2.2.2 Lower-level processing of idioms in L2 reading—Idiom recognition27

2.2.3 Higher-level processing of idioms in reading—Idiom comprehension45

2.3 Summary63

Chapter 3 Predictions on L2 Learners'Processing of Unfamiliar Idioms in Reading65

3.1 Operationalizing"idiom processing"65

3.1.1 Operationalizing"idiom recognition"66

3.1.2 Operationalizing"idiom comprehension"67

3.2 Predictions on L2 learners'processing of idioms in reading68

3.2.1 Effect of idiom type68

3.2.2 Effect of proficiency level72

3.3 Research hypotheses74

3.4 Summary77

Chapter 4 Methodology79

4.1 Study 180

4.1.1 Participants81

4.1.2 Instrumentation84

4.1.3 The computerized idiom recognition task95

4.1.4 Data analysis102

4.2 Study 2102

4.2.1 Participants103

4.2.2 Instrumentation104

4.2.3 The computerized idiom comprehension task104

4.2.4 Data analysis106

4.3 Study 3106

4.3.1 Participants106

4.3.2 The think-aloud procedures108

4.4 Summary114

Chapter 5 Results and Analysis115

5.1 Recognition of idioms in reading116

5.1.1 Recognition of unfamiliar words vs.unfamiliar idioms in reading116

5.1.2 Effect of idiom type on L2 learners'recognition of idioms121

5.1.3 Proficiency effect on L2 learners'recognition of idioms in reading129

5.1.4 Summary of the results relating to idiom recognition in reading133

5.2 Comprehension of idioms in reading134

5.2.1 Effect of idiom type on comprehension134

5.2.2 Proficiency effect on L2 learners'idiom comprehension137

5.2.3 Summary of the results on idiom comprehension in reading140

5.3 Comprehension processes of idioms by L2 learners in reading140

5.3.1 L2 learners'comprehension of English idioms in reading141

5.3.2 Comprehension processes of idioms by L2 learners in reading142

5.3.3 Summary of the results of the think-aloud task161

5.4 Summary162

Chapter 6 General Discussions165

6.1 Characteristics of L2 learners'processing of unfamiliar English verbal idioms in reading165

6.1.1 Lower-level processing of idioms in reading166

6.1.2 Higher-level processing of idioms in reading180

6.2 The Decomposition-Context Resonant(DCR)Model—An interpretative framework of L2 learners'processing of unfamiliar English verbal idioms in reading189

6.3 Food for thought197

6.4 Summary200

Chapter 7 Conclusion203

7.1 A recapitulation of the major findings203

7.2 Implications206

7.2.1 Implications for L2 idiom processing research206

7.2.2 Implications for L2 idiom instruction207

7.3 Limitations of the current study and suggestions for future research209

Bibliography213

Appendix 1 Idiom decomposition judgment test229

Appendix 2 The target idioms and their meaning235

Appendix 3 A survey of Chinese EFL learners'learning of English idioms239

Appendix 4 The vocabulary size test and the answers243

Appendix 5 The reading proficiency test and the answers251

Appendix 6 The idiom knowledge test269

Appendix 7 Target vignettes,comprehension tasks,and glossaries273

Appendix 8 Distracter vignettes,comprehension tasks,and glossaries299

Appendix 9 Instructions for the idiom recognition task307

Appendix 10 Instructions for the idiom comprehension task311

Appendix 11 Instructions for the think-aloud task313

Appendix 12 The idioms used in the think-aloud task315

Appendix 13 Lookup times for each idiom in the Computerized Idiom Recognition Task317

Appendix 14 Lookup times for each target word in the Computerized Idiom Recognition Task319

后记321

Table 2.1 Comparison of idioms in two languages:Degrees of similarity19

Table 2.2 A summary of the classification scheme of English verbal idioms26

Table 4.1 The number of idioms in each subcategory for the two sessions82

Table 4.2 Grouping of participants based on years of L2 English learning and scores on English Vocabulary Size Test83

Table 4.3 Independent samples t-test of reading proficiency scores84

Table 4.4 Classification of verbal idioms in the present study86

Table 4.5 Descriptive statistics of the vignettes91

Table 4.6 Lengths of distracter vignettes92

Table 4.7 A sample of the results screen100

Table 4.8 Grouping of participants based on years of L2 English learning and scores on English Vocabulary Size Test104

Table 4.9 Independent samples t-test of reading proficiency scores104

Table 4.10 Grouping of participants based on years of L2 English learning and scores on English Vocabulary Size Test107

Table 4.11 Independent samples t-test of reading proficiency scores107

Table 5.1 Paired samples t-test of lookup times between the target idioms and words(all participants)117

Table 5.2 Paired samples t-test of lookup times between the target idioms and words(the Intermediate group)118

Table 5.3 Paired samples t-test of lookup times between the target idioms and words(the Upper-Intermediate group)118

Table 5.4 Results of Wilcoxon Test(the Intermediate group)119

Table 5.5 Results of Wilcoxon Test(the Upper-Intermediate group)119

Table 5.6 A summary of lookup times for each idiom type122

Table 5.7 Pairwise comparisons of the mean differences between types(all participants)124

Table 5.8 Pairwise comparisons of the mean differences between types(the Intermediate group)124

Table 5.9 Pairwise comparisons of the mean differences between types(the Upper-Intermediate group)124

Table 5.10 Mean times of idiom lookups of each sub-type across both L2 groups126

Table 5.11 Effects of the degree of L1-L2 similarity and fixedness on lookup behavior(the Intermediate group)128

Table 5.12 Effects of the degree of L1-L2 similarity and fixedness on lookup behavior(the Upper-Intermediate group)128

Table 5.13 Mean times of lookups for different idiom types130

Table 5.14 Effects of the degree of L1-L2 similarity and proficiency on idiom recognition130

Table 5.15 T-tests for means on different idiom types131

Table 5.16 Mean comprehension scores of different idiom types for both L2 groups135

Table 5.17 Mean differences between types(the Intermediate group)136

Table 5.18 Mean differences between types(the Upper-Intermediate group)136

Table 5.19 Descriptive statistics of the learners'idiom comprehension scores138

Table 5.20 Effects of idiom type and proficiency on the comprehension task138

Table 5.21 T-tests for mean scores on different idiom types between the two L2 groups139

Table 5.22 Correct comprehension of idioms in the think-aloud task by two L2 groups141

Table 5.23 Strategies by frequency of use150

Table 5.24 Strategy use by the Intermediate group153

Table 5.25 Strategy use by the Upper-Intermediate group154

Table 5.26 Frequency of effective strategies in the think-aloud task155

Figure 2.1 The Conceptual-Semantic Image(CSI)Distance18

Figure 2.2 Lexical comprehension/production model for oral and written modalities36

Figure 5.1 Lookup times of words and idioms for both L2 groups120

Figure 5.2 Mean frequency of lookup times for each idiom type across both L2 groups123

Figure 5.3 Lookup times for idioms of different categories127

Figure 5.4 Means plot of lookup times for different idiom types across both L2 groups132

Figure 5.5 Strategy use and idiom type151

Figure 5.6 Effective strategies used for each idiom type156

Figure 5.7 Frequency of effective strategies used by the two L2 groups158