| Acknowledgements | 第1-7页 |
| ABSTRACT | 第7-9页 |
| 中文摘要 | 第9-12页 |
| Table of Contents | 第12-19页 |
| PART I INTRODUCTION | 第19-26页 |
| CHAPTER ONE INTRODUCTION | 第20-26页 |
| ·STATEMENT OF THE PROBLEMS | 第20-23页 |
| ·LANGUAGE PROFICIENCY AND PREPOSITION USE | 第21-22页 |
| ·PREPOSITION USE STRATEGIES | 第22-23页 |
| ·SIGNIFICANCE OF THE STUDY | 第23-25页 |
| ·ORGANIZATION OF THE DISSERTATION | 第25-26页 |
| PART II LITERATURE REVIEW | 第26-80页 |
| CHAPTER TWO THEORETICAL FOUNDATION FOR THE STUDY OF PREPOSITIONS | 第27-60页 |
| ·DEFINITION OF TERMS | 第27-44页 |
| ·PREPOSITIONS | 第27-37页 |
| ·Defining preposition | 第27-31页 |
| ·Classifying prepositions and preposition uses | 第31-37页 |
| ·FORMULAIC SEQUENCES | 第37-39页 |
| ·Definitions in the exsting literature | 第37-38页 |
| ·Definition in the present study | 第38-39页 |
| ·LEARNER STRATEGIES | 第39-44页 |
| ·Definition of learner strategies | 第40-41页 |
| ·Classification of learner strategies | 第41-42页 |
| ·Definition in the present study | 第42-44页 |
| ·RELATED THEORIES | 第44-59页 |
| ·A CONTROVERSY:THE LEARNABILITY ISSUE | 第44-46页 |
| ·APPROACHES TO PREPOSITION USE | 第46-55页 |
| ·Contrastive analysis and error analysis framework | 第46-51页 |
| ·Lexical-semantic transfer framework | 第51-52页 |
| ·Prototypicality framework | 第52-53页 |
| ·Cognitive-semantic framework | 第53-54页 |
| ·Discussion different frameworks | 第54-55页 |
| ·The framework adopted bypresent research | 第55页 |
| ·PREPOSITION USE AND FORMULAIC LANGUAGE LEARNING | 第55-58页 |
| ·Properties of prepositions | 第55-56页 |
| ·Preposition use and formulaic sequences | 第56-58页 |
| ·PREPOSITION USE AND LEARNER STRATEGIES | 第58-59页 |
| ·SUMMARY | 第59-60页 |
| CHAPTER THREE REVIEW OF RESEARCH ON THE USE OF PREPOSITIONS | 第60-80页 |
| ·A CONTROVERSY:THE LEARNABILITY ISSUE | 第60-65页 |
| ·Children's differential performance on content/noncontent words | 第61-62页 |
| ·Adults'discrepant performance on content/noncontent words | 第62页 |
| ·Maturation effects on preposition learning | 第62-63页 |
| ·Acquisition sequence of prepositions | 第63-64页 |
| ·Critical evaluation | 第64-65页 |
| ·SECOND LANGUAGE ACQUISITION AND PREPOSITIONS | 第65-76页 |
| ·CONTRASTIVE ANALYSIS AND ERROR ANALYSIS | 第66-71页 |
| ·Preposition studies with traditional CA and EA design | 第66-67页 |
| ·Preposition studies with computer-assisted CA and EA design | 第67-68页 |
| ·Preposition studies with CIA design | 第68-71页 |
| ·LEXICAL-SEMANTIC TRANSFER AND PREPOSITION ACQUISITION | 第71-72页 |
| ·PROTOTYPICALITY THEORY AND PREPOSITION ACQUISITION | 第72-74页 |
| ·A COGNITIVE-SEMANTIC APPROACH | 第74-75页 |
| ·OTHER STUDIES ON PREROSITION USE | 第75-76页 |
| ·UNSOLVED QUESTIONS | 第76-78页 |
| ·ATTEMPTS MADE IN THE PRESENT STUDY | 第78页 |
| ·SUMMARY | 第78-80页 |
| PART III METHODOLOGY | 第80-187页 |
| CHAPTER FOUR RESEARCH DESIGN | 第81-105页 |
| ·DESIGH OF THE PILOT STUDY | 第81-88页 |
| ·RESEARCH QUESTIONS | 第81-82页 |
| ·PARTICIPANTS | 第82页 |
| ·DATA COLLECTION: THE LONGITUDINAL SPOKEN CORPUS | 第82-84页 |
| ·DATA ANALYSIS | 第84-86页 |
| ·Data preparation | 第84页 |
| ·Data coding | 第84-86页 |
| ·Data analyses | 第86页 |
| ·FINDINGS AND RESULTS | 第86-87页 |
| ·CONTRIBUTIONS AND LIMIATIONS OF THE PILOT STUDY | 第87-88页 |
| ·DESIGN OF THE MAIN STUDY | 第88-105页 |
| ·RESEARCH QUESTIONS | 第88-89页 |
| ·PARTICIPANTS AND SETTINGS | 第89-92页 |
| ·Background and level of proficiency | 第90-91页 |
| ·Selection of the participants | 第91-92页 |
| ·INSTRUMENTS | 第92-95页 |
| ·Sentence-completiOn preposition test | 第92-93页 |
| ·Retrospective interviews and introspective reports | 第93-95页 |
| ·Interviews | 第95页 |
| ·DATA COLLECTION | 第95-97页 |
| ·Study One | 第96页 |
| ·Study Two | 第96-97页 |
| ·DATA ANALYSIS | 第97-105页 |
| ·Study One | 第97-99页 |
| ·Study Two | 第99-105页 |
| CHAPTER FIVE PREPOSITION USE BY TERTIARY-LEVEL EFL LEARNERS IN CHINA | 第105-121页 |
| ·VERALL PROFICIENCY AND PREPOSITIONAL BEHAVIOR | 第105-109页 |
| ·TEST SCORES AND THEOR DIFFERENCES ACROSS YEARS | 第105-106页 |
| ·DISCUSSION | 第106-109页 |
| ·Lack of equivalence in L1 | 第106-107页 |
| ·Processing difficulty | 第107页 |
| ·Lack of phonological salience and lexical value | 第107-108页 |
| ·Complex usage rules and lack of satisfactory textbooks in China | 第108-109页 |
| ·Lack of in-class instruction | 第109页 |
| ·OVERALL PROFICIENCY AND PERFORMANCE ON DIFFERENT PREPOSITION USE | 第109-116页 |
| ·ACCURACY FOR DIFFERENT USES OF PREPOSITIONS ACROSS YEARS | 第109-112页 |
| ·DISCUSSION | 第112-116页 |
| ·Rank order of difficulty level attained from different preposition use | 第113-115页 |
| ·Linear progress in idiomatical prepostion use | 第115-116页 |
| ·OVERALL PROFICIENCY AND THE USE OF INDIVIDUAL PREPOSITIONS | 第116-118页 |
| ·LEARNER PERFORMANCE ON DIFFERENT PREPOSITIONS | 第116-117页 |
| ·LEARNER PERFORMANCE ON DIFFERENT USES OF PREPOSITIONS | 第117-118页 |
| ·CONCLUDING REMARKS | 第118-121页 |
| CHAPTER SIX PREPOSITION SELECTION STRATEGIES AND THE USE OF STRATEGIES | 第121-150页 |
| ·PREPOSITION SELECTION STRATEGIES | 第121-137页 |
| ·CATEGORIZATION | 第121-124页 |
| ·RETRIEVING FORMULAIC SEQUENCES FROM MEMORY | 第124-128页 |
| ·Formulaic sequences learned in class | 第124-126页 |
| ·Formulaic sequences learned incidentally | 第126-127页 |
| ·Formulaic sequences learned through error correction | 第127-128页 |
| ·APPLYING RULES | 第128-133页 |
| ·Formal rules | 第128-129页 |
| ·"Folk rules" | 第129-132页 |
| ·Self-deduced rules | 第132-133页 |
| ·TURNING TO LANGUAGE FEEL | 第133-134页 |
| ·TRANSLATING INTO L1 | 第134-135页 |
| ·DRAWING ANALOGY | 第135-137页 |
| ·FREQUENCY AND DISTRIBUTION OF STRATEGY USE | 第137-139页 |
| ·DIFFERENT STRATEGY FOR DIFFERENT PREPOSITION USES | 第139-145页 |
| ·DISCUSSION | 第145-150页 |
| ·RETRIEVING FORMULAIC SEQUENCES FROM MEMORY:HIGH RATE OF OCCURRENCE | 第145-148页 |
| ·Behind-the-scene reasons | 第145-147页 |
| ·Potential advantages | 第147-148页 |
| ·APPLYING RULES:EFFORTS FROM ALL QUARTERS TO JUSTIFY PREPOSITION USE | 第148-150页 |
| CHAPTER SEVEN EFFECTIVENESS OF DIFFERENT PREPOSITION USE STRATEGIES | 第150-174页 |
| ·EFFECTIVENESS OF PREPOSITION SELECTIPN STRATEGIES | 第150-152页 |
| ·RELATIONSHIP BETWEEN TEST SCORE AND DIFFERENT STRATEGY USE | 第152-156页 |
| ·CORRELATION BETWEEN TEST SCORE AND FREQUENCY OF DIFFERENT STRATEGY USE | 第152-153页 |
| ·A MULTIPLE REGRESSION ANALYSIS | 第153-155页 |
| ·SUMMARY | 第155-156页 |
| ·COMPARISON BETWEEN LEARNERS:A CLOSE EXAMINATION | 第156-161页 |
| ·COMPARISON BETWEEN HIGH SCORER AND LOW SCORER GROUPS | 第156-158页 |
| ·A CLOSE EXAM-NATION ON STRATEGY USE OF TWO CASES | 第158-161页 |
| ·DISCUSSION | 第161-174页 |
| ·RETRIEVING FSS FROM THE MEMORY | 第161-163页 |
| ·Memory slips and/or memory of erroneous patterns | 第161-162页 |
| ·Over-extenstion/misuse of formulaic sequences | 第162-163页 |
| ·APPLYING FOLK RULES:THE MOST EFFECTIVE PREPOSITION USE STRATEGY | 第163-171页 |
| ·Discussion from the learners' perspective | 第163-165页 |
| ·Discussion from the teachers' perspective | 第165-166页 |
| ·Summary:an effective strategy with limited generalizability | 第166-171页 |
| ·TURNING TO LANGUAGE FEEL | 第171-172页 |
| ·IMPLICATIONS:EFFECTIVE STRATEGIES AND TEACHING APPROACH RECOMMENDED | 第172-174页 |
| CHAPTER EIGHT CONCLUSION | 第174-187页 |
| ·SUMMARY OF MAJOR FINDINGS | 第174-177页 |
| ·DEVELOPMENTAL PATH OF THE STUDENTS' PREPOSITION USE | 第174页 |
| ·PREPOSITION SELECTION STRATEGIES | 第174-177页 |
| ·Categories of preposition use strategies | 第175页 |
| ·Features of preposition selection strategies | 第175-176页 |
| ·Effectiveness of preposition selection strategies | 第176页 |
| ·Differences between high scorers and low scorers in their strategy use | 第176-177页 |
| ·IMPLICATIONS | 第177-183页 |
| ·PHILOSOPHICAL IMPLCATIONS | 第177-179页 |
| ·SLA IMPLICATIONS | 第179-181页 |
| ·PEDAGOGICAL IMPLICATIPNS | 第181-182页 |
| ·METHODOLOGICAL IMPLICATIONS | 第182-183页 |
| ·LIMITATIONS | 第183-184页 |
| ·RECOMMENDATIONS FOR FURTHER RESEARCH | 第184-185页 |
| ·SUMMARY | 第185-187页 |
| REFERENCES | 第187-197页 |
| APPENDICES | 第197-209页 |
| APPENDIX Ⅰ: SAMPLE TAGGED TRANSCRIPTS | 第197-200页 |
| APPENDIX Ⅱ: SENTENCE-COMPLETION PREPOSITION TEST | 第200-203页 |
| APPENDIX Ⅲ: SAMPLE RETROSPECTIVE REPORTS ON PREPOSITION LEARNING (CG) | 第203-205页 |
| APPENDIX Ⅳ: CODEBOOK FOR PREPOSITION USE STRATEGIES | 第205-206页 |
| APPENDIX Ⅴ: SAMPLE STRATEGY USE OF SUBJECT NO.3(QYF) | 第206-209页 |
