系統識別號 | U0002-2906200609002600 |
---|---|
DOI | 10.6846/TKU.2006.00914 |
論文名稱(中文) | 臺灣大學生輕動詞連用語詞使用之研究 |
論文名稱(英文) | A Study of Light Verb Collocations Involving Have, Make, and Take Used by Taiwanese University Students |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 94 |
學期 | 2 |
出版年 | 95 |
研究生(中文) | 劉振蘋 |
研究生(英文) | Chen-Pin Liu |
學號 | 889010053 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2006-06-23 |
論文頁數 | 214頁 |
口試委員 |
指導教授
-
林春仲
委員 - 林啟一(cylin3@nccu.edu.tw) 委員 - 姚崇昆(ckyao@faculty.pccu.edu.tw) 委員 - 陳秀潔(kiyonaki@mail.tku.edu.tw) 委員 - 陳秋蘭(clchern@ntnu.edu.tw) |
關鍵字(中) |
字彙連用詞 文法連用詞 輕動詞 |
關鍵字(英) |
lexical collocations syntactic collocations light verbs |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本研究旨在探討台灣大學生寫出含有輕動詞have、make及take的字彙及文法連用詞的能力。總共有二百名台灣北部某大學的學生參與本研究,他們依照外語能力測驗的分數分成三組。本研究所使用的測試工具有三,一是連用詞的翻譯測驗,二是一份有關個人語言背景的問卷,第三份問卷採書面作答,請受測者回憶錯誤部分在翻譯時所使用的策略。本研究所探討的連用詞類型有三:一為動詞+名詞的字彙連用詞,二為動詞+名詞+介系詞+名詞的文法連用詞(即第一種文法連用詞),三為動詞+名詞+修飾用的片語或子句的文法連用詞(即第二種文法連用詞)。本研究結果顯示,學習者使用含有have、make及take的連用詞的能力與其英文程度有正相關性。而受測者在字彙連用詞上表現最佳,在第二種文法連用詞上表現次之,在第一種文法連用詞上表現最差。受測者在連用詞次類型上的表現不一,大致與關鍵字的熟悉度、母語對各次類型所產生的影響、語義及語法的限制,以及學習者對這些限制的知覺有關。錯誤類型顯示,在含有輕動詞have、make及take的字彙及文法連用詞中,介系詞和冠詞比動詞及修飾用的片語或子句困難。最後,錯誤的直覺和記憶造成大多數錯誤的產生。 |
英文摘要 |
This study aimed to investigate Taiwanese university learners’ production of lexical and syntactic collocations of have, make, and take. A total of two hundred university students in a northern Taiwan university participated in the study. They were divided into three groups according to their scores in Foreign Language Proficiency Test. A collocation translation test, a questionnaire on learners’ linguistic background, and a written retrospective questionnaire were used as materials for the study. The results of the study indicated a positive relationship between the learners’ English proficiency and their competence in using collocations of have, make, and take. Besides, the learners as a whole performed best in lexical collocations composed of a verb and a noun; second in the syntactic collocations composed of a verb, a noun, and a modifying phrase or clause; and worst in the syntactic collocations composed of a verb, a noun, and a prepositional phrase. But they differed in their performances in the subtypes in accordance with the difficulty of the key word given, the degree of semantic and syntactic constraints imposed on each subtype, the learners’ awareness of the constraints, and the different degrees of L1 influence in each subtype. The error patterns revealed that prepositions and articles were more difficult than verbs and modifying elements in collocations of have, make, and take. Finally, reliance on wrong intuition and wrong memory contributed to most errors. |
第三語言摘要 | |
論文目次 |
Table of Contents Acknowledgements……………………………………………………………… i Chinese Abstract………………………………………………………………… iii English Abstract…………………………………………………………………iv Table of Contents………………………………………………………………… v List of Tables…………………………………………………………………… x List of Figures…………………………………………………………………… xiii List of Appendices……………………………………………………………….. xiv Chapter One Introduction……………………………………………………… 1 1.1 Statement of the Problem……………………………………………… 2 1.2 Statement of the Purpose………………………………………………… 6 1.3 Research Questions……………………………………………………… 7 1.4 Definitions of Terms…………………………………………………….. 7 1.4.1 Collocation as a Phenomenon…………………………………… 7 1.4.2 Collocation as a Lexical Phrase………………………………… 8 1.4.3 Light Verb……………………………………………………….. 8 1.4.4 Markedness……………………………………………………… 9 1.4.5 Overgeneralization………………………………………………. 9 1.4.6 Range……………………………………………………………. 9 1.4.7 Syntagmatic vs. Paradigmatic…………………………………… 10 1.4.8 Transfer………………………………………………………….. 11 1.5 Significance of the Study………………………………………………... 11 Chapter Two Review of the Literature………………………………………… 14 2.1 Two Linguistic Concepts………………………………………………... 14 2.1.1 The Concept of Collocation……………………………………... 15 2.1.1.1 The Lexical Composition Approach…………………….. 18 2.1.1.2 The Semantic Approach…………………………………. 21 2.1.1.3 The Structural Approach………………………………… 23 2.1.1.4 The Phraseological Approach…………………………… 26 2.1.2 The Concept of Light Verbs……………………………………... 28 2.1.2.1 Have, Make, and Take in Collocations…………………... 29 2.1.2.2 Empirical Studies on the L2 Use of Hake, Make, and Take in Collocations……………………………………... 32 2.2 The Study of Learner Language…………………………………………. 35 2.2.1 Contrastive Analysis…………………………………………….. 35 2.2.2 Error Analysis…………………………………………………… 38 2.2.3 Interlanguage Theory of Second Language Acquisition………… 43 2.2.3.1 Processes of Interlanguage Construction………………... 44 2.2.3.2 The Nature of the Interlanguage Continuum……………. 55 2.2.3.3 Fossilization……………………………………………... 56 2.3 The Collocationist Model of Language…………………………………. 57 2.4 A Model of Second Language Production………………………………. 59 2.5 Theories of How Words Are Stored in the Lexicon……………………... 59 2.6 Lexical Access and Word Organization…………………………………. 61 2.7 Comprehension of L1 and L2 Idioms…………………………………… 64 2.8 Explicit and Implicit Knowledge………………………………………... 66 2.9 The Role of Attention in Second Language Acquisition………………... 68 2.10 The Role of Explicit Instruction……………………………………… 69 2.11 Theoretical Framework of This Study…………………………………... 72 Chapter Three Methodology…………………………………………………… 74 3.1 Participants……………………………………………………………… 74 3.1.1 Measurement of Participants’English Proficiency……………… 77 3.1.2 Student Grouping……………………………………………… 80 3.2 Language Patterns Under Study…………………………………………81 3.3 Materials…………………………………………………………………82 3.3.1 A Collocation Translation Test…………………………………84 3.3.2 A Questionnaire on the Learners’Linguistic Background………88 3.3.3 A Written Retrospective Questionnaire…………………………88 3.4 Procedures……………………………………………………………… 89 3.5 Data Analysis……………………………………………………………. 90 3.6 Scoring of the Collocation Translation Test…………………………… 91 3.7 Statistical Analysis of the Scores……………………………………… 94 3.8 Statistical Analysis of the Error Occurrence Frequencies………………95 Chapter Four Results…………………………………………………………… 96 4.1 English Proficiency vs. Competence in Producing Collocations of Have, Make, and Take………………………………………………………… 96 4.2 Production of the Three Types of Collocations of Have, Make, and Take 98 4.2.1 Production of the Lexical Collocation Subtypes………………102 4.2.2 Production of Type I Syntactic Collocation Subtypes…………106 4.2.3 Production of Type II Syntactic Collocation Subtypes…………111 4.3 Error Types in Lexical Collocations of Have, Make, and Take…………114 4.3.1 Error Types in Lexical Collocation Subtypes……………………115 4.4 Error Types in Type I Syntactic Collocations of Have, Make, and Take...117 4.4.1 Error Types in Type I Syntactic Collocation Subtypes…………118 4.5 Error Types in Type II Syntactic Collocations of Have, Make, and Take..122 4.5.1 Error Types in Type II Syntactic Collocation Subtypes…………124 4.6 Relationship Between the Performance in Collocation Translation Test and Twelve Factors…………………………………………………127 4.7 Three Types of Strategy Use Involved in the Production of Unacceptable Collocations of Have, Make, and Take……………………128 4.8 Major Findings…………………………………………………………... 130 Chapter Five Discussion……………………………………………………… 139 5.1 English Proficiency and Competence in Producing Collocations………139 5.2 Performance in the Three Types of Collocations………………………140 5.3 Performance in the Subtypes of Each Type of Collocations of Have, Make, and Take…………………………………………………………144 5.3.1 Lexical Collocation Subtypes…………………………………… 144 5.3.2 Type I Syntactic Collocation Subtypes…………………………146 5.3.3 Type II Syntactic Collocation Subtypes…………………………149 5.4 Error Types in the Learners’ Production of Collocations of Have, Make, and Take…………………………………………………………………151 5.4.1 Errors in Lexical Collocations of Have, Make, and Take……… 151 5.4.2 Errors in Type I Syntactic Collocations of Have, Make, and Take 153 5.4.2.1 The Use of Prepositions…………………………………. 153 5.4.2.2 The Use of Articles……………………………………… 155 5.4.2.3 The Use of Verbs………………………………………… 157 5.4.3 Errors in Type II Syntactic Collocations of Have, Make, and Take……………………………………………………………… 158 5.4.3.1 The Use of Verbs………………………………………… 158 5.4.3.2 The Use of Articles……………………………………… 160 5.4.3.3 The Use of Modifiers……………………………………. 161 5.5 Linguistic Awareness and the Storage and Retrieval of Collocations……163 Chapter Six Conclusions……………………………………………………… 165 6.1 Pedagogical Implications……………………………………………. 169 6.2 Limitations of the Study……………………………………………... 172 6.3 Recommendations for Further Research……………………………173 References………………………………………………………………………174 Appendices………………………………………………………………………192 List of Tables Table 3.1 Student Grouping According to Their Scores in FLPT……………… 80 Table 3.2 Three Types of Collocations of Have, Make, and Take……………81 Table 4.1 Correlation Between Collocation Translation Scores and the FLPT Scores……………………………………………………………97 Table 4.2 Mean Scores in the Collocation Translation Test…………………98 Table 4.3 One-way ANOVA ─ Comparing the Mean Scores in Collocation Translation Test of Different Groups……………………99 Table 4.4 Cross Comparison of the Mean Scores of Different Groups in Collocation Translation Test and Its Parts…………………………… 100 Table 4.5 Comparison of the Performances in the Three Parts of the Collocation Translation Test……102 Table 4.6 Mean Scores in the Lexical Collocation Subtypes…………………103 Table 4.7 One-way ANOVA ─ Comparing the Mean Scores of Different Groups in the Lexical Collocation Subtypes…………………………104 Table 4.8 Cross Comparison of the Mean Scores of Different Groups in Lexical Collocation Subtypes…………………………………104 Table 4.9 Paired Comparison of the Performances in the Lexical Collocation Subtypes………………………………………………………………106 Table 4.10 Mean Scores of Type I Syntactic Collocation Subtypes……………107 Table 4.11 One-way ANOVA ─ Comparing the Mean Scores of Different Groups on Type I Syntactic Collocation Subtypes…………………108 Table 4.12 Cross Comparison of the Mean Scores of Different Groups in Type I Syntactic Collocation Subtypes……………………………109 Table 4.13 Comparison of Mean Scores in Type I Syntactic Collocation Subtypes…………………………………………………………110 Table 4.14 Mean Scores in Type II Syntactic Collocation Subtypes……………111 Table 4.15 One-way ANOVA ─ Comparing the Mean Scores of Different Groups in Type II Syntactic Collocation Subtypes…………………112 Table 4.16 Comparison of the Mean Scores of Different Groups in Type II Syntactic Collocation Subtypes………………………………………113 Table 4.17 Paired Comparison of the Performance in Type II Syntactic Collocations Subtypes………………………………………………114 Table 4.18 Comparison of Error Occurrence Frequencies in Lexical Collocations…………………………………………………116 Table 4.19 Comparison of Error Occurrence Frequencies in Type I Syntactic Collocations…………………………………………………117 Table 4.20 Comparison of Error Occurrence Frequencies in Type I Syntactic Collocations of Have………………119 Table 4.21 Comparison of Error Occurrence Frequencies in Each Type I Syntactic Collocations of Make…………………………………………………120 Table 4.22 Comparison of Error Occurrence Frequencies in Type I Syntactic Collocations of Take…………………………………122 Table 4.23 Comparison of Error Occurrence Frequencies in Type II Syntactic Collocations……………………………………………123 Table 4.24 Comparison of Error Occurrence Frequencies in Type II Syntactic Collocations of Have…………………………………124 Table 4.25 Comparison of Error Occurrence Frequencies in Type II Syntactic Collocations of Make…………………………………125 Table 4.26 Comparison of Error Occurrence Frequencies in Type II Syntactic Collocations of Take…………………………………126 Table 4.27 Relationships Between the Participants’ Scores in Collocation Translation Test and Twelve Factors……………………………127 Table 4.28 Mean Frequency of the Three Types of Strategy Use in Producing Unacceptable Collocations of Have, Make, and Take…129 Table 4.29 Performance Patterns in the Production of the Three Types of Collocations of Have, Make, and Take………………………………131 Table 4.30 Performance Patterns in the Production of Lexical Collocation Subtypes………………………………131 Table 4.31 Performance Patterns in the Production of Type I Syntactic Collocation Subtypes…………………………………………………132 Table 4.32 Performance Patterns in the Production of Type II Syntactic Collocation Subtypes…………………………………………………133 Table 4.33 Error Patterns in the Production of Lexical Collocations of Have, Make, and Take…………………………………………………134 Table 4.34 Error Patterns in the Production of Type I Syntactic Collocations…135 Table 4.35 Error Patterns in the Production of Type II Syntactic Collocations…136 Table 4.36 Patterns of Strategy Use in Four Types of Errors in Lexical and Syntactic Collocations of Have, Make, and Take……………………138 List of Figures Figure 2.1 Four Types of Lexical Phrases by Wood………………………………16 Figure 2.2 Five Types of Lexical Combinations by Benson et al.………………… 16 Figure 2.3 Idioms and Habitual Collocations……………………………………18 List of Appendices Appendix A Semantics of Have, Make, and Take……………………………192 Appendix B Syntactic Structures of Collocations of Have, Make, and Take…195 Appendix C Part 1 of the Collocation Translation Test: Lexical Collocations of Have, Make, and Take………………………………………… 198 Appendix D Part 2 of the Collocation Translation Test: Type I Syntactic Collocations of Have, Make, and Take…………………………201 Appendix E Part 3 of the Collocation Translation Test: Type II Syntactic Collocations of Have, Make, and Take…………………………205 Appendix F A Questionnaire on Personal Linguistic Background……………208 Appendix G A Retrospective Questionnaire…………………………………209 Appendix H Error Types in Lexical and Syntactic Collocations of Have, Make, and Take…………………………………………………212 Appendix I Correlation Between the Participants’ Scores in the Collocation Test and Their Interest in English…………………………214 Appendix J Correlation Between the Participants’ Scores in the Collocation Test and Their Feelings of Deficiency in Vocabulary……214 Appendix K Correlation Between the Participants’ Scores on the Collocation Test and Their Feelings of Deficiency in Grammar…………214 |
參考文獻 |
References Aisenstadt, E. (1979). Collocability restrictions in dictionaries. In R. R. K. Hartmann (Ed.), Dictionaries and their users: Papers from the 1978 B. A. A. L. Seminar on Lexicography (pp. 71-74). Exeter: University of Exeter. Aisenstadt, E. (1981). Restricted collocations in English lexicology and lexicography. ITL Review of Applied Linguistics, 53, 53-61. Aitchison, J. (1987). Words in the mind: An introduction to the mental lexicon. Oxford: Basil Blackwell. Allerton, D. J. (2002). Stretched verb constructions in English. New York: Routledge. Altenberg, B. & Granger, S. (2001). The grammatical and lexical patterning of make in native and non-native student writing. Applied Linguistics, 22(2), 173-194. Al-Zahrani, M. S. (1998). Knowledge of English lexical collocations among male Saudi college students majoring in English at a Saudi university. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania. Aronoff, M. (1976). Word formation in generative grammar. Linguistic Inquiry. Monograph 1. Cambridge, M.A.: MIT Press. Baars, B. J. (1988). A cognitive theory of consciousness. Cambridge: Cambridge Uiversity Press. Baars, B. J. (1996). In the theater of consciousness. New York: Oxford University Press. Bahns, J. & Sibilis, U. (1992). Kollokationslernen durch Lektüre. Neusprachliche Mitteilungen, 45, 158-163. Banathy, B., Trager, E. C., and Waddle, C. D. (1966). The use of contrastive data in foreign language course development. In A. Valdman (Ed.), Trends in language teaching. New York: McGraw-Hill. Beebe (1980). Sociolinguistic variation and style-shifting in second language acquisition. Language Learning, 30, 433-47. Benson, M., Benson, E. & Ilson, R. (1986a). Lexicographic description of English. Amesterdam/Philadelphia: John Benjamins. Benson, M., Benson, E. & Ilson, R. (1986b). The BBI Combinatory Dictionary of English: A Guide to Word Combinations. Philadelphia: John Benjamins. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Essex, England: Pearson Education. Bobrow, S. & Bell, S. (1973). On catching on to idiomatic expressions. Memory and Cognition, 1, 343-346. Burgschmidt, E. & Perkins, C. (1985). EB Fehlerkartei Englisch: Phraseologie: Kollokationen-Phraseme-Idiome. Braunschweig: Private Publisher. Carlson, R. A. & Dulany, D. E. (1985). Conscious attention and abstraction in concept learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 45-58. Carr, T. H. & Curran, T. (1994). Cognitive factors in learning about structured sequences: Applications to syntax. Studies in Second Language Acquisition, 16, 205-230. Chi Man-lai, A., Wong Piu-yiu, K., & Wong Chau-ping, M. (1994). Collocational problems amongst ESL learners: A corpus-based study. In Flowerdew, L. & Tong, A. K. (Eds.), Entering text (pp. 157-165). Hong Kong: University of Science and Technology. Chomsky, N. (1965). Aspects of the theory of syntax. Massachusetts: M. I. T. Press. Chomsky, N. (1993). A minimalist program for linguistic theory. In Hale, K. & Keyser, S. J. (Eds.), The view from Building 20: Essays in linguistics in honor of Sylvian Brombergerm (pp. 1-52). Cambridge: MA: MIT Press. Cooper, T. C. (1999). Processing of idioms by L2 learners of English. TESOL Quarterly, 33 (2), 233-262. Corder, S. P. (1967). The significance of learners’errors. International Review of Applied Linguistics, 5, 161-170. Corder, S. P. (1971). Idiosyncratic dialects and error analysis. International Review of Appllied Linguistics, 9, 147-159. Corder, S. P. (1973). Introducing applied linguistics. Harmondsworth, U.K.: Penguin Books. Corder, S. P. (1976). The study of interlanguage. In Proceedings of the fourth international conference of applied linguistics. Munich, Hochschulverlag. Corder, S. P. (1978). Language-learner language. In J. Richards (Ed.), Understanding second and foreign language learning: Issues and approaches. Rowley, Mass.: Newbury House. Corder, S. P. (1983). A role for the mother tongue. In S. Gass & L. Selinker (Eds.), Language transfer in language learning. Rowley, Mass.: Newbury House. Cowie, A. P., Mackin, R., & McCaig, I. R. (1993). Oxford dictionary of English idioms. Oxford: OUP. Cruse, D. A. (1986). Lexical semantics. Cambridge: Cambridge University Press. Crystal, D. (1992). An encyclopedic dictionary of language and languages. Massachusetts: Blackwell. Crystal, D. (1997a). A dictionary of linguistics and phonetics (4th ed.). Massachusetts: Blackwell. Crystal, D. (1997b). The Cambridge encyclopedia of language (2nd ed.). New York: Cambridge University Press. De Graaff, R. (1997). Differential effects of explicit instruction on second language acquisition. The Hague: Holland Institute of Generative Linguistics. Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language acquisition (pp. 206-257). Cambridge: Cambridge University Press. Dulay, H. & Burt, M. (1974). Errors and strategies in child second language acquisition. TESOL Quarterly, 8, 129-136. Dulay, H., Burt, M., & Krashen, S. (1982). Language Two. New York: Oxford University Press. Eckman, F. (1977). Markedness and the contrastive analysis hypothesis. Language Learning, 27, 315-30. Ellis, N. C. (1993). Rules and instances in foreign language learning: Interactions of implicit and explicit knowledge. European Journal of Cognitive Psychology, 5, 289-319. Ellis, R. (1994). A theory of instructed second language acquisition. In N. Ellis (Ed.), Implicit and explicit learning of languages. London: Academic Press. Ervin, S. M. (1957). Grammar and classification. Paper presented at American Psychological Association annual meeting. New York, September. Færch, C. and Kasper, G. (1986). Cognitive dimensions of language transfer. In Kellerman and Sharwood Smith (Eds.), Cross-linguistic influence in second language acquisition. Oxford: Pergamon. Færch, C. and Kasper, G. (1989). Internal and external modification in interlanguage request realization. In Blum-Kulka et al. (Eds.). Cross-cultural Pragmatics: Requests and Apologies. Norwood, N. J.: Ablex. Fernando, C. (1996). Idioms and idiomaticity. Oxford: Oxford University Press. Firth, J. R. (1957). Modes of meaning. In Papers in linguistics 1934-1951. Oxford: Oxford University Press. Fisk, A. D. & Schneider, W. (1984). Memory as a function of attention, level of processing, and automatization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 181-197. Flores d’Arcais, G. B. (1993). The comprehension and semantic interpretation of idioms. In C. Cacciari & P. Tabossi (Eds.), Idioms: Processing, structure, and interpretation (pp. 79-98). Hillsdale, N.J.: Erlbaum. Foreign language proficiency test. English sample test. (2003). Taipei: The Language Training & Testing Center. Forster, K. I. (1976). Accessing the mental lexicon. In F. J. Wales & E. Walker (Eds.), New approaches to language mechanisms (pp. 257-287). Amsterdam: North-Holland. Forster, K. I. & Chambers, S. M. (1973). Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior, 12, 627-635. Gass, S. (1979). Language transfer and universal grammatical relations. Language Learning, 29, 327-44. Gass, S. (1983). Language transfer and universal grammatical relations. In S. Gass and L. Selinker (Ed.), Language transfer in language learning. Rowley, Mass.: Newbury House. Gass, S. (1988). Integrating research areas: a framework for second language studies. Applied Linguistics, 9, 198-217. George, H. (1972). Common errors in language learning: Insights from English. Rowley, Mass.: Newbury House. Gibbs, R. W., Jr. (1980). Spilling the beans on understanding and memory for idioms in context. Memory and Cognition, 8, 149-156. Gibbs, R. W. Jr. (1984). Literal meaning and psychological theory. Cognitive Science, 8, 275-304. Gibbs, R. W., Jr. (1994). The poetics of mind, figurative thought, language, and understanding. Cambridge: Cambridge University Press. Gitsaki, C. (1999). Second language lexical acquisition: A study of the development of collocational knowledge. Maryland: International Scholars publications. Glucksberg, S. (1993). Idiom meanings and allusional content. In C. Cacciari & P. Tabossi (Eds), Idioms: Processing, structure, and interpretation (pp. 3-26). Hillsdale, N. J.: Erlbaum. Granger, S. (1998). Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A. P. Cowie (Ed.), Phraseology: Theory, analysis and applications (pp. 145-160). Oxford: Oxford University Press, Gregg, K. (1984). Krashen’s Monitor & Occam’s Razor. Applied Linguistics, 5, 79-100. Greenbaum, S. (1970). Verb-intensifier collocations in American and British English: An experimental approach. The Hague: Mouton. Halliday, M. A. K. (1966). Lexis as a linguistic level. In C. E. Bazell, J. C. Catford, M. A. K. Halliday, & R. H. Robins (Eds.), In Memory of F. R. Firth (pp. 148-162). London: Longman. Hasselgren, A. (1994). Lexical teddy bears and advanced learners: A study into the ways Norwegian students cope with English vocabulary. International Journal of Applied Linguistics, 4 (2), 237-260. Higgs, T. & Clifford, R. (1982). The push toward communication. In Higgs (Ed.), Curriculum, competence and the foreign language teacher. Skokie, Illinois: National Textbook Company. Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocation (pp. 47-69). England: Language Teaching Publications. Howatt, A. R. P. (1984). A history of English language teaching. Oxford: Oxford University Press. Howarth, P. (1998). The phraseology of learners’ academic writing. In A. P. Cowie (Ed.), Phraseology (pp. 161-186). Oxford: Oxford University Press. Hulstijn, J. H. & de Graaff, R. (1994). Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review, 11, 97-113. Hyltenstam, K. (1984). The use of typological markedness conditions as predictors in second language acquisition: the case of pronominal copies in relative clauses. In Andersen (Ed.), Second language: A crosslinguistic perspective. Rowley, Mass.: Newbury House. Jackson, H. (1987). The value of error analysis and its implications for teaching and therapy─with special reference to Panjabi learners’. In J. Abudarhan (Ed.), Bilingualism and the bilingual: An interdisciplinary approach to pedagogical and remedial issues (pp. 100-11). Windsor: NFER-Nelson. Jain, M. (1969). Error analysis of an Indian English corpus. Unpublished paper. University of Edinburgh. Jespersen, O. (1954). A modern English grammar, vol. 4. New York: Barnes and Noble. Jones, S. & Sinclair, J (1974). English lexical collocations. Cahiers de Lexicologie, 24, 15-61. Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 217-258). Honolulu: University of Hawai’i Press. Källkvist, M. (1999). Form-class and task-type effects in learner English. A study of advanced Swedish learners. Lund: Lund University Press. Kaszubski, P. (2000). Selected aspects of lexicon, phraseology and style in the writing of Polish advanced learners of English: A contrastive, corpus-based approach. http://main.amu.edu.pl/~przemka/rsearch.html Katz, J. J. & Fodor, J. A. (1964). The structure of a semantic theory. In J. A. Fodor & J. J. Katz (Eds.), The structure of language: Readings in the philosophy of language (pp. 479-518). Englewood Cliffs, N.J.: Prentice-Hall. Kellerman, E. (1977). Towards a characterization of the strategies of transfer in second language learning. Interlanguage Studies Bulletin, 2, 58-145. Kellerman, E. (1978). Giving learners a break: Native language intuitions as a source of predictions about transferability. Working Papers on Bilingualism, 15, 59-92. Kellerman, E. (1979). Transfer and non-transfer: where are we now? Studies in Second Language Acquisition, 2, 37-57. Kellerman, E. (1983). Now you see it, now you don't. In S. Gass and C. Madden (Eds.), Input in second language acquisition. Rowley, Mass.: Newbury House. Kellerman, E. (1985). If at first you do succeed… In S. Gass and C. Madden (Eds.), Input in second language acquisition. Rowley, Mass.: Newbury House. Kellerman, E. (1986). An eye for an eye: Crosslinguistic constraints on the development of the L2 lexicon. In E. Kellerman and M. Sharwood Smith (Eds.), Cross-linguistic influence in second language acquisition. Oxford: Pergamon. Kellerman, E. (1992). Another look at an old classic; Schachter's avoidance. Lecture notes. Tokyo: Temple University, Japan. Kennedy, G. (1992). Preferred ways of putting things, with implications for language teaching. In J. Svartvik (Ed.), Directions in corpus linguistics. Proceedings of Nobel Symposium 82, Stockholm, 4-8 August 1991 (pp. 335-378). Berlin: Mouton de Gruyter. Kjellmer, G.. (1984). Some thoughts on collocational distinctiveness. In J. Aarts & W. Meijs (Eds.), Corpus linguistics: Recent developments in the use of computer corpora in English language research (pp. 163-171). Costerus N. S. vol. 45. Amsterdam: Rodopi. Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon. Krashen, S. (1982). Principles and Practice in second language acquisition. Oxford: Pergamon. Krashen, S. (1985). The Input Hypothesis: Issues and implications. London: Longman. Lado, R. (1957). Linguistic across cultures: Applied linguistics for language teachers. Ann Arbor, Michigan: University of Michigan. Language Training and Testing Center. (n.d.). Retrieved July 8, 2006, from http://www.lttc.ntu.edu.tw/englishcomparativenew_2.htm. Leech, G., Rayson, P., & Wilson, A. (2001). Word frequencies in written and spoken English. New York: Pearson Education. Lennon, P. (1996). Getting “easy” verbs wrong at the advanced level. International Review of Applied Linguistics, 34, 23-36. Levenston, E. (1979). Second language lexical acquisition: Issues and problems. Interlanguage Studies Bulletin, 4, 147-160. Lewis, M. (2000). Language in the lexical approach. In M. Lewis (Ed.), Teaching collocation (pp. 126-154). England: Language Teaching Publications. Li, C. N. & Thompson, S. A. (2003). Mandarin Chinese: A functional reference grammar. Taipei: Crane. Lightbown, P. (1998). The importance of timing in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language Acquisition (pp. 156-174). Cambridge: Cambridge University Press. Lin, C. C. (2003). Translation and second language acquisition. Lecture notes. Tamkang University, Taipei. Liu, C. P. (1999). An analysis of collocational errors in EFL writings. The Proceedings of the Eighth International Symposium on English Teaching, Taipei: Crane. 483-494. Liu, C. P. (2004). Assessing the impact of a metalinguistic knowledge-based categorization activity on learning English collocations. Tamkang Studies of Foreign Languages and Literatures, 3, 117-136. Lombard, R. J. (1997). Non-native speaker collocations: A corpus-driven characterization from the writing of native speakers of mandarin (mandarin Chinese). PhD. Ann Arbor, MI: UMI. Long, M. H. (1988). Instructed interlanguage development. In L. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115-141). New York: Newbury House. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, D. Coste, R. Ginsberg & C. Kramsch (Eds.). Foreign language research in cross-cultural perspectives (pp. 39-52). Amsterdam: Benjamins. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (Eds.), Handbook of second language acquisition (pp. 413-468). Long, M. H. & Robinson, P. (1998). Focus on form: Theory, research, and practice. In Doughty, C. & Williams, J. (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). New York: Cambridge University Press. MacKay, D. (1978). Derivational rules and the internal lexicon. Journal of Verbal Learning and Verbal Behavior, 17, 61-71. MacKay, D. (1979). Lexical insertion, inflection, and derivation: Creative processes in word production. Journal of Psycholinguistic Research, 8, 477-498. Major, R. (1986). Paragoge and degree of foreign accent in Brazilian English. Second Language Research, 2, 53-71. Marton, W. (1977). Foreign vocabulary learning as problem no. 1 of language teaching at the advanced level. Interlanguage Studies Bulletin, 2(1), 33-57. Matthews, P. H. (1997). The concise Oxford dictionary of linguistics. Oxford: Oxford University Press. McClelland, J. & Rumelhart, D. (1981). An interactive activation model of context effects in letter perception. Part 1: An account of basic findings. Psychological Review, 88, 60-94. McIntosh, A. (1961). Patterns and ranges. Language, 37, 325-37. Mel’cuk, I. (1998). Collocations and lexical functions. In A. P. Cowie (Ed.), Phraseology (pp. 23-53). Oxford: Oxford University Press. Meyer, D. E. & Schvaneveldt, R. W. (1971). Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations. Journal of Experimental Psychology, 90, 227-234. Mitchell, T. F. (1971). Linguistic 'goings on': Collocations and the other lexical matters arising on the syntagmatic record. Archivum Linguisticum, 2, 35-61. Monsell, S. (1985). Repetition and the lexicon. In A. W. Ellis (Ed.), Progress in the psychology of language (Vol. 1). Hove and London: Erlbaum. Moon, R. (1997). Vocabulary connections: Multi-word items in English. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 40-63). Cambridge: Cambridge University Press. Morton, J. (1969). Interaction of information in word recognition. Psychological Review, 76, 165-178. Morton, J. (1979). Facilitation in word recognition: Experiments causing change in the logogen model. In P. A. Kolers, M. E. Wrolstad, *& H. Bouma (Eds.), Processing of visual language. New York: Plenum Press. Murrell, G. A. & Morton, J. (1974). Word recognition and morphemic structure. Journal of Experimental Psychology, 102, 963-968. Nattinger, J. R. & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press. Nesselhauf, N. (2005). Collocations in a learner corpus. Philadelphia: John Benjamins. Odlin, T. (1990). Word-order transfer, metalinguistic awareness and constraints on foreign language learning. In B. VanPatten and J. Lee (Eds.), Second language acquisition─foreign language learning. Clevedon, Avon: Multilingual Matters. Olshtain, E. (1983). Sociocultural competence and language transfer: The case of apologies. In S. Gass and L. Selinker (Eds.), Language transfer in language learning. Rowley, Mass.: Newbury House. Osgood, C. E. & Hoosain, R. (1974). Salience of the word as a unit in the perception of language. Perception and Psychophysics, 15, 168-192. Paivio, A. (1969). Mental imagery in associative learning and memory. Psychological Review, 76, 241-263. Palmer, F. R. (1976). Semantics (2nd ed.). New York: Cambridge University Press. Politzer, R. and Ramirez, A. (1973). An error analysis of the spoken English of Mexican-American pupils in a bilingual school and a monolingual school. Language Learning, 18, 35-53. Porzig, W. (1934). Wessenhafte Bedeutungsbeziehungen. Beitrage zur Geschichte der deutschen Sprache und Literatur 58, 70-97. Posner, M. I. (1992). Attention as a cognitive and neural system. Current Directions in Psychological Science, 1, 11-14. Prator, C. H. (1967). Hierarchy of difficulty. Unpublished classroom lecture. University of California, LosAngeles. Renouf, A. & Sinclair, J. McH. (1991). Collocational frameworks in English. In K. Aijmer & B. Altenberg (Eds.), English corpus linguistics: Studies in honour of Jan Svartvik (pp. 128-143). London: Longman. Richards, J. (1971). A non-contrastive approach to error analysis. English Language Teaching Journal, 25, 204-19. Richards, J. C., Platt, J., & Platt, H. (Eds.). (1998). Longman dictionary of language teaching & applied linguistics. Hong Kong: Addison Wesley Longman. Ringbom, H. (1978). The influence of the mother tongue on the translation of lexical items. Interlanguage Studies Bulletin, 3, 80-101. Ringbom, H. (1992). On L1 transfer in L2 comprehension and L2 production. Language Learning, 42, 85-112. Rubenstein, H., Grfield, L., & Millikan, J. A. (1970). Homographic entries in the internal lexicon. Journal of Verbal Learning and Verbal Behavior, 9, 487-494. Sandra, D. (1990). On the representation and processing of compound words: Automatic access to constituent morphemes does not occur. The Quarterly Journal of Experimental Psychology, 42A, 529-567. Sawyer, M. & Ranta, L. (2001). Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language acquisition (pp. 319-353). Cambridge: Cambridge University Press. Schachter, J. (1974). An error in error analysis. Language Learning, 27, 205-214. Schachter, J. (1983). A new account of language transfer. In S. Gass and L. Selilnker (Eds.), Language transfer in language learning. Rowley, Mass.: Newbury House. Schachter, J. and W. Rutherford (1979). Discourse function and language transfer. Working Papers on Bilingualism, 19, 3-12. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. Schmidt, R. (1993a). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226. Schmidt, R. (1993b). Consciousness, learning, and interlanguage pragmatics. In G. Ksper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). Oxford: Oxford University Press. Schmidt, R. (1994). Implicit learning and the cognitive unconsciousness. In N. Ellis (Ed.), Implicit and explicit learning of language (pp. 165-209). London: Academic Press. Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning. Honolulu, HI: Second Language Teaching and Curriculum Center, University of Hawai’i. Schweigert, W. A. (1986). The comprehension of familiar and less familiar idioms. Journal of Psycholinguistic Research, 15, 33-45. Seliger, H. (1989). Semantic transfer constraints in foreign language speakers’ reactions to acceptability. In H. Dechert and M. Raupach (Eds.), Transfer in language production. Norwood, N. J.: Ablex. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-231. Selinker, L. and Lamendella, J. (1978). Two perspectives on fossilization in interlanguage learning. Interlanguage Studies Bulletin, 3, 143-191. Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 2, 159-169. Shetter, W. Z. (2001). Language miniatures 74: Take a look here. http://home.bluemarble.net/~langmin/miniatures/light.htm Sinclair, J. McH. (1966). Beginning the study of lexis. In C. E. Bazell, J. C. Catford, M. A. K. Halliday & R. H. Robins (Eds.), In Memory of F. R. Firth (pp. 410-430). London: Longman. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press. Sjoholm, K. (1976). A comparison of the test results in grammar and vocabulary between Finnish- and Swedish-speaking applicants for English. In H. Ringbom and R. Palmberg (Eds.), Errors made by Finns and Swedish-speaking Finns in the learning of English. Abo, Finland: Dept. of English, Abo Akademi, ERIC Report ED122628. Smith, P. T. & Sterling, C. M. (1982). Factors affecting the perceived morphemic structure of written words. Journal of Verbal Learning and Verbal Behaviior, 221, 704-721. Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching Abstracts, 30, 73-87. Stevick, E. (1980). Teaching languages: A way and ways. Rowley, Mass.: Newbury House. Stockwell, R., Bowen, J. & Martin, J. (1965). The grammatical structures of English and Spanish. Chicago: Chicago University Press. Swinney, D. A. & Cutler, A. (1979). The access and processing of idiomatic expressions. Journal of Verbal Learning and Verbal Behaviior, 18, 523-534. Tabossi, T. & Zardon, F. (1995). The activation of idiomatic meaning. In M. Everaert, E. van der Linden, A. Schenk & R. Schreuder (Eds.), Idioms: Structural and psychological perspectives (pp. 273-282). Hillsdale, J.J.: Erlbaum. Taft, M. (1981). Prefix stripping revisited. Journal of Verbal Learning and Verbal Behavior, 20, 289-297. Taft, M. & Forster, K. I. (1975). Lexical storage and retrieval of prefixed words. Journal of Verbal Learning and Verbal Behavior, 14, 638-647. Taft, M. & Forster, K. I. (1976). Lexical storage and retrieval of polymorphemic and polysyllabic words. Journal of Verbal Learning and Verbal Behavior, 15, 607-620. Tarone, E. (1982). Systematicity and attention in interlanguage. Language Learning, 32, 69-82. Taylor, B. (1975). The use of overgeneralization and transfer learning strategies by elementary and intermediate students of ESL. Language Learning, 25, 73-107. Taylor, B. (1986). Errors and explanations. Applied Linguistics, 7, 144-166. Terrell, T. (1991). The role of grammar instruction in a communicative approach. The Modern Language Journal, 75, 52-63. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112. Tomlin, R. & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183-203. Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14(2), 103-135. van Lier, L. (1991). Inside the classroom: Learning processes and teaching procedures. Applied Language Learning, 2, 29-68. van Lier, L. (1994). Language awareness, contingency, and interaction. AILA Review, 11, 69-82. VanPatten, B. (1994). Evaluating the role of consciousness in second language acquisition: Terms, linguistic features & research methodology. AILA Review, 11, 27-36. VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77, 45-57. Velmans, M. (1991). Is human information processing conscious? Behaviorial and Brain Sciences, 14, 651-669. Vigil, F. & Oller, J. (1976). Rule fossilization: A tentative model. Language Learning, 26, 281-295. Wardhaugh, R. (1970). The contrastive analysis hypothesis. TESOL Quarterly, 4, 123-130. Wenk, B. (1986). Crosslinguistic influence in a second language phonology: Speech rhythms. In E. Kellerman and M. Sharwood Smith (Eds.), Cross-linguistic influence in second language acquisition. Oxford: Pergamon. White, L. (1987). Markedness and second language acquisition: The question of transfer. Studies in Second Language Acquisition, 9, 261-286. White, J. (1998). Getting the learners’ attention: A typographical input enhancement study. In C. Doughty & J. Williams (Ed.), Focus on form in classroom second language acquisition (pp. 85-113). Cambridge: Cambridge University Press. Wode, H. (1980). Phonology in L2 acquisition. In S. Felix (Ed.), Second language development: Trends and issues. Tübingen: Gunter Narr. Wood, M. (1981). A definition of idiom. Manchester, England: Center for Computational Linguistics, University of Manchester. Reprinted by the Indiana University Linguistics Club, 1986. Woolard, G. (2000). Collocation─encouraging learner independence. In M. Lewis (Ed.), Teaching collocation (pp. 28-46). England: Language Teaching Publications. Zhang, X. (1993). English collocations and their effect on the writing of native and non-native college freshmen. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania. |
論文全文使用權限 |
如有問題,歡迎洽詢!
圖書館數位資訊組 (02)2621-5656 轉 2487 或 來信