| ACKNOWLEDGEMENT | 第1-7页 |
| ABSTRACT | 第7-11页 |
| 摘要 | 第11-14页 |
| CONTENTS | 第14-21页 |
| LIST OF ABBREVIATIONS | 第21-22页 |
| LIST OF TABLES | 第22-25页 |
| LIST OF FIGURES | 第25-26页 |
| CHAPTER ONE INTRODUCTION | 第26-40页 |
| ·Need for investigating L2 acquisition of English raising verbs | 第26-31页 |
| ·Defining raising predicates: the target of research | 第31-33页 |
| ·Difficulties encountered in the acquisition of raising predicates by language learners | 第33-36页 |
| ·Key research questions | 第36-38页 |
| ·Contents of the remaining chapters | 第38-40页 |
| CHAPTER TWO CONCEPTUALIZING THE ACQUISITION OF ENGLISH RAISING PREDICATES—THEORETICAL FOUNDATIONS | 第40-52页 |
| ·Introduction | 第40-41页 |
| ·Theoretical foundation for the analysis of raising predicates | 第41-52页 |
| ·Justification for adopting a generative approach in the present study | 第41-46页 |
| ·Principles on the semantics and syntax interface of the verb | 第46-52页 |
| ·The argument structure of the verb and Theta Theory | 第46-48页 |
| ·The Thematic Hierarchy and the Uniformity of Theta Assignment Hypothesis | 第48-49页 |
| ·The Extended Projection Principle | 第49-50页 |
| ·Case assignment and the Case Filter | 第50-52页 |
| CHAPTER THREE THE LINGUISTIC FEATURES OF ENGLISH RAISING PREDICATES | 第52-70页 |
| ·Introduction | 第52页 |
| ·The semantics of English raising predicates: delimitation of the concept | 第52-56页 |
| ·seem/appear | 第52-54页 |
| ·happen and appear | 第54-56页 |
| ·turn out | 第56页 |
| ·The syntactic structures of raising verbs | 第56-60页 |
| ·The unique syntactic features of raising verbs | 第60-64页 |
| ·Constraints on the subject of raising verbs in non-raising construction | 第60-61页 |
| ·Animacy of the subject in raising construction | 第61-62页 |
| ·The morpho-syntactic environments of raising verbs | 第62-63页 |
| ·The property of the verb in the complement | 第63-64页 |
| ·Differences between raising and control constructions | 第64-66页 |
| ·Formulating the one-clausal-argument linking rules of raising verbs | 第66-70页 |
| CHAPTER FOUR CROSS-LINGUISTIC ANALYSIS OF ENGLISH AND CHINESE RAISING PREDICATES | 第70-82页 |
| ·Introduction | 第70页 |
| ·Research on Chinese raising verbs | 第70-78页 |
| ·Aspectual verbs | 第74-75页 |
| ·Epistemic modal verbs | 第75-76页 |
| ·Tough verbs | 第76-77页 |
| ·Frequency verbs | 第77-78页 |
| ·A comparison between Chinese and English raising predicates | 第78-82页 |
| CHAPTER FIVE THEORIES ON VERB ACQUISITION IN L1 AND L2 | 第82-116页 |
| ·Introduction | 第82页 |
| ·Early mapping theories in L1 verb acquisition: lists of primitive thematic roles | 第82-85页 |
| ·Current theories | 第85-104页 |
| ·The Semantic Bootstrapping Hypothesis | 第85-93页 |
| ·Syntactic bootstrapping hypothesis | 第93-97页 |
| ·A Reconciliation Model | 第97-104页 |
| ·The applicability of L1 theories on L2 acquisition of verbs | 第104-106页 |
| ·Empirical studies on the acquisition of English raising verbs | 第106-116页 |
| ·Becker's studies on L1 acquisition of English raising verbs | 第106-110页 |
| ·Comments on Becker's studies | 第110-112页 |
| ·Callies' (2005) study on German learners of English | 第112-113页 |
| ·Comments on Callies' study | 第113-116页 |
| CHAPTER SIX AN INTEGRATED PARSING MODEL OF L2 ENGLISH RAISING PREDICATE ACQUIS ITION | 第116-134页 |
| ·Introduction | 第116页 |
| ·The linguistic aspects of raising verbs: A summary | 第116-118页 |
| ·An Integrated Parsing Model of English raising predicate acquisition | 第118-123页 |
| ·The central issue of the research | 第123-125页 |
| ·Variables influencing the acquisition of English raising verbs by Chinese EFL Learners | 第125-130页 |
| ·L1 influence | 第126-128页 |
| ·A movement | 第128-129页 |
| ·Animacy of the subject and eventivity of the embedded verb | 第129-130页 |
| ·Research hypotheses | 第130-134页 |
| CHAPTER SEVEN RESEARCH DESIGN, INSTRUMENTATION, DATA COLLECTION AND DATA ANALYSIS | 第134-170页 |
| ·Introduction | 第134页 |
| ·Investigative approach | 第134-136页 |
| ·Participants | 第136-139页 |
| ·Instrumentation | 第139-152页 |
| ·Test words | 第140页 |
| ·Grammaticality judgment task (GJT) | 第140-148页 |
| ·Guided writing task (GWT) | 第148-151页 |
| ·Think-aloud task (TAT) | 第151-152页 |
| ·Data-collection Procedures | 第152-155页 |
| ·Administration of GWT | 第153页 |
| ·Administration of TAT | 第153-155页 |
| ·Administration of GJT | 第155页 |
| ·Data analysis | 第155-166页 |
| ·Coding and scoring GWT data | 第155-157页 |
| ·Scoring GJT data | 第157-159页 |
| ·Statistical Analysis of GWT and GJT data | 第159页 |
| ·Coding of TAT data | 第159-166页 |
| ·Major types of cues | 第160-165页 |
| ·Reliability of coding | 第165-166页 |
| ·Learners' sensitivity to the syntactic features of control verbs | 第166-170页 |
| ·Results for performance on GJT and GWT | 第166-170页 |
| CHAPTER EIGHT RESULTS OF RESEARCH HYPOTHESIS TESTING | 第170-202页 |
| ·Introduction | 第170-171页 |
| ·Results for Hypothesis 1 | 第171-175页 |
| ·Testing Hypothesis 1 through GJT | 第172-173页 |
| ·Testing Hypothesis 1 through GWT | 第173-175页 |
| ·Results for Hypothesis 2 | 第175-179页 |
| ·Testing Hypothesis 2 through GJT | 第175-177页 |
| ·Testing Hypothesis 2 through GWT | 第177-179页 |
| ·Results for Hypothesis 3 | 第179-184页 |
| ·Testing Hypothesis 3 through GJT | 第179-182页 |
| ·Testing Hypothesis 3 through GWT | 第182-184页 |
| ·Results for Hypothesis 4 | 第184-187页 |
| ·Testing Hypothesis 3 through GJT | 第184-185页 |
| ·Testing Hypothesis 4 through GWT | 第185-187页 |
| ·Results for Hypothesis 5 | 第187-192页 |
| ·Testing Hypothesis 5 through GJT | 第187-190页 |
| ·Testing Hypothesis 5 through GWT | 第190-192页 |
| ·Acquisition of syntactic features not included in the testing of research hypothesis | 第192-195页 |
| ·Route of English raising predicate acquisition by Chinese EFL learners- A summary | 第195-202页 |
| ·A description of the route of acquisition revealed by participants' performance on GJT | 第195-199页 |
| ·A description of the route of acquisition revealed by participants' performance on GWT | 第199-200页 |
| ·Features of raising verb acquisition revealed by both of GJT and GWT | 第200-202页 |
| CHAPTER NINE RESULTS OF ONLINE PARSING PROCESSES OF RAISING CONSTRUCTIONS | 第202-222页 |
| ·Introduction | 第202-203页 |
| ·Distribution of cue types adopted by five participant groups | 第203-204页 |
| ·Distribution of cue types under five test focuses | 第204-207页 |
| ·The relationship between the use of cue type and the correctness rate of performance | 第207-219页 |
| ·The correctness rates of participants' performance on TAT:Effect of test focus and proficiency | 第207-209页 |
| ·Frequency of cue type use that led to correct responses | 第209-212页 |
| ·Characteristics of cue type use leading to correct responses | 第212-215页 |
| ·Specific features of cue type use by 5 participant groups | 第215-219页 |
| ·The sequence of cue use in the on-line parsing process—A summary | 第219-222页 |
| CHAPTER TEN GENERAL DISCUSSION | 第222-248页 |
| ·Overview | 第222页 |
| ·Summary of the major findings | 第222-230页 |
| ·The role of UG in the L2 acquisition of English raising predicates | 第230-236页 |
| ·The role of UG principles via the positive L1 transfer | 第231-233页 |
| ·The role of UG principles via the negative L1 transfer | 第233-236页 |
| ·The gap between knowledge and production | 第236-240页 |
| ·Chunking strategy, overgeneralization, and fossilization | 第240-246页 |
| ·Summary of the chapter | 第246-248页 |
| CHAPTER ELEVEN CONCLUSIONS, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH | 第248-256页 |
| ·Conclusions: A modified Integrated Parsing Model for the acquisition of English raising predicates by Chinese EFL learners | 第248-251页 |
| ·Implications | 第251-254页 |
| ·Theoretical implications | 第251-253页 |
| ·Pedagogical implications | 第253-254页 |
| ·Limitations of the present research and suggestions for further research | 第254-256页 |
| REFERENCES | 第256-270页 |
| APPENDICES | 第270-294页 |
| Appendix 1 | 第270-272页 |
| Appendix 2 | 第272-276页 |
| Appendix 3 | 第276-279页 |
| Appendix 4 | 第279-281页 |
| Appendix 5 | 第281-283页 |
| Appendix 6 | 第283-285页 |
| Appendix 7 | 第285-290页 |
| Appendix 8 | 第290-294页 |
| 在学期间发表论文清单 | 第294页 |
