運動事件是認知語義學的重要研究內(nèi)容之一。根據(jù)運動路徑的不同詞匯化模式,Talmy（2000）把世界上的語言劃分成衛(wèi)星框架（satellite-framed）語言和動詞框架（verb-framed）語言兩大類。Slobin（2004）等人則提出,漢語等連動式語言屬于第三種語言類型——均等框架（equipollently-framed）語言;這一觀點在闞哲華（2010）的實驗研究中得到支持,并被進一步界定為“廣義均等框架語言”。本研究以基于詞匯化模式的語言類型“三分法”和“思維-言說假說”（thinking-for-speaking hypothesis）為理論基礎(chǔ),采用無字故事書《青蛙,你在哪里?》為實驗材料,選取廣東省韶關(guān)市某校高三某班學生為研究對象,考察其對運動事件中的運動方式和運動路徑的英語編碼方式,以此推斷中國高中生英語學習者對運動事件的英語編碼特點,以及漢語的類型學特征在其英語表達上是否有影響和有哪些影響。本文著重從運動動詞類型、運動事件背景信息、物理場景描述和運動動詞結(jié)構(gòu)四個方面分析中國高中生英語學習者的運動事件編碼特征,試圖回答三個問題:（1）中國高中生英語學習者的英語運動... 

【文章來源】：喀什大學新疆維吾爾自治區(qū)

【文章頁數(shù)】：98 頁

【學位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 The Background of the Research
    1.2 The Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 The Originality of the Research
    1.4 The Structure of the Thesis
Chapter Two Literature Review
    2.1 Motion Events
        2.1.1 Introduction
        2.1.2 Definition of Motion Verbs
    2.2 Review of Motion Event Coding Studies
        2.2.1 Lexicalization Patterns of Motion Events
        2.2.2 Research on English and Chinese Motion Event Coding
        2.2.3 L1 Acquisition of Motion Events
        2.2.4 L2 Acquisition of Motion Events
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Lexicalization-based Language Typology
        3.1.1 Talmy’s Binary Typology
        3.1.2 Slobin’s Trichotomy Typology
    3.2 Thinking-for-Speaking Hypothesis
    3.3 Summary
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Research Materials
    4.4 Experiment
    4.5 Research Procedures
    4.6 Data Collection and Analysis
    4.7 Summary
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 The Characteristics of English Motion Event Coding
            5.1.1.1 Use of Motion Verbs
            5.1.1.2 Use of Ground Information
            5.1.1.3 Description of Physical Setting
        5.1.2 The Typological Classification of CELHS’English
        5.1.3 The Influence of CELHS’Mother Tongue on English Learning
    5.2 Discussion
        5.2.1 Analysis of the Characteristics of CELHS’English
            5.2.1.1 Analysis of Motion Verb
            5.2.1.2 Analysis of Ground Information
            5.2.1.3 Analysis of Physical Setting
        5.2.2 Analysis of the Typological Classification of CELHS’English
        5.2.3 Analysis of the Influence of CELHS’Mother Tongue
    5.3 Summary
Chapter Six Conclusions
    6.1 Major Findings of the Study
    6.2 Implications
    6.3 Suggestions for Future Research
REFERENCES
APPENDIX Ⅰ Frog,Where Are You
APPENDIX Ⅱ Background Questionnaire
APPENDIX Ⅲ Reference of Motion Verbs
APPENDIX Ⅳ Examples of CELHS’Works
TABLES
FIGURES
ABBREVIATIONS
ACKNOWLEDGEMENTS
PUBLISHED PAPERS



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