Combining corpus contrastive interlanguage analysis and usage-based approaches to second language acquisition, the present study targeted the use of English alternating ditransitive constructions by Chinese EFL learners. English alternating ditransitive constructions refer to argument structures that can appear both in the double object construction (DOC) and the prepositional to-dative construction (DAT). / A contrastive analysis of the use of English ditransitive constructions was made between a native English corpus – The Louvain Corpus of Native English Essays (LOCNESS) and a learner corpus – The Chinese Learner English Corpus (CLEC). CLEC is further divided into two sub-corpora based on participants’ educational levels: ST2 (beginner corpus) and ST5&6 (advanced learner corpus). The corpus retrieval software WordSmith 5.0 was used for extracting ditransitive verbs. 16 target verbs were selected on the basis of strict criteria. Systematic analysis was then made in terms of three variables, i.e. pronominality, weight, and semantic classes. / The overall results showed no clear-cut differences in the proportions of DOC versus DAT between the native English corpus and the learner corpus, where DOC (69%) is used much more frequently than DAT (31%), in spite of between-verb variations. It was also found that although Chinese EFL learners have similar sensitivity to ditransitive verbs’ distinctiveness for DOC or DAT with native students, differences still exist regarding the performance of certain individual verbs. / With regard to the three variables under investigation, great differences were found between LOCNESS and CLEC, as well as within the two learner sub-corpora. In terms of pronominality, learners, beginning learners in particular, have a stronger tendency to use personal pronouns as indirect object in DOC, and also use pronouns as prepositional complement in DAT. With regard to weight, beginning learners use the shortest and least complex constituents in ditransitive constructions. In relation to semantic classes, Inherent Transfer is the most frequently used sense among all three groups, but learners are more likely to use the sense of Communication than native students. / A case study was conducted focusing on the prototypical ditransitive verb give. Regarding the variables of pronominality and weight, results were similar to those obtained from the 16 target verbs. As for semantic classes of give, generally speaking, Chinese learners prefer to use the senses of Transfer and Communication, while native students are particularly in favor of employing Enablement and Permission senses, which require the use of more abstract nouns. / In sum, beginning learners show an exemplar-based learning process, with frequent use of pronouns, short constituents, and less various semantic classes. An examination of English textbooks used by beginning learners provided much evidence for the priming effect of input in foreign language learning of ditransitive constructions. Non-target-like formulaic sequences were detected from both beginning and advanced learner corpora. Other impact factors like L1 influence and lack of genre awareness were also incorporated for discussion. / Based on findings from learner English, the study has contributed to usage-based approaches to second language learning, by showing an exemplar-based learning process of Chinese EFL learners, and proving the priming effect of input from English textbooks. It also has given specific pedagogical implications for compilation of teaching materials and classroom teaching practice. / 本研究結合了語料庫中介語對比分析和基於使用的二語習得研究方法，重點探討了中國英語學習者使用英語與格換位結構的情況。與格換位結構指的是能夠在雙賓結構（DOC）和介賓結構（DAT）之間轉換的論元結構。 / 研究選取了兩個語料庫進行與格換位結構的對比：LOCNESS（英語本族語者語料庫）和CLEC（中國英語學習者語料庫）。根據參與者的受教育水平，CLEC又分為兩個子語料庫——ST2（初級學習者）和ST5&6（高級學習者）。通過嚴格的挑選標準，研究確定了十六個目標動詞，分別從人稱代詞的使用、長度、以及語義分類三個變量方面進行全面系統的分析。 / 總的研究結果沒有顯示出本族語者語料庫和學習者語料庫在雙賓和介賓結構比例上的明顯差別，兩個語料庫都顯示，雖然存在動詞之間的差別，但總體來說雙賓比介賓使用的更加頻繁。研究還發現，中國學習者和本族語學生對動詞的結構偏好有相似的敏感度，但對個別動詞的處理方面仍然有差別。 / 對於研究的三個變量而言，LOCNESS和CLEC之間，以及CLEC兩個子語料庫之間都存在很大差異。學習者，尤其是初級學習者更加傾向於使用人稱代詞作為雙賓結構中的間接賓語，並且傾向於用代詞作介賓結構中的介詞補語。初級學習者使用的內部結構最短、最簡單。另外，就語義分類來講，“轉移”是三組語料庫用的最多的語義，但學習者比本族語者更多的使用“交流”這一語義。 / 作為最典型的與格換位動詞，give被挑選出做個案研究。結果表明，在人稱代詞使用和內部結構的長度方面，結果與十六個目標動詞的總結果相似。對於give的語義分類，總體來說，中國學習者更喜歡使用“轉移”和“交流”方面的語義，而本族語者尤其傾向使用“允許”、“許可”方面的語義。 / 總結來講，初級學習者的學習過程是基於範例一步一步的學習過程，體現在頻繁使用代詞，內部結構偏短，語義表達單一等。通過調查初級學習者使用的英語教材，研究發現了語言輸入對外語學習者學習與格換位結構的啟動效應。學習者語料庫中還出現了非目標語式的慣用表達。另外，討論中也涉及了其他的影響因素，例如母語影響、學習者缺乏寫作體裁意識等。 / 通過對學習者英語使用的研究，本研究發現了中國英語學習者基於範例的學習過程，以及英語教材在學習過程中的啟動效應，從而對基於使用的二語習得研究方法做出了一定的理論貢獻。研究還對教材和課堂教學實踐提出了具體可行的建議。 / Xu, Qi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 194-207). / Abstracts also in Chinese. / Title from PDF title page (viewed on 05, October, 2016). / Xu, Qi. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.

by Barbara Wei-hao Shen Costin. / Bibliography: leaves 169-174 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

by Siu Kwai-peng. / Includes bibliographical references / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

by Lui Ling-yee. / Thesis (M.A.)--Chiense University of Hong Kong, 1981. / Bibliography: leaves 94-97.

by Hua Dongfan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Includes bibliographical references. / Acknowledgments --- p.i / Abstract --- p.i i / Table of Contents --- p.iv / List of tables --- p.vii / Chapter Chapter 1. --- Introduction --- p.1 / Chapter 1.1. --- The English Dative --- p.1 / Chapter 1.2. --- The Learnability Problem --- p.3 / Chapter 1.3. --- Aims of the Present Study --- p.8 / Chapter Chapter 2. --- Approaches to the Acquisition of the English Dative --- p.13 / Chapter 2.1. --- Approaches to the Acquisition of the English Dative --- p.13 / Chapter 2.1.1. --- An Item-by-item Approach --- p.14 / Chapter 2.1.2. --- A Semantic and Morphophonological Approach --- p.15 / Chapter 2.1.3. --- A Formal Approach --- p.19 / Chapter 2.2. --- Empirical Studies on the Acquisition of the English Dative --- p.22 / Chapter 2.2.1. --- L1 Acquisition of the English Dative --- p.22 / Chapter (a) --- Mazurkewich and White (1984) --- p.22 / Chapter (b) --- White ( 1987 ) --- p.23 / Chapter (c) --- Gropen et al . (1989) --- p.25 / Chapter 2.2.2. --- L2 Acquisition of the English Dative --- p.27 / Chapter (a) --- Mazurkewich ( 1984 ) --- p.27 / Chapter (b) --- Le Compagnon (1984) --- p.28 / Chapter (c) --- Hawkins ( 1987 ) --- p.31 / Chapter Chapter 3. --- Research Design and Procedure --- p.36 / Chapter 3.1. --- Test Design --- p.37 / Chapter 3.1.1. --- Test 1 --- p.38 / Chapter 3.1.2. --- Hypotheses --- p.44 / Chapter 3.2. --- Test 2 --- p.46 / Chapter 3.3. --- Test 3 and Test 4 --- p.47 / Chapter 3.4. --- Cloze Test --- p.50 / Chapter 3.5. --- Subjects --- p.50 / Chapter 3.6. --- Test Procedure --- p.52 / Chapter Chapter 4 --- . Results --- p.54 / Chapter 4.1. --- Scoring Method --- p.54 / Chapter 4.2. --- Results of Test 1 --- p.55 / Chapter 4.2.1. --- Subjects' Judgments of Prepositional Datives --- p.55 / Chapter 4.2.2. --- Subjects' Judgments of Double-object Datives --- p.56 / Chapter 4.2.2.1. --- Performance of Native Speakers --- p.56 / Chapter 4.2.2.2. --- Performance of Secondary Students --- p.57 / Chapter 4.2.2.3. --- Performance of University Students --- p.59 / Chapter 4.2.2.4. --- The Effect of L1 --- p.62 / Chapter 4.3. --- Results of Test 2 --- p.63 / Chapter 4.4. --- Results of Test 3 and Test 4 --- p.64 / Chapter 4.5. --- Summary --- p.67 / Chapter Chapter 5. --- Discussion --- p.71 / Chapter 5.1. --- The Semantic Constraint on the English Dative --- p.71 / Chapter 5.2. --- Overgeneralization and the Learnability Problem --- p.76 / Chapter 5.3. --- L1 Influence on Dative Acquisition by Chinese ESL Learners --- p.81 / Chapter Chapter 6. --- Conclusions --- p.85 / References --- p.89 / Chapter Appendix I. --- Verb Check List --- p.93 / Chapter Appendix IIa. --- Instruction for Test 1 --- p.94 / Chapter Appendix IIb. --- Test Sentences for Test 1 --- p.96 / Chapter Appendix IIIa. --- Instruction for Test 2 --- p.103 / Chapter Appendix IIIb. --- Test Sentences for Test 2 --- p.104 / Chapter Appendix IVa. --- Instruction for Test 3 --- p.107 / Chapter Appendix IVb. --- Test Sentences for Test 3 --- p.108 / Chapter Appendix Va. --- Instruction for Test 4 --- p.110 / Chapter Appendix Vb. --- Test Sentences for Test 4 --- p.111 / Chapter Appendix VI. --- Cloze Test --- p.114

Sin Ping Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 143-147. / Abstract --- p.i / Acknowledgements --- p.ii / Table of Contents --- p.iii / Chapter CHAPTER 0. --- INTRODUCTION --- p.1 / Chapter 0.1. --- Learning the English Sound System --- p.1 / Chapter 0.2. --- The Importance of the Acquisition of English Word Stress --- p.5 / Chapter 0.2.1. --- "Stress, Morphology and Syntax" --- p.5 / Chapter 0.2.2. --- Stress and Intelligibility of Non-native Speech --- p.7 / Chapter CHAPTER 1. --- THE STRESS PATTERNS OF ENGLISH WORDS --- p.12 / Chapter 1.1. --- The Phonetic Properties of English Word Stress --- p.12 / Chapter 1.2. --- Theoretical Approaches to English Word Stress --- p.13 / Chapter 1.2.1. --- Chomsky and Halle (1968) 一一 The Sound Pattern of English --- p.14 / Chapter 1.2.1.1. --- Strong/Weak Syllables --- p.15 / Chapter 1.2.1.2. --- The Transformational Cycle --- p.15 / Chapter 1.2.1.3. --- The Main Stress Rule --- p.18 / Chapter 1.2.1.4. --- The Compound Stress Rule and Nuclear Stress Rule --- p.20 / Chapter 1.2.2. --- Liberman and Prince (1977) -- Metrical Phonology --- p.22 / Chapter 1.2.2.1. --- The Stress Rules --- p.24 / Chapter 1.2.2.2. --- The Lexical Category Prominence Rule --- p.26 / Chapter 1.2.3. --- Selkirk (1980) ´ؤ Prosodic Categories --- p.29 / Chapter 1.2.4. --- Hayes (1981) ´ؤ Extrametricality --- p.34 / Chapter 1.2.4.1. --- Rime Projection --- p.34 / Chapter 1.2.4.2. --- Extrametricality --- p.35 / Chapter 1.2.4.3. --- English Stress Rules and Word Tree Construction --- p.36 / Chapter 1.3. --- Prerequisites for the Acquisition of English Word Stress --- p.40 / Chapter CHAPTER 2. --- STUDIES ON THE ACQUISITION OF STRESS --- p.43 / Chapter 2.1. --- The Acquisition of Stress by Children --- p.43 / Chapter 2.2. --- Adults' Stress Patterns - Native Speakers and ESL Learners --- p.45 / Chapter CHAPTER 3. --- METHODOLOGY --- p.51 / Chapter 3.1. --- Research Objectives --- p.51 / Chapter 3.2. --- Research Design --- p.55 / Chapter 3.2.1. --- Test Materials --- p.55 / Chapter 3.2.1.1. --- Criteria for the Coinage of Test Items --- p.55 / Chapter 3.2.1.2. --- The Rime Structure of Test Words --- p.57 / Chapter 3.2.1.3. --- Number of Syllables and Directionality of Rule Application --- p.59 / Chapter 3.2.1.4. --- Syntactic Categories --- p.61 / Chapter 3.2.2. --- Subjects --- p.64 / Chapter 3.2.3. --- Procedure --- p.64 / Chapter CHAPTER 4. --- FINDINGS --- p.68 / Chapter 4.1. --- Overall Performance --- p.69 / Chapter 4.1.1. --- Proficiency Test --- p.69 / Chapter 4.1.2. --- Overall Performance in Test Items --- p.70 / Chapter 4.1.2.1. --- Secondary Students Versus University Students --- p.72 / Chapter 4.1.2.2. --- Syntactic Category --- p.73 / Chapter 4.2. --- Learners' Stress Patterns Classified According to Syllable Structures --- p.76 / Chapter 4.2.1. --- The Stress Patterns of ESL Learners in Verbs --- p.78 / Chapter 4.2.1.1. --- 2-syllable Verbs --- p.78 / Chapter 4.2.1.2. --- 3-syllable Verbs (Regularly Patterned Responses) --- p.83 / Chapter 4.2.1.3. --- 3-syllable Verbs (Irregularly Patterned Responses) --- p.87 / Chapter 4.2.2. --- Stress Patterns of ESL Learners in Nouns --- p.92 / Chapter 4.2.2.1. --- 2-syllable Nouns --- p.92 / Chapter 4.2.2.2. --- 3-syllable Nouns --- p.96 / Chapter 4.3. --- 4-Syllable Nouns --- p.104 / Chapter CHAPTER 5. --- DISCUSSION --- p.116 / Chapter 5.1. --- Summary of Findings --- p.117 / Chapter 5.2. --- The Metrical Theory and the Stress Patterns of ESL --- p.123 / Chapter 5.2.1. --- Rime Structures --- p.123 / Chapter 5.2.2. --- Extrametricality --- p.125 / Chapter 5.2.2.1. --- Consonant Extrametricality --- p.125 / Chapter 5.2.2.2. --- Noun Extrametricality --- p.126 / Chapter 5.2.3. --- Directionality --- p.130 / Chapter 5.2.4. --- Stress Assignment --- p.132 / Chapter 5.3. --- Second Language Acquisition --- p.137 / Chapter 5.3.1. --- Learners' Strategy --- p.137 / Chapter 5.3.2. --- Group Difference --- p.138 / Chapter 5.3.3. --- L1 Transfer --- p.139 / Chapter CHAPTER 6. --- CONCLUSION --- p.141 / REFERENCES --- p.143 / Appendix A --- p.i / Appendix B --- p.vi / Appendix C --- p.xvi

by Zhou Yanping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 151-156.

by Gu Yongqi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 145-151.

Thesis (M.A.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves 53-57.

Ng Wai Chuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 123-126). / Abstracts in English and Chinese. / ABSTRACT (English version) / ABSTRACT (Chinese version) / ACKNOWLEDGMENTS / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Significance of the study --- p.3 / Chapter 1.3 --- Organization of the thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Theory: Video and L2 acquisition --- p.5 / Chapter 2.3 --- Selection and preparation of lesson materials --- p.8 / Chapter 2.4 --- Film in the L1 classroom --- p.10 / Chapter 2.5 --- Film in the L2 classroom --- p.11 / Chapter 2.5.1 --- Listening comprehension --- p.11 / Chapter 2.5.2 --- Oral skills --- p.14 / Chapter 2.5.3 --- Writing --- p.15 / Chapter 2.5.4 --- Critical thinking --- p.17 / Chapter 2.5.5 --- "Language: Vocabulary, idioms, slang" --- p.21 / Chapter 2.5.6 --- Communicative performance --- p.22 / Chapter 2.5.7 --- Cross-cultural issues --- p.24 / Chapter 2.5.8 --- Complementing literary works --- p.25 / Chapter 2.5.9 --- Movie tie-in novels --- p.26 / Chapter 2.6 --- The Hong Kong context --- p.27 / Chapter 2.7 --- Conclusion: The need for further study --- p.30 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Research design: The case study approach --- p.33 / Chapter 3.2 --- Research questions --- p.34 / Chapter 3.3 --- Subjects --- p.35 / Chapter 3.3.1 --- The course ELT 3104 --- p.35 / Chapter 3.3.2 --- Instructor A --- p.37 / Chapter 3.3.3 --- The students --- p.37 / Chapter 3.4 --- Data collection --- p.38 / Chapter 3.4.1 --- Questionnaire survey --- p.38 / Chapter 3.4.2 --- Semi-structured interviews --- p.39 / Chapter 3.4.3 --- Naturalistic classroom observation --- p.40 / Chapter 3.4.4 --- Text analysis --- p.41 / Chapter 3.5 --- The pilot study --- p.41 / Chapter 3.5.1 --- Classroom observation --- p.42 / Chapter 3.5.2 --- Pilot questionnaire survey --- p.43 / Chapter 3.6 --- Conclusion --- p.44 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Questionnaire survey --- p.45 / Chapter 4.1.1 --- Pre-course questionnaire --- p.45 / Chapter 4.1.2 --- Post-course questionnaire --- p.47 / Chapter 4.2 --- Interviews --- p.48 / Chapter 4.2.1 --- Instructor A's interviews --- p.48 / Chapter 4.2.2 --- Brief student profiles and interview summaries --- p.50 / Chapter 4.3 --- Classroom observation --- p.55 / Chapter 4.4 --- Text analysis --- p.57 / Chapter 4.4.1 --- Course syllabus and schedule --- p.57 / Chapter 4.4.2 --- Lecture handouts --- p.57 / Chapter 4.4.3 --- Presentation handouts --- p.58 / Chapter 4.4.4 --- Final term paper --- p.59 / Chapter 4.5 --- Conclusion --- p.59 / Chapter CHAPTER 5 --- ANALYSIS AND DISCUSSION / Chapter 5.1 --- Revised research questions --- p.60 / Chapter 5.2 --- Film and ESL: Students' past experience --- p.61 / Chapter 5.2.1 --- Authentic and natural language --- p.62 / Chapter 5.2.2 --- Benefits of using English captions --- p.63 / Chapter 5.2.3 --- "Listening, speaking, and conversation" --- p.65 / Chapter 5.2.4 --- Doorway to other cultures --- p.65 / Chapter 5.2.5 --- Analytical and critical thinking --- p.67 / Chapter 5.3 --- The course ELT 3104: Factors affecting the learning process --- p.68 / Chapter 5.3.1 --- The instructor --- p.69 / Chapter 5.3.1.1 --- "Personality, interest, philosophy, and approach" --- p.69 / Chapter 5.3.1.2 --- The role of the facilitator --- p.70 / Chapter 5.3.1.3 --- Students' views of Instructor A --- p.71 / Chapter 5.3.2 --- The students --- p.73 / Chapter 5.3.2.1 --- Cinematic sophistication --- p.73 / Chapter 5.3.2.2 --- English proficiency --- p.74 / Chapter 5.3.2.3 --- Personal interests --- p.75 / Chapter 5.3.2.4 --- Grouping --- p.77 / Chapter 5.3.2.5 --- Motivation --- p.80 / Chapter 5.3.3 --- Student-centered approach --- p.83 / Chapter 5.3.4 --- Choice of film --- p.86 / Chapter 5.3.5 --- Cultural differences --- p.90 / Chapter 5.3.6 --- Film knowledge covered --- p.94 / Chapter 5.3.7 --- Workload and other classroom factors --- p.98 / Chapter 5.3.7.1 --- Assignments --- p.98 / Chapter 5.3.7.2 --- Classroom atmosphere --- p.99 / Chapter 5.3.7.3 --- Lesson time --- p.100 / Chapter 5.4 --- The effectiveness of the course --- p.102 / Chapter 5.4.1 --- Students' self-assessment --- p.103 / Chapter 5.4.2 --- Instructor A's comments --- p.107 / Chapter 5.4.3 --- Students' term papers --- p.110 / Chapter 5.5 --- Conclusion --- p.114 / Chapter CHAPTER 6 --- IMPLICATIONS & CONCLUSION / Chapter 6.1 --- Summary of research questions and findings --- p.115 / Chapter 6.2 --- Pedagogical implications --- p.116 / Chapter 6.3 --- Limitations of the present study --- p.118 / Chapter 6.4 --- Recommendations for further studies & conclusion --- p.121 / BIBLIOGRAPHY --- p.123 / APPENDICES --- p.127