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基于语料库的中国英语专业学生英语作文中双宾构式研究(5)

类型:英语论文 时间:2017年11月16日

influence the reliability of lateral comparisonbetween different corpora, for example, somen verbs as afford, take andrefuse have no concordance lines belonging to DCs. Therefore, further corpus-basedstudies on DCs could adopt a many-to-one or one-to-many method, that is, comparingexperiment corpora to one reference corpus, or making a comparison between oneexperiment corpus and multiple reference corpora.This study gives its analysis of the data results mainly from the perspective ofCG, such as, prototypical effect and cognitive process, thus further studies on DCscould interpret their results in terms of knowledge of SLA or other linguistic theories.Moreover, the significance of a corpus-based study does not limit to its adequatedescription of the data results, but mainly lies in the adequate explanation of thegenerated data...........References (abbreviated)firstly analyzed into NP (The boy) and VP (ate the the apple), andthen NP is further analyzed as Det. (The) and N (boy), NP as V (ate)and NP (theapple). This way to deconstruct sentences is called Immediate Constituent AnalysiICA), and NP, VP, Det. and N are called Immediate Constituent (IC) in differentlevels.However, the ideas that they hold have difficulty in analyzing DCs. In aditransitive structure (NP+V+NP1+NP2), there will be such three kinds of possibleimmediate constituents as V NP1+NP2, V+NP1NP2and V+NP1+NP2. Alsostructuralists, like Fries (1952), think that DCs express the same meaning as theircorrespondent dative constructions, which is unacceptable in terms of semantics.Chinese scholars also have problems in studying Chinese DCs from theperspective of structuralism. Ma Qingzhu (2005), one of the most influential Chinesestructuralists, classifies Chinese DCs into 14 kinds based on the semantics of objects,but his classification is criticized for lacking a unified criterion, since one expressionmay be analyzed into different categories.........2.2 Cognitive Approach to Ditransitive Constructionpared with previous linguistic schools, cognitive linguistics has itsuniqueness in introducing human cognition and physical world into language study. Itclaims that language is the result of human experiencing the physical world and thencognitively processing it. Thus it initially relates language to human cognition andphysical world. Reflecting on the shortcomings of traditional theory study, cognitive linguists (Goldberg, 1995, 2006; Ungerer and Schmid, 2001; Croft and Cruse, 2004;Evans and Green,

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