Contents 致谢 前言 List of Abbreviations List of Tables List of Figures Chapter 1 Introduction 1 1.1 English C&M Nouns in a Nutshell 4 1.2 Perspectives in C&M Distinctions: English vs. Chinese 7 1.3 Perspectives in English C&M Nouns: Inherent and Dynamic 9 1.4 Effect of Acquired C&M Knowledge on Perspective-taking in Construing Real-world Entities 11 Chapter 2 Empirical and Theoretical Studies of English C&M Nouns 16 2.1 Introduction 16 2.2 Empirical Evidence of L2-English C&M Learning 17 2.3 Theoretical Accounts of C&M Nouns 29 2.4 A Critique of the Theoretical Account of C&M Distinctions 37 2.5 Summary 41 Chapter 3 English C&M Distinctions: The Perspective Account 43 3.1 Introduction 43 3.2 Basic Notions of the Cognitive Linguistics 44 3.3 Defining Perspective 48 3.4 Perspectives in C&M Distinctions: A Tripartite Framework 51 3.5 Classifying English C&M Nouns: Inherent Perspectives 66 3.6 Classifying English C-M Mutual Conversions: Dynamic Perspectives 69 3.7 Perspective Encoded in Chinese C&M Distinctions 79 3.8 Perspectives Involved in C&M Distinctions: A Cross-linguistic Comparison 85 3.9 Summary 88 Chapter 4 Constraints on L2 Acquisition of English Nouns 90 4.1 Introduction 90 4.2 Constraints on L2 Acquisition of English C&M Nouns 91 4.3 Constructing an L2 Acquisitional Trajectory of English C&M Nouns 97 4.4 Constraints on L2 Acquisition of English C-M Mutual Conversions 99 4.5 Operationalizing Perspective Shifting in C&M Learning 107 4.6 Issues Being Addressed in This Book 110 4.7 Variables Being Investigated in This Book 113 4.8 Summary 114 Chapter 5 Perspective Shifting in L2 Learners: Empirical Studies 116 5.1 Introduction 116 5.2 Preliminaries for Target Word Selection 118 5.3 Study 1: Inherent C-M Perspective in L2 Learners 120 5.4 Study 2: Dynamic C-M Perspective in L2 Learners 137 5.5 Study 3: C-M Knowledge and Perspective in Entity Construal 161 5.6 Summary 172 Chapter 6 Concluding Words 173 6.1 Introduction 173 6.2 Characterizing English C&M Distinctions in L2 Production 173 6.3 A Unified Account of C&M Learning: Perspective as Mechanism and Outcome 195 6.4 Major Findings 199 6.5 Implications 203 References 209 Appendix A 223 Appendix B 225 Appendix C 230 Appendix D 239 Appendix E 244 Appendix F 246 List of Tables Table 2.1 Morpho-syntactic Criteria for English C&M Constructions 30 Table 3.1 Perspectives Encoded in English Count and Mass Nouns 58 Table 3.2 Reclassifying English C&M Nouns Based on Inherent Perspectives 66 Table 3.3 Perspectives Coded in C&M Distinctions between English and Chinese 86 Table 4.1 Perspectives Encoded in English C&M Nouns, Their Complexity,and the Degree of Perspectival Overlap with Chinese Countifiers 98 Table 4.2 Variables and Their Operational Definitions Involved in the Research Hypotheses 113 Table 5.1 Grouping of Participants Based on EFL Years, Scores on English Proficiency Test and Self-evaluation of English Proficiency 122 Table 5.2 Basic Information of the Words used in Study 1 124 Table 5.3 Taxonomy and Token Numbers of the Nouns in ET 124 Table 5.4 Example Tabular Presentation of Scoring, Tagging and the Corresponding Legends 127 Table 5.5 Three-way ANOVA (Repeated Measures) Results for Count Nouns 131 Table 5.6 Three-way ANOVA (Repeated Measures) Results for Mass Nouns 132 Table 5.7 Two-way ANOVA (Repeated Measures) Results for Count Nouns 133 Table 5.8 Two-way ANOVA (Repeated Measures) Results for Mass Nouns 133 Table 5.9 Pairwise Comparisons of the Mean Differences between Different Noun Types with the Averaged Data from Error-free and Deviant Testing Conditions (LSD) 134 Table 5.10 Basic Information of the Words Used in Editing Task 1 138 Table 5.11 Two-way ANOVA (Repeated Measures) Results for C-M Conversions 148 Table 5.12 One-way ANOVA (Repeated Measures) Results for C-M Conversions 148 Table 5.13 Two-way ANOVA (Repeated Measures) Results for M-C Conversions 149 Table 5.14 One-way ANOVA (Repeated Measures) Results for M-C Conversions 150 Table 5.15 Basic Information of the Words Used in Editing Task 2 152 Table 5.16 Three-way ANOVA (Repeated Measures) Results for C-M Conversion Types 155 Table 5.17 Simple Effects of the Blocking between C&M Use and Chinese Classifiers among C-M Conversion Types 156 Table 5.18 Three-way ANOVA (Repeated Measures) Results of M-C Conversions 158 Table 5.19 Simple Effects of the Blocking between C&M Use and Chinese Classifiers among M-C Conversion Types 158 Table 5.20 Materials and Novel Words Used in Study 3 164 Table 5.21 Mean Proportions (Standard Deviation) of Shape Alternative for the Complex-Object, Simple-Object, and Substance Responses as a Function of Language 166 Table 5.22 Post-hoc (LSD) Tests of the Simple Shape and Substance Responses as a Function of Language Proficiency 168 Table 5.23 Correlation Matrix of the Variables in the Regression Analysis 170 Table 5.24 Multiple Regressions for Predictors of the Responses to Shape-Objects 171 List of Figures Figure 3.1 Schematic Ternary Semantic Pole of the thing-shifting(Adapted from Twardzisz, 1998) 59 Figure 4.1 The Individuation Continuum (adapted from Gentner & Boroditsky, 2001) 100 Figure 4.2 A Revised Individuation Continuum: Concrete plus Abstract Types 101 Figure 4.3 The Countability Continuum: Concrete plus Abstract Types 103 Figure 5.1 Perspectival Schemata for Eight Categories of English Nouns across the Four Groups 129 Figure 5.2 Averaged ARs of English Nouns across the Four EFL Groups 135 Figure 5. 3 Perspectival Schemata of C-M/M-C Conversions across the Three Groups 146 Figure 5.4 Samples for Complex-Objects, Simple-Objects, and Substance Trials 166 Figure 6.1 C&M Development in EFL Learners: Three Stages of Perspective Shifting Process 198
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