认知语言学实证研究通论

　　《认知语言学实证研究通论》介绍认知语言学实证研究的具体方法，全书分为三大部分共十章。部分共四章，分别研究听、说、读、写语言技能的实证研究范式。第二部分共四章，主要研究词汇和语法使用过程中的实证数据统计和模型。第三部分分为两章，主要研究隐喻和转喻习得过程中的认知理据。这些实证研究都在认知语言学的理论框架中进行，分别从不同角度揭示了学习者在二语习得过程中所面临的问题和解决方案。研究结果表明，认知语言学是一门实证性很强的学科，有助于从描写和解释两方面深化第二语言习得研究。这些研究结果具有一定的理论意义，同时对外语教学实践也具有重要的参考价值。

Part One Language Skills
Chapter 1 The Effects of Topic Familiarity and English Proficiency
on Listening Comprehension
1.1 Information processing and components of listening
comprehension
1.1.1 BoLtom-up processing
1.1.2 Top-down processing
1.1.3 Interactional processing
1.1.4 Components of listening comprehension
1.2 Schema theory and its listening comprehension model
1.2.1 Schema theory
1.2.2 Listening comprehension model on schema theory
1.3 Relevance theory and its listening comprehension model
1.3.1 Relvance theory
1.3.2 Listening comprehension model of relevance theory
1.4 Research methodology oflistening comprehension
1.4.1 Research materials and tools
1.4.2 Research questions and hypotheses
1.4.3 The operational definition of variables
1.5 Empirical approaches to listening comprehension
1.5.1 Quantitative statistics and description
1.5.2 Qualitative statistics and description
1.6 Topic familiarity and its effects on listening
comprehension
1.6.1 Explanation from schematic perspective
1.6.2 Explanations from relevance theory
1.7 English proficien.cy and its effects on listening
comprehension
1.8 Bottom-up and top-down processing in listening
comprehension
1.9 The transactional listening comprehension model

Chapter 2 A Cognitive Approach to the Acquisition of Discourse
Markers
2.1 The oral characteristics of Discourse Markers
2.2 Two approaches to Discourse Markers
2.2. 1 The coherence-based approach
2.2.2 The relevance-theoretic approach
2.2.3 Differences between the two approaches to Discourse
Markers
2.3 Researches on the use and acquisition of Discourse
Markers
2.3.1 The use and acquisition of Discourse Markers by native
speakers
2.3.2 The use and acquisition of Discourse Markers by I2
learners
2.3.3 The use and acquisition of Discourse Markers by Chinese
learners
2.4 Cognitive approaches to Discourse Markers
2.4.1 Schmidt’s construct of noticing and the
information-processing approach
2.4.3 Relevance Theory and Space Blending Theory: two cognitive
theories
2.4.2 VanPattern and input processing
2.4.3 Relevance Theory and Space Blending Theory:two cognitive
theories
2.4.4 Integrative study of Relevance Theory and Space Blending
Theory
2.5 Research methodology of and empirical approaches to Discourse
Markers
2.5.1 Dala in the picture description
2.5.2 Data in the group discussion
2.5.3 Comparison of the two kinds of data
2.5.4 Comparison with the native corpora
5.5.5 Data in the cloze test
2.5.6 Data in the utterance interpretation
2.5.7 Data in the sufficiency of the input
2.5.8 The patterns and implications of Discourse Markers
2.6 Factors contributing to the acquisition of Discourse
Markers
2.6.1 Noticing of Discourse Markers
2.6.2 Instruction on Dissourse Makers
2.6.3 Processing of Discoruse Makrers
2.7 Models for the analysis of Discourse Markers
2.7.1 The inferential model of Relevance Theory
2.7.2 Blending models for Discourse Markers’ role in utterance
interpretation
2.7.3 The separate pragmatic blending model of Discourse
Markers

Chapter 3 The Effects of Rhetorical Organization on Reading
Comprehension
……

Part Two Morphology and Grammaticalization
Part Three Metaphors and Metonymies