《中国英语学习研究》是2005年
高等教育出版社出版的
图书，作者是
陈建平。
内容简介
《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。
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《中国英语学习研究》的出版，为正在进行的改革添砖加瓦。
图书目录
序言 1
前言 3
Acknowledgements 15
Preface 16
Contents 18
Part Ⅰ: Cross-linguistic Factors of EFL Learning
Chapter One Introduction 3
Chapter Two Cultural Understanding of Lexical Items 17
2.1. Context of the problem 17
2.2. Comparison of dictionary entries 18
2.3. An investigation of the cross-cultural understanding of lexical items 20
2.4. Results of the investigation 21
2.5. A discussion of the cultural understanding of lexical items and the implica-tions to ELT 25
Chapter Three Basic Sentence Structure and Thought Patterns 31
3.1. Topic-prominent constructions and EFL learning 31
3.2. Topic prominence in Chinese learners' essay writing 32
3.3. An investigation of Chinese EFL learners' topic-prominent constructions 34
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 constructions 37
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 EFLlearning 43
3.6. Implications for EFL learning 48
Chapter Four Characteristic Paragraph and Essay Structures 51
4.1. Studies of cross-cultural differences in discourse patterns 51
4.2. An analysis of the discourse patterns 51
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 classification 59
4.4. Distribution pattern of the student's essay structures 60
4.5. Chinese EFL learners' preferred paragraph and essay structures 61
Chapter Five Preferred Patterns of Discourse 65
5.1. Studies in intercultural discourse patterns 65
5.2. An analysis of spoken discourse 65
5.3. An analysis of written discourse 72
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 discourse 78
5.5. Preferred patterns of discourse in the Chinese cultural context 83
Chapter Six Culture and Speech Act Sets 87
6.1. Speech act theory in intercultural communication studies 87
6.2. Speech act theory 87
6.3. The notion of speech act set 90
6.4. Different cultures, different speech act sets 93
6.5. The implication of the notion of speech act sets 98
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 Study 103
1.1. The context of the study 103
1.2. The need for the study 104
1.3. A summary of the major findings 105
1.4. An outline of
Part II 109
Chapter Two A Review of Studies in Intercultural Discourse Studies 111
2.0. Introduction 111
2.1. The relationship between language, culture and cognition 111
2.2. Studies in intercultural discourse: Chinese vs. western discourse patterns 113
2.3. Markedness, cultural schemata and discourse studies 119
2.4. Research methodology 126
2.5. Summary 130
Chapter Three Qualitative and Quantitative Studies 133
3.0. The statement of the problem 133
3.1. The qualitative aspect of the study 133
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 investigation 149
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 study 169
Chapter Four The Results: Discourse Patterns and Evaluative Attitudes 171
4.0. Introduction 171
4.1 Results of the qualitative analysis 171
4.2. Results of the quantitative study: The investigation 174
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 structure 4.2.3.3. Summary of task Ⅲ 4.3. Summary of the results of the study 197
Chapter Five A Discussion of Markedness in Intercultural Discourse Patterns 201
5.0. Introduction 201
5.1. Interpretation of the results 202
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 discourse 213
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 discourse 223
5.4. Major contributions of the study 225
5.5. Implications of the present study 227
5.6. Limitations of the present study 229
Chapter Six Conclusion: Theory and Practice in Intercultural Discourse Studies 231
6.1. Major findings of the study 231
6.2. Major contribution to the theory and practice in intercultural discourse studies 236
6.3. Suggestions for further research 237
Bibliography 239
Appendixes for Part Ⅰ
APPENDIXES for Chapter 3: 255
Appendix Ⅰ. Test Items 255
Appendix Ⅱ. Samples of Chinese EFL Students' Topic Prominent Constructions 256
APPENDIX for Chapter 5: 261
The Original Chinese Text for Mao Zedong's Talk 261
Appendixes for Part Ⅱ
Appendix 1.Description of the Structural Types of the Essays 265
Appendix 1.1. Questionnaire: EFL Teacher's Classification of the Structural Types 271
Appendix 1.2. Samples of Essays with Inductive Structures 279
Appendix 1.3. Samples of Essays with Inductive Paragraph Structures 285
Appendix 1.4. Samples of Essays with Deductive Structures 294
Appendix 2. The Questionnaire of the Study
Appendix 2.1. Coding of the Data of Task I: Opinions on What Makes a Good Essay 326
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