中国英语学习研究
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作者： 陈建平著
出 版 社： 高等教育出版社
出版时间： 2005-12-1字数： 450000版次： 1页数： 350印刷时间： 2006-7-1开本： 16开印次： 3纸张： 胶版纸I S B N ： 9787040185096包装： 平装
广东外语外贸大学副校长陈建平教授自担任学校领导后，公务繁忙，疲于奔命。在此情况下，建平教授仍能挤出时间完成《中国英语学习研究--英语学习的跨语言文化因素与语篇模式研究》一书，令人叹服。这有赖于作者多年建立的厚实的学术功底，这归功于作者争分夺秒挑战自我的执着精神。
建平教授的新书具有实用性，它明确地表明作者研究的是与中国英语教学有关的问题。尽管我国英语教学在亚洲具有较高水平，随着英语已成为国际交流的通用语言，各级领导和国人对中国英语教学的期望值越来越高，而国内各地区各学校英语教学层次不齐，为此，我国的义务教育、普通高中和大学英语教学都在实施改革，我们自当欢迎本书的出版，为正在进行的改革添砖加瓦。
《中国英语学习研究》的价值在于它的宏观性，即作者高屋建瓴，充分论述了语言与文化和认知的关系。就语言与文化关系来说，这个课题在上世纪已受到国内外众多学者的关注，《中国英语学习研究》作者的贡献是能结合中国情况：围绕中国学生在英语学习过程中所面临的跨语言文化因素和跨文化语篇模式进行研究。就语言与认知的关系来说，《中国英语学习研究》作者不满足于泛泛地讨论语言习得与认知过程的关系，而是在此基础上，讨论第二语言学习与认知的关系，特别是论证第二语言形式结构系统建立在第一语言的结构之上。这样的课题更符合中国英语学习者的实际和需要。
陈建平，广东外语外贸大学副校长、博士、教授、博士生导师。1975年毕业于广州外国语学院英语系英语专业；先后获香港中文大学应用语言学哲学硕士学位、英国兰开斯特大学现代社会史硕士学位、北京外国语大学英语语言文学博士学位。现任学术团体的职务：全国高校外语专业教学指导委员会委员（英语组副组长）、中国英语教学研究会副会长、广东外语学会副会长、中国国际贸易学会国际商务英语研究委员会副主任委员。陈建平于1991年被国家教委和人事部评为“在工作中做出突出贡献的回国人员”；1993年获广东省省级教学成果二等奖（集体项目）；1996年获广东省省级教学成果一等奖（集体项目）；1997年获国家级教学成果奖二等奖（集体项目）；享受政府特殊津贴（1993）。陈建平的主要研究方向是社会语言学、英语教学和第二语言习得，主持过多项国家级和省部级科研项目：“八五”国家哲学社会科学基金项目（青年基金）：《汉语“主题突出”的特征对中国学生学习英语的影响》；国家哲学社会科学基金项目《英汉语篇模式对比研究》（2003）和教育部人文社会科学研究项目《汉英语言系统的文化差异及其对中国学生学习英语的影响》（2003）。2001至2003年与主持全国8所高校集体合作项目（第二总负责人）：教育部“新世纪网络课程建设工程”之《英语专业系列课程》。
序言1
前言3
Acknowledgements15
Preface16
Contents18
Part Ⅰ: Cross-linguistic Factors of EFL Learning
Chapter One Introduction3
Chapter Two Cultural Understanding of Lexical Items17
2.1. Context of the problem17
2.2. Comparison of dictionary entries18
2.3. An investigation of the cross-cultural understanding of lexical items20
2.4. Results of the investigation21
2.5. A discussion of the cultural understanding of lexical items and the implica-tions to ELT25
Chapter Three Basic Sentence Structure and Thought Patterns31
3.1. Topic-prominent constructions and EFL learning31
3.2. Topic prominence in Chinese learners' essay writing32
3.3. An investigation of Chinese EFL learners' topic-prominent constructions34
3.3.1. Rationale
3.3.2. Subjects
3.3.3. Test Structures
3.3.4. The Test
3.4. Patterns of Chinese EFL learners' topic-prominent constructions37
3.4.1. Topic-prominent constructions between groups
3.4.2. Major types of topic-prominent construction between groups
3.5. A discussion of topic-prominent constructions and thought patterns in EFLlearning43
3.6. Implications for EFL learning48
Chapter Four Characteristic Paragraph and Essay Structures51
4.1. Studies of cross-cultural differences in discourse patterns51
4.2. An analysis of the discourse patterns51
4.2.1. Essay with deductive structure
4.2.2. Essay with inductive structure
4.2.3. Deductive essay with inductive paragraphs
4.3. Case study of Chinese EFL teachers' structural classification59
4.4. Distribution pattern of the student's essay structures60
4.5. Chinese EFL learners' preferred paragraph and essay structures61
Chapter Five Preferred Patterns of Discourse65
5.1. Studies in intercultural discourse patterns65
5.2. An analysis of spoken discourse65
5.3. An analysis of written discourse72
5.3.1. Inductive essay
5.3.2. Inductive paragraphs
5.3.3.Topic-prominent sentence structure in discourse
5.4. Exploration of Chinese vs. Western patterns of discourse78
5.5. Preferred patterns of discourse in the Chinese cultural context83
Chapter Six Culture and Speech Act Sets87
6.1. Speech act theory in intercultural communication studies87
6.2. Speech act theory87
6.3. The notion of speech act set90
6.4. Different cultures, different speech act sets93
6.5. The implication of the notion of speech act sets98
Part Ⅱ: A Study of Chinese EFL Students' Discourse Patterns- Markedness in Intercultural Discourse Patterns
下篇：中国英语学生语篇模式研究--跨文化语篇模式之标记性
Chapter One Introducing the Study103
1.1. The context of the study103
1.2. The need for the study104
1.3. A summary of the major findings105
1.4. An outline of
Part II109
Chapter Two A Review of Studies in Intercultural Discourse Studies111
2.0. Introduction111
2.1. The relationship between language, culture and cognition111
2.2. Studies in intercultural discourse: Chinese vs. western discourse patterns113
2.3. Markedness, cultural schemata and discourse studies119
2.4. Research methodology126
2.5. Summary130
Chapter Three Qualitative and Quantitative Studies133
3.0. The statement of the problem133
3.1. The qualitative aspect of the study133
3.1.1. The data
3.1.2. Analysis of the paragraph structures
3.1.3. Description of the structures of the essays
3.1.4. EFL teachers' classification of the structural types of the essays
3.2. The quantitative aspect of the study: the investigation149
3.2.1. The hypothesis
3.2.2. Operational definitions
3.2.2.1.The independent variables
3.2.2.2.The dependent variables
3.2.2.3. Definition of terms
3.2.3.The questionnaire
3.2.3.1. Task Ⅰ: Wwhat makes a good essay
3.2.3.2. Task Ⅱ: Evaluation of the students' essays
3.2.3.3. Task Ⅲ: Comparison of different structural types
3.2.4 The pilot study
3.2.5. The informants
3.2.6. Data collecting procedures
3.2.7. Statistical analysis
3.2.7.1. Statistics for task I: What makes a good essay
3.2.7.2. Statistics for task II: Evaluation of the students' essays
3.2.7.3. Statistics for task III: Comparison of different structural types
3.3. The significance of the study169
Chapter Four The Results: Discourse Patterns and Evaluative Attitudes171
4.0. Introduction171
4.1 Results of the qualitative analysis171
4.2. Results of the quantitative study: The investigation174
4.2.1. Task Ⅰ: Opinions on what makes a good essay
4.2.1.1. Question 1 :Using conversational style vs. a strictly organized sequence
4.2.1.2. Question 2: Expression of personal feeling vs. direct reasoning
4.2.1.3. Question 3: Reference to other ideas vs. focus on one subject
4.2.1.4. Question 4: Specific to general vs. general to specific
4.2.1.5. Question 5: Examples prior to thesis vs. thesis followed by illustration
4.2.1.6 Summary of task I
4.2.2. Task Ⅱ: Evaluation of the students' essays
4.2.2.1. Evaluation of the essays with inductive structure
4.2.2.2. Evaluation of the essays with inductive paragraph structure
4.2.2.3. Evaluation of the essays with deductive structure
4.2.2.4. Summary of task Ⅱ
4.2.3. Task Ⅲ: Comparison of the preference of different structural types
4.2.3.1. Comparison of the preference of inductive vs. deductive structure
4.2.3.2. Comparison of the preference of inductive paragraph vs. deductive paragraph structure4.2.3.3. Summary of task Ⅲ4.3. Summary of the results of the study197
Chapter Five A Discussion of Markedness in Intercultural Discourse Patterns201
5.0. Introduction201
5.1. Interpretation of the results202
5.1.1. The description of the paragraph and essay structures
5.1.2. Writing in a conversational style vs. in a strictly organized sequence
5.1.3. Expression of personal feelings vs. direct reasoning
5.1.4. Reference to other ideas vs. focus on one subject
5.1.5. Overgeneralization effect in the application of metaknowledge
5.1.6. Impression-evaluation of the student's essays
5.1.7. Preference for the inductive/deductive essay structure
5.2. Discussion on the issue of deductive vs. inductive patterns in intercultural discourse213
5.2.1. Frequency of occurrence
5.2.2. A Surprise, a break from the communicative norm
5.2.3. Preference in lingnistic production
5.2.4. Markedness
5.2.5. Cultural Schema
5.3. An Explanatory model of markedness for intercultural discourse223
5.4. Major contributions of the study225
5.5. Implications of the present study227
5.6. Limitations of the present study229
Chapter Six Conclusion: Theory and Practice in Intercultural Discourse Studies231
6.1. Major findings of the study231
6.2. Major contribution to the theory and practice in intercultural discourse studies236
6.3. Suggestions for further research237
Bibliography239
Appendixes for Part Ⅰ
APPENDIXES for Chapter 3:255
Appendix Ⅰ. Test Items255
Appendix Ⅱ. Samples of Chinese EFL Students' Topic Prominent Constructions256
APPENDIX for Chapter 5:261
The Original Chinese Text for Mao Zedong's Talk261
Appendixes for Part Ⅱ
Appendix 1.Description of the Structural Types of the Essays265
Appendix 1.1. Questionnaire: EFL Teacher's Classification of the Structural Types271
Appendix 1.2. Samples of Essays with Inductive Structures279
Appendix 1.3. Samples of Essays with Inductive Paragraph Structures285
Appendix 1.4. Samples of Essays with Deductive Structures294
Appendix 2. The Questionnaire of the Study
Appendix 2.1. Coding of the Data of Task I: Opinions on What Makes a Good Essay326
Appendix 2.1.1. Statistical Analysis （ANOVA） of the Data: Question 1
Appendix 2.1.2. Statistical Analysis （ANOVA） of the Data: Question 2
Appendix 2.1.3. Statistical Analysis （ANOVA） of the Data: Question 3
Appendix 2.1.4. Statistical Analysis （ANOVA） of the Data: Question 4
Appendix 2.1.5. Statistical Analysis （ANOVA） of the Data: Question 5
Appendix 2.2. Coding of the Data of Task II: Evaluation of the Students' Essays 338
Appendix 2.2.1. Statistical Analysis (Repeated Measures) of the Evaluation of the Essays with Inductive Structure
Appendix 2.2.2. Statistical Analysis (Repeated Measures) of the Evaluation of the Essays of Deductive Frame with Inductive Paragraph Structure
Appendix 2.2.3. Statistical Analysis (Repeated Measures) of the Evaluation of the Essays with Deductive Structure
Appendix 2.3. Coding of the Data of Task III: Comparison of the Preference of Different Structural Types 347
Appendix 2.3.1. Statistical Analysis (Chi-Square Tests) of the Preference of Inductive Structure vs. Deductive Structure
Appendix 2.3.2. Statistical Analysis (Chi-Square Tests) of the Preference of Inductive Paragraph Structure vs. Deductive Paragraph Structure
