中文摘要：在国内外的语言学研究中，英语中动结构以其复杂的句法和语义特征引发了广泛的讨论。大多数研究主要集中在中动结构的形成和其句法语义特征上面。然而，很少有研究通过教学实验来考察英语学习者对中动结构的习得。

构式语法强调构式是形式、意义的结合体，提出语法不仅有语法结构，更包含了独立而完整的语义。在这一理论框架内，一些学者提出了构式语法教学可以帮助二语学习者更好地理解句子的形式和意义从而更好地习得语法知识。

为了验证构式语法教学的有效性，本文进行了实证研究。杭州市某高中二年级92名学生参加了本次研究。在实验期间，他们分别接受了以构式语法和传统语法为指导的英语中动结构教学。在实验完成之后，三次测试中收集的数据通过使用SPSS 23.0进行了分析。本文研究结果显示：1）在构式语法指导下的学生在英语中动结构习得优于传统语法教学的学生；2）两组学生在翻译题上的成绩显著高于客观题，而经构式语法教学的学生在两种题型上的成绩都显著高于经传统语法教学的学生，不过两组学生在翻译题上的平均分差距和在客观题上的差距基本相同；3）两组学生在学习英语中动结构时的主要错误包括时态错误、语态错误和动词错误，而且他们在动词方面的错误均高于其他两种错误。

本文从认知构式语法的角度对英语中动结构进行了深入的理论探讨。同时本研究还为英语中动结构的教学和习得提供了相关建议。

关键词：英语中动结构；二语习得；构式语法

Contents

Abstract

中文摘要

1. Introduction-1

1.1 Research Background-1

1.2 Research Objectives-2

1.3 Significance of Research-2

1.4 Overview of the Thesis-3

2. Literature Review-4

2.1 Definition of EMC-4

2.2 Features of EMC-5

2.2.1 Syntactic Features of EMC-5

2.2.2 Semantic Features of EMC-6

2.3 Constraints on Middle Verbs-7

2.4 Theoretical Researches on EMC in Different Linguistic Schools-8

2.4.1 Descriptive Grammar-8

2.4.2 Functional Grammar-9

2.4.3 Generative Grammar-9

2.4.4 Cognitive Construction Grammar-11

2.5 Pedagogical Studies of EMC-11

3. Theoretical Framework-14

3.1 Construction Grammar-14

3.1.1 The definition of Construction-14

3.1.2 Semantics Properties of Arguments in EMC-15

3.1.3 Features of Constructions-16

3.2 Prototype Theory-16

3.2.1 Prototype Theory-17

3.2.2 Family Resemblance-17

4. Research Methodology-19

4.1 Research Questions-19

4.2 Participants-19

4.3 Instruments-19

4.4 Procedures-20

4.4.1 Pilot Study-20

4.4.2 Procedures-21

4.4.3 Instructional Design-21

4.5 Data Collection-25

4.6 Data Analysis-25

5. Results and Discussion-27

5.1 Results of the Research-27

5.1.1 Results of Chinese High School Students’ Current Acquisition on EMC-27

5.1.2 Students’ Performance of EMC after Applying CG-based Approach-27

5.1.3 Students’ Performance of EMC after Applying TG-based Approach-29

5.1.4 Comparison of Students’ Performance of EMC in Different Question Types between Experiment Group and Control Group-30

5.2 Discussion-32

5.2.1 The Effectiveness of CG-based Intervention in Improving EMC Proficiency-32

5.2.2 Comparison between CG-based Intervention and TG-based Intervention on EMC Acquisition-32

5.2.3 Analysis of Students’ Different Performance in Objective Task and Translation Task between Experiment Group and Control Group-33

5.2.4 Analysis of Students’ Errors in Learning EMC-34

5.3 Summary-35

6. Conclusion-36

6.1 Major Findings-36

6.2 Pedagogical Implications-36

6.3 Limitations and Suggestions for Further Study-37

References-38

Appendix-41