| ACKNOWLEDGEMENTS | 第4-5页 |
| 摘要 | 第5-8页 |
| ABSTRACT | 第8-11页 |
| Chapter One INTRODUCTION | 第18-24页 |
| 1.1 Background of the Research | 第18-20页 |
| 1.2 Aim and Significance of the Research | 第20-22页 |
| 1.3 Organization of the Thesis | 第22-24页 |
| Chapter Two LITERATURE REVIEW | 第24-46页 |
| 2.1 A General Description of the English Dative Alternation | 第24-25页 |
| 2.1.1 Argument structure and argument structure alternation | 第24-25页 |
| 2.1.2 Ditransitive construction and the dative alternation | 第25页 |
| 2.2 Approaches to the Study of the Dative Alternation | 第25-36页 |
| 2.2.1 Projectionist approaches | 第26-30页 |
| 2.2.2 Constructionist approaches | 第30-32页 |
| 2.2.3 Informational approaches | 第32-36页 |
| 2.3 Empirical Studies under Informational Approach | 第36-44页 |
| 2.3.1 Corpus examination of information-related features | 第36-39页 |
| 2.3.2 Typological examination of information-related features | 第39-41页 |
| 2.3.3 Acquisition studies of DA under the informational approach | 第41-44页 |
| 2.4 Summary | 第44-46页 |
| Chapter Three THEORETICAL FRAMEWORK | 第46-62页 |
| 3.1 Alternations as Allostructions | 第46-49页 |
| 3.1.1 Cappelle’s allostructions model | 第46-48页 |
| 3.1.2 The dative allostructions | 第48-49页 |
| 3.2 The Pragmatic Side of Construction Grammar | 第49-53页 |
| 3.2.1 Definition of information packaging construction | 第49-51页 |
| 3.2.2 Ditransitive construction as an information packaging construction | 第51-53页 |
| 3.3 Usage-based Approaches to SLA | 第53-59页 |
| 3.3.1 Schematic slots as exemplar categories | 第54-56页 |
| 3.3.2 Factors relating to learner attention | 第56-59页 |
| 3.4 Summary | 第59-62页 |
| Chapter Four RESEARCH METHDOLOGY | 第62-72页 |
| 4.1 Research Questions | 第62-63页 |
| 4.2 Corpus-based Approach | 第63-65页 |
| 4.2.1 Rationality for corpus-based approach | 第63-64页 |
| 4.2.2 The corpora | 第64-65页 |
| 4.3 Data Collection | 第65-67页 |
| 4.4 The Statistic Model | 第67-72页 |
| 4.4.1 Rational for a binary logistic regression model | 第67-68页 |
| 4.4.2 Input-data coding for a binary logistic regression model | 第68-69页 |
| 4.4.3 Interpreting the output of a binary logistic regression model | 第69-72页 |
| Chapter Five RESULTS AND DISCUSSION | 第72-108页 |
| 5.1 The Contribution of Information-related Cues to the Choice of Ditransitive Variants | 第72-79页 |
| 5.1.1 The low proficiency group of Chinese EFL learners | 第72-74页 |
| 5.1.2 The high proficiency group of Chinese EFL learners | 第74-76页 |
| 5.1.3 The input group of textbooks | 第76-77页 |
| 5.1.4 The BNC-BYU group of native speakers | 第77-79页 |
| 5.2 Input Influence upon the Acquisition of the English Dative Alternation | 第79-90页 |
| 5.2.1 Potential parallels between input and output | 第80-86页 |
| 5.2.2 Zipfian frequency distributions of argument slot occupancy | 第86-90页 |
| 5.3 Proficiency Influence upon the Acquisition of the English Dative Alternation | 第90-97页 |
| 5.3.1 Comparison of low L2 proficiency and high L2 proficiency | 第90-95页 |
| 5.3.2 The strength of cues and their acquisition sequence | 第95-97页 |
| 5.4 The limits on the SLA of the English Dative Alternation | 第97-106页 |
| 5.4.1 Comparison of high L2 proficiency and native proficiency | 第98-104页 |
| 5.4.2 The learnability of syntax-pragmatics interfaces | 第104-106页 |
| 5.5 Summary | 第106-108页 |
| Chapter Six CONCLUSION | 第108-114页 |
| 6.1 Major Findings of the Research | 第108-110页 |
| 6.2 Implications of the Study | 第110-112页 |
| 6.3 The Limitations and Further Research Suggestions | 第112-114页 |
| REFERENCES | 第114-120页 |
| Appendix Ⅰ: The Output of Binary Logistic Regression Model of Low Proficiency | 第120-121页 |
| Appendix Ⅱ: The Output of Binary Logistic Regression Model of High Proficiency | 第121-122页 |
| Appendix Ⅲ: The Output of Binary Logistic Regression Model of Textbooks | 第122-123页 |
| Appendix Ⅳ: The Output of Binary Logistic Regression Model of Native Speakers | 第123-124页 |
| 附录： 作者在攻读硕士学位期间发表的论文 | 第124页 |
