本书对中国学生英语冠词过渡语知识的发展状况进行了考察。研究结果显示，英语和汉语名词词组内部结构存在差异，这种差异是导致中国学生零冠词误用现象的重要原因，而复杂的冠词语义则是造成中国学生过度使用定冠词的深层原因。此外，成人所特有的认知学习风格在输入处理中发挥作用会导致习得过程中出现语际和语内两类干扰，影响中国学生英语冠词过渡语知识的发展。这些研究结果有助于加深对中国英语学习条件下成人习得英语冠词系统的了解。

本书对中国学生英语冠词过渡语知识的发展状况进行了考察。针对中国学生英语冠词知识方面存在的缺陷，作者围绕三个问题展开了讨论：①英汉语言类型之间的差别如何影响中国学生英语冠词习得；②冠词语义如何影响不同用法的习得难易度；③学习者因素如何限制英语冠词习得中的输入处理。研究结果显示，英语和汉语名词词组内部结构存在差异，这种差异是导致中国学生零冠词误用现象的重要原因，而复杂的冠词语义则是造成中国学生过度使用定冠词的深层原因。此外，成人所特有的认知学习风格在输入处理中发挥作用会导致习得过程中出现语际和语内两类干扰，影响中国学生英语冠词过渡语知识的发展。这些研究结果有助于加深对中国英语学习条件下成人习得英语冠词系统的了解。

Forword

Abstract

Acknowledgements

List of Tables

Chapter 1 Introduction

Chapter 2 Chinese learners' interlanguage knowledge of the English articles: A preliminary study

 2.1 Linguistic background

2.1.1 Noun semantics

2.1.2 Classifications of referential meanings of noun phrases

 2.2 A preliminary study

2.2.1 Participants

2.2.2 Materials

2.2.3 Procedure

2.2.4 Results

 2.3 The research questions of this thesis

Chapter 3 Literature review

 3.1 Typological differences and L2 article acquisition

3.1.1 Zero contrast and L2 article acquisition

3.1.2 The typological difference of sentence structures and L2 article acquisition

3.1.3 The noun phrase typology and L2 article acquisition.

 3.2 Article semantics and L2 article acquisition

3.2.1 Early research

3.2.2 Article semantics and the Article Choice Parameter

 3.3 The learner factor and L2 article acquisition

3.3.1 Models of adult second language learning

3.3.2 The adult cognitive learning style

 3.4 Summary

Chapter 4 Study 1

 4.1 Predicted interlingual and intralingual interference

 4.2 Methods

4.2.1 Participants

4.2.2 Tasks and procedure

4.2.3 Results and discussion

 4.3 Summary

Chapter 5 Study 2

 5.1 Article semantics revisited

 5.2 Methods

5.2.1 Task and procedure

5.2.2 Results and discussion

 5.3 Summary

Chapter 6 Study 3

 6.1 Asymmetry in L2 parameter resetting

 6.2 The markedness status of the configurationality and the mass-count parameters

 6.3 Negative evidence and frequency of occurrence

 6.4 Methods

6.4.1 Materials

6.4.2 Results

6.4.3 Discussion

 6.5 Summary

Chapter 7 General discussion and conclusion

 7.1 Major findings

 7.2 General discussion

7.2.1 Input processing in L2 English article acquisition across the three studies

7.2.2 The effect of typological differences

7.2.3 The effect of article semantics

7.2.4 The effect of the learner factor

 7.3 Pedagogical implications

 7.4 Suggestions for future research

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

Appendix F

Appendix G

Appendix H

Appendix I

References