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Part One Language Skills4

Chapter 1 The Effects of Topic Familiarity and English Proficiency on Listening Comprehension4

1.1 Information processing and components of listening comprehension4

1.1.1 Bottom-up processing4

1.1.2 Top-down processing5

1.1.3 Interactional processing5

1.1.4 Components of listening comprehension6

1.2 Schema theory and its listening comprehension model8

1.2.1 Schema theory8

1.2.2 Listening comprehension model on schema theory11

1.3 Relevance theory and its listening comprehension model11

1.3.1 Relevance theory12

1.3.2 Listening comprehension model of relevance theory13

1.4 Research methodology of listening comprehension14

1.4.1 Research materials and tools14

1.4.2 Research questions and hypotheses16

1.4.3 The operational definition of variables17

1.5 Empirical approaches to listening comprehension18

1.5.1 Quantitative statistics and description18

1.5.2 Qualitative statistics and description20

1.6 Topic familiarity and its effects on listening comprehension23

1.6.1 Explanation from schematic perspective23

1.6.2 Explanations from relevance theory26

1.7 English proficiency and its effects on listening comprehension27

1.8 Bottom-up and top-down processing in listening comprehension28

1.9 The transactional listening comprehension model29

Chapter 2 A Cognitive Approach to the Acquisition of Discourse Markers33

2.1 The oral characteristics of Discourse Markers33

2.2 Two approaches to Discourse Markers34

2.2.1 The coherence-based approach35

2.2.2 The relevance-theoretic approach36

2.2.3 Differences between the two approaches to Discourse Markers37

2.3 Researches on the use and acquisition of Discourse Markers39

2.3.1 The use and acquisition of Discourse Markers by native speakers39

2.3.2 The use and acquisition of Discourse Markers by L2 learners40

2.3.3 The use and acquisition of Discourse Markers by Chinese learners41

2.4 Cognitive approaches to Discourse Markers43

2.4.1 Schmidt's construct of noticing and the information-processing approach43

2.4.2 VanPattern and input processing45

2.4.3 Relevance Theory and Space Blending Theory:two cognitive theories46

2.4.4 Integrative study of Relevance Theory and Space Blending Theory50

2.5 Research methodology of and empirical approaches to Discourse Markers52

2.5.1 Data in the picture description53

2.5.2 Data in the group discussion56

2.5.3 Comparison of the two kinds of data57

2.5.4 Comparison with the native corpora59

2.5.5 Data in the cloze test62

2.5.6 Data in the utterance interpretation64

2.5.7 Data in the sufficiency of the input67

2.5.8 The patterns and implications of Discourse Markers67

2.6 Factors contributing to the acquisition of Discourse Markers68

2.6.1 Noticing of Discourse Markers69

2.6.2 Instruction on Discourse Markers70

2.6.3 Processing of Discourse Markers71

2.7 Models for the analysis of Discourse Markers71

2.7.1 The inferential model of Relevance Theory72

2.7.2 Blending models for Discourse Markers'role in utterance interpretation73

2.7.3 The separate pragmatic blending model of Discourse Markers75

Chapter 3 The Effects of Rhetorical Organization on Reading Comprehension78

3.1 Rhetorical organization and reading comprehension78

3.1.1 Organizational components of structures79

3.1.2 Features and basic rhetorical structures of different types of text80

3.2 Schema theory and reading comprehension82

3.2.1 Classification of schema83

3.2.2 Schema theory and reading comprehension85

3.3 Effects of schemata on reading comprehension88

3.3.1 Effects of reading proficiency89

3.3.2 Effects of content schemata89

3.3.3 Effects of formal schemata90

3.4 Research methodology of reading comprehension91

3.5 Empirical approaches to reading comprehension94

3.5.1 Data analysis in types of writing94

3.5.2 Data analysis in discourse structures99

3.6 Schema activation of reading comprehension104

Chapter 4 The Effects of Integrated Reading-writing Approach on Reading/Writing Proficiency109

4.1 The nature and processes of reading109

4.1.1 The nature of reading109

4.1.2 The reading processes110

4.2 The nature and processes of writing113

4.2.1 The nature of writing114

4.2.2 The writing processes114

4.3 Theoretical bases of reading-writing integration116

4.3.1 Krashen's input hypothesis and Swain's output hypothesis117

4.3.2 Widdowson's integrated approach119

4.3.3 Kucer's cognitive model of reading and writing processes122

4.4 Theoretical bases of reading-writing correlation124

4.5 Research methodology of the effects of reading/writing proficiency125

4.5.1 Research design126

4.5.2 Subjects127

4.5.3 Instruments127

4.5.4 Procedures128

4.5.5 Data collection and data analysis130

4.6 Empirical approaches to the effects of reading/writing proficiency130

4.6.1 Results of each class on reading131

4.6.2 Comparisons of the three classes'reading performance133

4.6.3 Results of each class on writing134

4.6.4 Comparisons of the three classes'writing performance136

4.6.5 Results of the questionnaire138

4.7 The"input-construction-comprehension-output"circulation139

Part Two Morphology and Grammaticalization152

Chapter 5 The Acquisition of English Polysemous Verbs of Motion152

5.1 Semantic theories related to lexicon152

5.1.1 Componential analysis of lexicon152

5.1.2 Semantic field theory and polysemous field154

5.1.3 Frame semantics and the knowledge of words155

5.1.4 Organization of the internal lexicon156

5.2 Polysemy under the framework of prototype,image schemas,metaphor and metonymy158

5.2.1 Polysemy and prototype159

5.2.2 Polysemy and image schemas161

5.2.3 Polysemy and metaphor164

5.2.4 Polysemy and metonymy165

5.3 Polysemy and polysemous verbs of motion167

5.4 Research methodology of the acquisition of English polysemous verbs of motion168

5.4.1 Research questions and hypotheses169

5.4.2 Instruments169

5.4.3 Data collection and analysis170

5.5 The acquisition of the basic senses of English polysemous verbs of motion171

5.6 The acquisition of the extended senses of English polysemous verbs of motion176

5.6.1 Acquisition of the extended senses of move176

5.6.2 Acquisition of the extended senses of run179

5.6.3 Acquisition of the extended senses of draw181

5.6.4 Acquisition of the extended senses of hold183

5.6.5 Acquisition of the extended senses of fix185

5.6.6 Acquisition of the extended senses of hit186

Chapter 6 The Acquisition of English Spatial Prepositions189

6.1 Iconicity and human cognition189

6.2 The principles of iconicity190

6.2.1 The categorization of iconicity190

6.2.2 The levels of iconicity191

6.2.3 Four iconicity principles192

6.3 The philosophic foundation of iconicity193

6.4 Spatial iconicity of prepositions195

6.4.1 The constitution of spatial concepts195

6.4.2 Spatial concept of prepositions196

6.4.3 Spatial iconicity of prepositions198

6.5 Research methodology201

6.5.1 Subjects201

6.5.2 Instruments202

6.5.3 Picture description203

6.6 An analysis of the principles of iconicity from the perspective of cognition204

6.6.1 The principle of distance205

6.6.2 The principle of quantity206

6.6.3 The principle of sequence207

6.7 The cognitive networks formed by the principles of iconicity of prepositions209

6.8 An analysis of the extension of the semantic domains of prepositions212

6.8.1 The domain of time212

6.8.2 The domain of quanlity213

6.8.3 The domain of state215

6.8.4 The domain of purpose/cause216

6.8.5 The domain of method/instrument217

6.9 The cognitive networks formed by semantic extension of prepositions219

Chapter 7 The Developmental Stages of Wh-movement Acquisition224

7.1 Wh-movement phenomenon224

7.1.1 Wh-phrases224

7.1.2 Wh-trace226

7.1.3 Wh-questions227

7.1.4 Relatives230

7.2 Conditions on wh-movement234

7.2.1 Thematic theory234

7.2.2 Subjacency theory238

7.2.3 Other conditions on wh-movement238

7.3 Interlanguage theories on wh-movement243

7.3.1 The differences between English and Chinese on wh-movement244

7.3.2 The universal stages of EFL learners'development246

7.3.3 Stages of wh-movement comprehension and production248

7.4 The general tendencies of wh-movement acquisition developmental stages249

Chapter 8 Markedness Effects on Morphology and Syntax Acquisition261

8.1 Linguistic analysis of markedness261

8.2 Markedness theories264

8.2.1 Chomsky's markedness theory264

8.2.2 Eckman's markedness theory265

8.2.3 Kellerman's markedness theory267

8.3 First language transfer in second language acquisition268

8.3.1 The behaviorist position268

8.3.2 The mentalist position269

8.3.3 The cognitivist position270

8.3.4 Transfer research on morphology and syntax271

8.4 Markedness and transfer273

8.5 Research methodology of markedness effects on morphology and syntax acquisition274

8.5.1 Subjects275

8.5.2 Instruments275

8.5.3 Coding procedures276

8.6 Empirical approaches to morphology and syntax acquisition278

8.6.1 Analysis of verb inflectional errors279

8.6.2 Analysis of word order errors284

8.7 The performance of morphology and syntax acquisition of markedness289

Part Three Metaphors and Metonymies298

Chapter 9 The Acquisition of English Unit Word Metaphors298

9.1 The Conceptual Metaphor Theory298

9.1.1 The internal structure of the conceptual metaphor298

9.1.2 The invariance principle300

9.2 The Conceptual Integration Theory301

9.2.1 Mapping301

9.2.2 Integration and metaphor301

9.2.3 The conceptual integration network302

9.2.4 The optimality principles303

9.3 The comparison of Conceptual Metaphor Theory and Conceptual Integration Theory305

9.4 Developmental patterns in second language acquisition307

9.4.1 Methods for investigating developmental patterns307

9.4.2 Previous researches of developmental patterns308

9.5 Cognitive models of English unit-word metaphors310

9.5.1 Unit word metaphors indicating shape310

9.5.2 Unit word metaphors indicating containers311

9.5.3 Unit word metaphors indicating small quantities312

9.5.4 Unit word metaphors indicating movement314

9.5.5 Unit word metaphors indicating pairs or groups315

9.6 The acquisition sequence of English unit word metaphors319

9.6.1 The results of the multiple choice task320

9.6.2 The results of the blank filling task323

9.6.3 The results of the sentence translation task325

9.6.4 The results of the cloze task328

9.6.5 The correlation of the four tasks329

Chapter 10 A Study of English Metonymy-motivated Proverbs from the Perspective of Idealized Cognitive Models333

10.1 The nature and definition of metonymy333

10.2 Metonymic categories and models335

10.3 The operational mechanism of metonymy338

10.3.1 Theoretical basis for metonymy in cognitive linguistics338

10.3.2 Interpretation of metonymy in cognitive pragmatics340

10.3.3 Metonymy within the same ICM343

10.4 Metonymic motivations for English proverbs344

10.4.1 Metonymic motivations for linguistic expressions344

10.4.2 The definition and studies of proverbs346

10.4.3 English proverbs motivated by metonymy347

10.5 Classification of metonymy within the framework of ICMs348

10.5.1 Whole ICM and its Part(s)348

10.5.2 Parts of an ICM351

10.6 Research design of English metonymy-motivated proverbs within ICMs353

10.6.1 Metonymic proverbs within ICMs354

10.6.2 Collection of English proverbs within ICMs355

10.6.3 Subjects356

10.6.4 Materials356

10.7 The metonymic motivations of English proverbs within ICMs357

10.7.1 The learners'performance on the translation from English into Chinese358

10.7.2 The learners'performance on the translation from Chinese into English359

10.7.3 The learners'performance on the blank filling360

10.7.4 The learners'overall performance361

10.8 The metonymic motivations of English proverbs within each type of ICMs364

10.8.1 Metonymic proverbs within Thing-part ICM366

10.8.2 Metonymic proverbs within Category-and-property ICM367

10.8.3 Metonymic proverbs within Category-and-member ICM368

10.8.4 Metonymic proverbs within Causation ICM369

10.8.5 Metonymic proverbs within Action ICM370

10.8.6 Metonymic proverbs within Event ICM372

10.8.7 Metonymic proverbs within Possession ICM373

10.8.8 Metonymic proverbs within Containment ICM374

10.8.9 Metonymic proverbs within Location ICM375

References380