《构建中介语情态系统》是2011年科学出版社出版的图书，作者是胡春雨。

• 书名 构建中介语情态系统
• 作者 胡春雨
• ISBN 9787030313362
• 页数 359
• 定价 56.00元

内容简介

　　本书采用本族语者语料库研究、教学语料库研究、学习者语料库研究和实验研究多种研究手段，全方位考察英语情态表达在当代英语口笔语中、教科书中、不同水平学习者的中介语中的使用情况。研究表明:(1)英语情来自态系统具有动态性、不规则性、复杂性、非线性及混浊性等特征;(2)中学英语教科书没能很好地体现出当代英语情态表达的一兰屋告绍八些重要特征;(3)和本族语者360百科相比，高水平学习者跳请院抓量济乱特盐定在情态表达的使用上存在巨大差异;(4)不今尔得江并令什措垂甲同水平组的学习者在表达某一情态概念时，无论在口语中还是在议论文写作中，其情态表达的使用有着极为相似的规律;(5)学习者在情态表达的使用上存在巨大的个体差异。学习者在达到高级水平后，在英语情态表达上仍和本族语者存在巨大差异的原因，除县委的了英语情态系统自身的复杂性和情态教学存在着各种各样的问题外，还因为汉语情态系统的迁移、学习者交际需求的满足等学习者自身因素。

目录

　　前言

　　Acknowledgements

　　List of Abbreviations

　　List of LINDSEI Transcriptions

　　Chapter I Introduction

　　1.1 Research Orientation

　　1.2 Rationale

　　1.3 The Scope of Inquiry

　　1.4 Theoretical Considerations

　　1.5 Organiz斤重斤ation of the Book

　及刘你盟助款价负易　Chapter 2 The Acquisition of Modality

　　2.1 Modality

　　居低课激弦专院营增万无2.1.1 Definition and Cl州扩际随项雷化轻货assificati数波木检on

　　2.1.2 The E田紧nglish Modal System

　　2.1.3 The Chinese Modal System

　　2.2 L1 Acquisition of Modality

　　2.2.1 Naturalistic Longitudinal Studies

　　2.2.2 Experimental Studies

　　2.3 状游高帮夫设井参肥L2 Acquisition o肥限太促联防看率周相f Modality

　　2.历八响站况与成油3.1 Longitudinal Studies

　　2.3.2 Learner Corpus Studies

　　2.3.3 Experimental Studies

　　2.4 Limitations of Previous Studies

　　2.5 Summary

　　Chapter 会慢物功3 Methodology

　　3.1 Research Questions

　　3.2 The NS Corpus Study

　　3.2.1 Introduction

　　3.2.2 Corpora Used in This Study

　　3.2.3 Data Analysis

　　3.3 The Pedagogic Corpus Study

　　3.3.1 Introduction

　　3.3.2 Th结迅孙护e Pedagogic Corpus Used i切材陆输情将含n This Study

　　3.3话绍首船剧院百市.3 Data Analysis

　　3.4 The Learner Corpus Study

　　3.4,1 Introduction

　　3.4.2 Corpor药妈块a Used in This Study

　　3.4.3 Data Analysis

　　3.5 The Experimental Study

　　3.5.1 Introduction

　　3.5.2 Participants

　　3.5.3 Instruments and Materials

　　3.5.4 Data Collection Procedures

　　3.5.5 Data Analysis

　　Chapter 4 Modality in Contemporary English, Textbooks and Learners' Language

　　4.1 Modality in Contemporary English

　　4.1.1 General Findings

　　4.1.2 Modal Expressions of Epistemic Possibility

　　4.1.3 Modal Expressions of Root Necessity

　　4.1.4 Modal Expressions of Volition and Prediction

　　4.1.5 Summary

　　4.2 Modality in the Textbooks

　　4.2.1 General Findings

　　4.2.2 Modal Expressions of Epistemic Possibility

　　4.2.3 Modal Expressions of Root Necessity

　　4.2.4 Modal Expressions of Volition and Prediction

　　4.2.5 Summary

　　4.3 Modality in Learners' Language: Deviation from the Norm.

　　4.3.1 General Findings

　　4.3.2 Modal Expressions of Epistemic Possibility

　　4.3.3 Modal Expressions of Root Necessity

　　4.3.4 Modal Expressions of Volition and Prediction

　　4.3.5 Summary

　　4.4 Modality in Learners' Language: Modal Development

　　4.4.1 General Findings

　　4.4.2 Modal Expressions of Epistemic Possibility

　　4.4.3 Modal Expressions of Root Necessity .

　　4.4.4 Modal Expressions of Volition and Prediction

　　4.4.5 Summary

　　4.5 Modality in Learners' Language: Individual Differences

　　4.5.1 General Findings

　　4.5.2 Modal Expressions of Epistemic Possibility

　　4.5.3 Modal Expressions of Root Necessity

　　4.5.4 Modal Expressions of Volition and Prediction

　　4.5.5 Summary

　　Chapter 5 Constructing the IL Modal System

　　5.1 The Inherent Complexity of the English Modality

　　5.2 The Role of Instruction

　　5.2.1 Instructional Input

　　5.2.2 Instructional Support

　　5.2.3 Summary

　　5.3 Learner Factors

　　5.3.1 L1 Influence

　　5.3.2 Universal Constraints

　　5.3.3 L2 Proficiency

　　5.3.4 Learner Needs and Learner Agency

　　5.3.5 Learner Awareness

　　5.3.6 The Role of Output Practice

　　5.4 The Dynamic Interaction of Contributing Factors

　　5.4,1 The Acquisition and Use of the Epistemic Markers

　　5.4.2 The Acquisition and Use of the Root Necessity Modals

　　5.4.3 The Acquisition and Use of the Volition and Prediction Modals (I)

　　5.4.4 The Acquisition and Use of the Volition and Prediction Modals (II)

　　5.5 Towards a General Understanding of L2 Modal Acquisition

　　5.6 Summary

　　Chapter 6 Conclusion

　　6.1 Summary of Major Findings

　　6.2 Theoretical and Methodological Implications

　　6.2.1 Usage-Based Model vs. Corpus-Based Analysis

　　6.2.2 Group Data vs. Ifldividual Data

　　6.2.3 Oral Data vs. Written Data

　　6.2.4 Production Data vs. Other Types of Data

　　6.3 Implications for Modal Instruction

　　6.3.1 Providing Better Modal Input

　　6.3.2 Providing More Input-Processing Tasks and Focus-on-Form Activities

　　6.3.3 Providing More Effective Explicit Instruction

　　6.3.4 Teaching Modals When Learner Are Developmentally Ready.

　　6.3.5 Providing More Awareness-Raising Activities

　　6.3.6 Providing Opportunity for Practice

　　6.4 Suggestions for Future Research

　　6.5 Concluding Remarks

　　References

　　Appendices

　　Appendix I Materials Used in CASEC

　　Appendix 2 A Pilot Study

　　Appendix 3 Topics in the Writing Task

　　Appendix 4 Topics in the Oral Task

　　Appendix 5 The Translation Test

　　Appendix 6 The Discourse Completion Test

　　Appendix 7 The Acceptability Judgment Test

　　Appendix 8 The Opened Questionnaire

　　Appendix 9 Participants' 256 Essays (Sample)

　　Appendix 10 Participants' Sixteen Conversations (Sample)

　　Appendix 11 Participants' Performance in the Translation Test

　　Appendix 12 Participants' Performance in the Discourse Competition Test

　　Appendix 13 Participants' Performance in the Acceptability Judgment Test

　　Appendix 14 Participants' Answers to Questions in the Opened Questionnaire

　　Appendix 15 Sample of Interviews

　　Appendix 16 Post-experiment Investigations (Sample)

丛书信息

　　科学出版社语言学及应用语言学丛书 (共46册), 这套丛书还有 《基于组合模来自式的语法检查》,《汉语名词动用中的句法机制研究》,《交互串行加工模型》,《自然语义元语言》,《形成性评估研究》 等。