《模式语法视角下的二语词汇习得》由王龙吟著。作者首先在理论上建立模式语法的词汇意义—模式特征与二语产出性词汇的深度知识特征的链接，奠定了语料库语言学应用于二语词汇学习的理论基础。然后采用模式语法的工作模型，对英语本族语者大学生和中国英语大学生的同类型语料库进行了若干个典型词汇模式和意义的关联对比。该研究不但揭示了中国英语学习者运用词汇深度知识的能力特点和阶段性发展特征；而且对模式语法的应用领域和研究方法也有所拓展。所以既有理论意义，也有应用价值。

List of Tables

List of Figures

List of Abbreviations

List of Pattern Notations

Chapter 1 Introduction

 1.1 Research orientation

 1.2 Pattern: the object of research

 1.3 Rationale

 1.4 Key research questions

 1.5 Organization of the book

Chapter 2 Pattern Grammar

 2.1 Identification, definition, and presentation of"pattern"

 2.2 A historical review of pattern grammar

2.2.1 Earlier work on patterns and usage

2.2.2 Research on word combinations

2.2.3 Lexical grammar

2.2.4 Pattern grammar

 2.3 Two approaches to pattern grammar

2.3.1 Approach 1: A word and its patterns

2.3.2 Approach 2: A pattern and its words

 2.4 Pattern-meaning association (PMA): core of pattern grammar

 2.5 Summary

Chapter 3 Pattern Grammar and L2 Vocabulary Development

 3.1 Pattern and depth of word knowledge

3.1.1 Depth of word knowledge

3.1.2 Associating pattern with depth of word knowledge

 3.2 Depth of word knowledge and L2 vocabulary development

3.2.1 A unified account of dimensions of L2 vocabulary development research

3.2.2 Previous research on depth of L2 vocabulary development

 3.3 Summary

Chapter 4 On the Corpus Method

 4.1 Justifications for using learner corpora in SLA study

 4.2 Advantages of using learner corpora in the present research

4.2.1 Learner corpora provide large quantities of natural language use data

4.2.2 Learner corpora provide a new text type for observation

 4.3 Nature of corpus linguistics

4.3.1 Corpus linguistics is "a new way of thinking about language"

4.3.2 Corpora serve both as a test bed and as a source for hypotheses in SLA study

 4.4 Limitations of using leamer corpora in SLA study

 4.5 Summary

Chapter 5 Methodology

 5.1 Database

5.1.1 Preparing the learner corpus

5.1.2 Guaranteeing the comparability between different samples of the leamer corpus

5.1.3 Preparing the control corpus

5.1.4 Guaranteeing the comparability between the control corpus and the learner corpus

 5.2 Research Tools

5.2.1 Wmatrix and CLAWS

5.2.2 WordSmith Tools

 5.3 Analytical framework of the present research

 5.4 Study 1: A word and its patterns -- WAY

5.4.1 Selecting the research target

5.4.2 Research procedure

 5.5 Study 2 : A pattern and its words -- Vnl ton2

5.5.1 Selecting the research target

5.5.2 Research procedure

 5.6 Study 3: A simpler pattern and its words -- V to n

5.6.1 Selecting the research target

5.6.2 Research procedure

 5.7 Summary

Chapter 6 Results and Discussion

 6.1 WAY and its patterns

6.1.1 PMA as sense-pattern correspondence

6.1.2 Effect of pattern complexity on PMA

6.1.3 Effect of length of learning experience on PMA

6.1.4 Summary of results relating to WAY

 6.2 "V nl to n2" and its words

6.2.1 PMA as meaning sharedness among words

6.2.2 Effect of length of learning experience on PMA

6.2.3 Summary of results relating to "V nl to n2"

 6.3 "V to n" and its words

6.3.1 Effect of pattem complexity on PMA concerning focal words

6.3.2 Effect of pattern complexity on PMA concerning non-focal words

6.3.3 Summary of results relating to "V to n"

 6.4 Summary

Chapter 7 General Discussion

 7.1 Interpreting L2 productive vocabulary development on Dimension 1 -- a word and its patterns

7.1.1 Reflections on PMA as sense-pattern correspondence

7.1.2 Reflections on effect of pattern complexity on PMA

7.1.3 Reflections on effect of length of learning experience on PMA

7.1.4 Summary of inferences on Dimension 1

 7.2 Interpreting L2 productive vocabulary development on Dimension 2 -- a pattern and its words

7.2.1 Reflections on PMA as meaning sharedness among words

7.2.2 Reflections on effect of pattern complexity on PMA

7.2.3 Reflections on effect of length of learning experience on PMA

7.2.4 Summary of inferences on Dimension 2

 7.3 Summary

Chapter 8 Conclusion

 8.1 A recapitulation of the major findings

 8.2 Implications

8.2.1 Implications for research into English patterns

8.2.2 Implications for research into depth of L2 vocabulary development

8.2.3 Implications for pedagogy

  8.3 Limitations of the current research

  8.4 Suggestions for future research

Appendices

References