时体系统在英语语言表达时间概念方面发挥了重要作用，也是英语学习的核心任务之一。杨滢滢编著的《二语习得中的形式与意义联结》从考察中国英语学习者一般过去时的使用情况入手，研究了在二语习得过程中如何建立形式与意义的关联，并探讨其过程中的决定性因素，有一定的指导意义。

Acknowledgements

Abstract (English)

摘要

List of Tables and Figures

List of Abbreviations

Chapter 1 Introduction

 1.1 Introduction

 1.2 Tense and aspect in English

 1.2.1 Tense

 1.2.2 Aspect

 1.3 Simple past tense in English

 1.3.1 Forms

 1.3.2 Meanings

 1.3.3 Form-meaning construction of the simple past tense

 1.4 Chinese past temporality expressions

 1.4.1 Pragmatic and lexical devices

 1.4.2 Aspectual markers

 1.5 Research Motives

 1.6 Structure of the book

Chapter 2 Theoretical Framework

 2. 1 Introduction

 2.2 Construction grammar

 2.2.1 Introduction

 2.2.2 Construction grammar and generative grammar

 2.3 Form-Meaning connections

 2.3.1 Form

 2.3.2 Meaning

 2.3.3 Form-meaning connections

 2.3.4 Form-meaning connections in IA and L2 acquisition

 2.3.5 Process of form-meaning connections

 2.3.6 Factors affecting form-meaning connections

 2.4 Associative learning theory

 2.4.1 Introduction

 2.4.2 Associative learning and language learning

 2.4. 3 Factors affecting associative learning

 2.5 Implicit learning/knowledge and explicit learning/knowledge

 2.5.1 Definitions

 2.5.2 The interface issue

 2.6 Research questions

 2.7 Summary

Chapter 3 Literature Review and Preliminary Studies

 3.1 Introduction

 3.2 Literature review

 3.2.1 Form-oriented studies

 3.2.2 Meaning/Concept-oriented studies

 3.2.3 Other multi-dimensional studies

 3.3 Preliminary studies

 3.3.1 Two empirical studies

 3.3.2 Two corpus-based studies

 3.4 Summary

Chapter 4 Current Studies on Chinese learners' FMCs of the Simple Past

 Tense

 4.1 Introduction

 4.2 Methodological concerns

 4.3 Methodology

 4.4 Studyl-A corpus-based approach

 4.4.1 Data collection

 4.4.2 Data coding

 4.4.3 Data analysis

 4.5 Study 2..An empirical study

 4.5.1 Methodology and data collection

 4.5.2 Data analysis

 4.6 Results and discussion

 4.6.1 Results and discussion about the FMCs of the simple past tense in

 both studies

 4.6.2 Factors affecting the FMCs of English simple past tense "

 4. 7 Summary

Chapter 5 The Role of Explicit Learning in Establishing the FMCs of the

 Simple Past Tense

 5.1 Introduction

 5.2 Implicit learning and explicit learning

 5.3 Explicit learning and corrective feedback

 5.4 Types of corrective feedback and the literature review

 5.4.1 Direct vs. indirect

 5.4.2 Direct vs. metalinguistic cue

 5.4.3 Focused vs. unfocused

 5.5 Research design and methodology

 5.6 Data collection

 5.7 Data analysis

 5.8 Resuhs and discussion

 5.9 Summary

Chapter 6 Conclusion

 6.1 Introduction

 6.2 Major findings

 6.3 Pedagogical implications

 6.4 Limitations and future research

Appendices

References