曹志希编著的《二语习得内容与形式的认知研究》根据语言学、认知心理学、教育学、第二语言习得等学科的最新研究成果，结合我国英语学习者的词汇学习实际，探讨词汇习得内容与形式的认知心理过程，进而研究二语词汇教学应当遵循的一些原则。本书线供相关学者参考阅读。

《二语习得内容与形式的认知研究》由曹志希编著。

《二语习得内容与形式的认知研究》简介：

运用教育心理语言学和社会认知语言学的方法对二语词汇习得深度和广度频率效应、词汇认知多义网络构建场景定位模型、英语语用能力与学习动机相关性、英语虚拟语气人际关系距离化、中国英语学习者与英语本族语者实施请求异同、班级规模与英语学习效率相关性、英语精读教学SCTPPP课程模式应用等问题的研究成果对二语习得研究与外语教学改革具有深刻的现实意义和应用价值。

Chapter One: SLVA Depth and Breadth in a Frequency Effect Analysis

0 Introduction

1 Frequency and Frequency Effects

 1.1 Frequency

 1.2 Three Dimensions of Frequency

2 Second Language Vocabulary Acquisition (SLVA)

 2.1 Breadth of L2 Vocabulary Knowledge

 2.2 Depth of L2 Vocabulary Knowledge

3 SLVA Frequency Effects Framework

 3.1 Frequency Effects in SLA

 3.2 A tentative Framework

 3.3 Variables for Investigation

4 A Frequency Effect Experiment

 4.1 Participants

 4.2 Instrumentation

 4.3 Procedures

 4.4 Scoring

 4.5 Data Analysis

5 Findings and Discussions

 5.1 Frequency Level Effects

 5.2 Word Exposure Effects

Chapter Two: Words and their Cognitive Polysemic Networks in the Scene-oriented Model

1 Introduction

2 Polysemy

 2.1 Polysemy Studies Abroad

 2.2 Polysemy Studies in China

 2.3 Understanding Polysemy

 2.4 Summary

3 Theoretical Basis of Polysemous 开(Kai)

3.1 Categorization

 3.2 Prototype Theory

 3.3 Mechanisms of Meaning Extension

 3.4 Polysemic Network

4 Polysemic Network of 开(Kai) : A Scene-oriented

 Model

4.1 Protoscene as the Starting Point

 4.2 The Polysemic Network of 开(Kai)

 4.3 Summary

5 Conclusion

Chapter Three: English Pragmatic Competence and Learning Motivation in Correlation

1 Introduction

 1.1 Research Background

 1.2 Purpose and Significance of the Thesis

 1.3 Framework of the Thesis

2 Survey of SEMs' Pragmatic Competence

 2.1 Design of the Survey

 2.2 Results and Analysis

3 Factors Affecting SEMs' Pragmatic Competence

 3.1 Categories of SEMs' Pragmatic Competence

 3.2 Factors for SEMs' Pragmatic Competence

4 Correlation between SEMs' Pragmatic Competence

 and Learning Motivation

 4.1 Survey Design of SEMs' Learning Motivation

 4.2 Results and Analysis

 4.3 SEMs' Pragmatic Competence and Learning Motivation in Correlation

 4.4 hnplications

5 Conclusion

Chapter Four: Chinese and Native Speakers of English Differing in Performing Requests

0 Introduction

1 Request as a Speech Act

 1.1 Category for Evaluation

 1.2 Classification and Strategy

2 Research Design

 2.1 Purposes

 2.2 Participants

 2.3 Instrumentation

 2.4 Data Collection

3 Results and Discussions

 3.1 Differences in Forms of Request

 3.2 Differences in Modifications of Request

 3.3 Differences in Strategies of Request

4 Conclusion

Chapter Five: Subjunctive Mood and Human Relation Distaneiation

1 Introduction

 1.1 The Questionable Situation

 1.2 Purpose of the Research

 1.3 Significance of the Research

 1.4 Organization of the Thesis

2 Subjunctive Mood Categories

 2.1 Classification of Subjunctive Mood

 2.2 Contemporary Grammarians' Attitudes towards Subjunctive Mood

 2.3 Employment of Subjunctive Mood

3 Subjunctive Mood and Distanciation

 3.1 Temporal Distance and Psychological Distance

 3.2 Subjunctive Mood Analysis Model

 3.3 Subjunctive Distanciation

4 Distanciation in Experiment

 4.1 Introduction

 4.2 Research Questions

 4.3 Research Methods

 4.4 Procedure

 4.5 Results and Discussions

5 Distanciation Pedagogics and Conclusion

 5.1 Close Distanciation

 5.2 Remote Distanciation

 5.3 Conclusion

Chapter Six: Class Size and English Learning Efficiency in Correlation

1 The Proposition of the Issue

 1.1 Definition: an Issue of Perspective

 1.2 Class Size Issue and English Learning Efficiency

 1.3 Significance of the Issue

2 State of the Art

 2.1 China's Realities

 2.2 Studies in China

 2.3 Studies Abroad

3 Mediating Factors of ELT Efficiency

 3.1 Children's General Cognitive Stages

 3.2 Specific Cognitive Differences

 3.3 Class Size and Teaching Methods

4 Size-Efficiency Investigation

 4.1 Design of the Survey

 4.2 Results and Analysis

 4.3 Implications

5 Conclusion

Chapter Seven: English Intensive Reading and SCTPPP in Application

1 Introduction

2 Idea-Conflicts about College English Intensive

 Reading Instruction

 2.1 Centerin on Learners

 2.2 Utility of Computer Resources

 2.3 Task Issues in CEIR Instruction

 2.4 Process of Learning

3 Feasibility of the SCTPPP Instruction Model

 3.1 Definition of SCTPPP

 3.2 Theoretical Basis of SCTPPP

 3.3 Practicability of the SCTPPP Instruction Model

4 SCTPPP for Experimentation

 4.1 Experimental Conditions

 4.2 Hypothetical Questions

 4.3 Subjects

 4.4 Instruments of the Research

 4.5 Instructional Arrangements

 4.6 Data Collection

 4.7 Results Analysis and Discussion

5 Conclusion

References