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魅麗。花火原創小說66折起
二語寫作的認知:功能語言學研究(簡體書)
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二語寫作的認知:功能語言學研究(簡體書)

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本研究以最具應用、指導價值的語言學分支——認知及功能語言學為強大的理論支撐,建立起了可以整合當前各主要寫作研究流派(包括過程寫作、產品寫作及體裁寫作)的認知功能語言學過程寫作框架。該框架主要包括可以詳細描述從思想產生到詞匯語法意象圖式形成直至最后文字產出的全過程的寫作模型,還包括用于對寫作文本進行語篇分析的分析模式。全書的寫作模型主要融合了本書所提出的“擴展的意象圖式系統(EISS)”、Langacker(2001)的認知語篇語法、Flower和Hayes(1980,2006)為代表的過程寫作模式,以及功能語法關于語境和語類/體裁的思想。該書可供各大專院校作為教材使用,也可供從事相關工作的人員作為參考用書使用。

目次

前言
Acknowledgements
Abstract
Chapter 1 Introduction
Chapter 2 Review of Literature on Rhetoric and Writing Research
2.1 Introduction
2.2 Product-oriented approaches
2.3 Process-oriented approaches
2.3.1 Pre-writing
2.3.2 Drafting
2.3.3 Rewriting
2.3.4 Other components in Flower and Hayes writing process model (1980)
2.3.5 Verbal protocols--the major means of research within this writing-as-process paradigm
2.3.6 New developments of the Flower-Hayes 1980 model
2.3.7 Instances of writing-as-process model as applied in ESL/EFL writing research
2.4 The process-oriented versus product-oriented writing approaches
2.5 For a comprehensive theory of writing
2.6 A review of major linguistic studies on writing
2.6.1 The transformational-generative approach to writing
2.6.2 Genre and the textlinguistics approach to writing
2.6.3 The application of cognitive linguistics in writing research
2.7 Revisiting the processes in generating the text
2.8 On the social context and attitudes which influence writing (and the writer)
2.9 Review of current college writing textbooks and teaching method
2.10 Application of writing-as-cognitive-functional-linguisticprocess model
Chapter 3 A Theoretical Framework for Our Cognitive-Functional Approach
3.1 Theoretical backgrounds
3.1.1 (Transformational) Generative Grammar
3.1.2 Systemic Functional Grammar
3.1.3 Cognitive Linguistics: a general survey
3.2 Some relevant details of cognitive functional linguistic studies
3.2.1 The Billiard-ball model
3.2.2 The Stage model
3.2.3 Transitivity
3.2.4 Grammatical relations
3.2.5 Voice, de/focusing, prominence, and dimensions of specificity
3.2.6 Nominalization and verbalization
3.2.7 Conceptual metaphor and the language of metaphor
3.2.8 Extended image schema theory
Chapter 4 A Cognitive-Functional-Linguistic-Process Writing Model
4.1 Introduction
4.2 A cognitive-functional-linguistic-process writing model
4.2.1 The architecture and working mechanism
4.2.2 A further discussion on EFL writing under our model
Chapter 5 Research Design and Methodology
5.1 Qualitative vs. Quantitative
5.2 Participants
5.3 Treatment and the teaching materials
5.3.1 Treatment
5.3.2 Teaching materials
5.4 Assessment
5.4.1 Quantitative assessment
5.4.2 Qualitative evaluation
5.5 Triangulation
Chapter 6 Statistical Results and Qualitative Analysis
6.1 General introduction
6.2 Marking and its results
6.2.1 Markers and marker training
6.2.2 Presentation of the marking results
6.3 Data treatment
6.3.1 On the conceptual metaphor compositions
6.3.2 On the image schema compositions
6.3.3 On the cognitive grammar compositions
6.4 Summary
6.5 A qualitative analysis of the compositions with cognitive-functional linguistic tools
6.5.1 An Analysis on the treatment effects of the metaphorical group
6.5.2 An Analysis on the treatment effects of the image schema group
6.5.3 An Analysis of the treatment effects of the cognitive grammar group
6.5.4 Chapter Summary
Chapter 7 Concluding Summary and Research Implications
7.1 A summarizing analysis of the responses to training in all the chosen posttest writings
7.2 Summary, discussion, and implications
Bibliography

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