2007 1 ( ) Jan.

2007
39 1 Fo reig n Lang uag e T eaching and Research ( bimo nthly) Vo l. 39 N o. 1

: Kahneman ,
( availability ) ( r isk av oidance) ( ancho ring and adjustment)
, ( ov er- confidence)
, ,

:

[ ] H319 [ ] A [ ] 1000- 0429( 2007) 01- 0003- 10

) ) ) ,

( ) ,
2002 Kahneman ( 2004) M acWhinney
( Uncert aint y Judgm ent ) ( T he Competit ion M odel )
, ,
1
( heurist ic principles) , / 0 ( T he L ens M odel)
:
, ,
( biases) / 0
T v ersky / 0
, , ,

,
: , ,
( 1982)
( 2000) ( ) ,
, ,

( )
, , , ( ,

* ( S JJD 74004)
, ,
# 3 #
 2007 1

) , ,
, E lder & It takes one t o know one. (
Davies( 2001) Alan Davies )
, 3) , / 0
/ 0, ;
, ,

4) / + 0,
Kahnem an , p hy sical
dam age, gener al opinion; d iam etr ical ly op-
( delexicalizat ion) posed, readi ly available; w i th gr ey hair, w i th
a sponge, w i th ang er, in bed w it h f lu, in Ger-
, Brint on & T raugo tt ( 2005: 130- many w i t h the arm y
131) , , ,
Quirk et al . ( 1985: 1159-
1160)
Biber et al . ( 1999: 1026- 1029) 5) , ( collo cat ions) ,
, ;
, 2000 ,
80% , , ,
( getdo thing,
person) Sinclair( 1991: 113)
, , H asselg ren( 1994: 237- 260)
( lex ical t eddy bears) , /
( com posit e pr edicat es) 0 ( lex ical t ig er balm )
( complex verbs) , take a loo k, m ake a /
pro mise, gi ve a response ,, Sinclair 0,
, : ,
1) , , ( 2005)
, , ( CL EC)
/ 0( light v erbs) ( COCNU S)
, ,
, t o t ake a look= t o lo ok; ,
, ,
, do , ,
, ,
2) , make, take, have, do, do,
get, giv e A ltenberg & Cairns
( 1983) ,
: , ,
; ,
# 4 #


: Walk aro und t he campus and a go od

( delexicalized verbs, DV ) loo k at it.

: ( take / make / ) ( 7 / 5 / )

1) ,
DV? DV ,
2) ,
DV? ,
3) DV 2:
?
I like to recor ding s o f my favo urite songs.
4) ?
( do / make / ) ( 6 / 4 / )

m ake, do/ 6
Alt enberg & Cairns ( 1983) , make/ 4, 5 ,
DV ( make) DV
, ,
DV ( do, make,
have, t ake, g et, give 6 ) ,




( Chinese) 77 , 81
( 2003)
2

( 2005)

( SWECCL ) , 866, 535 ;
Gr anger et al . ( 2002) 1. DV?
ICL E( Int ernat ional Co rpus o f L earner Eng- Wo rdSmit h Key Words
l ish) 10
( 10NN S) , , ( )
Flo b( 90 ) , , 1 , * * *
F row n( 90 ) ns
ACE( 80 ) DV ( Ch-
i
nese) ( 10NNS)
25 3 , DV ,
LD OCE ( L ongman Di cti onar y of Cont emp o- ( F lob)
rary E ng li sh) , 2000 ,
, DV
, ,
, 3 ( Nat iv e) ,
, ( 0 do have , DV
10)

# 5 #
 2007 1

1. DV 4 ,
do make have g et take g iv e make,
Chinese 0. 26 0. 14 0. 59 0. 15 0. 1 0. 07 0. 37( 2) DV , 0. 32, make,
10N N S 0. 34 0. 14 0. 75 0. 14 0. 08 0. 06
t ake, have, do, g et g ive 3 ,
ns ns ns ns ns ns m ake , t ake, hav e, do, get g ive
N ative 0. 18 0. 13 0. 48 0. 06 0. 08 0. 05 0. 180. 060. 070. 01 0
* * ns * * ns ns ns BNC( Br it ish National Cor pus,
F lo b5 0. 11 0. 07 0. 36 0. 05 0. 05 0. 03 ) , m ake r ecordings
* * * * * * * * * * * *
8 , t ake recording s
Chin ese= CLEC+ WEC CL ; 10N N S = 10
1 have do ( 3) ,
; N at ive= 10N N S
; Fl ob= Freiberg LO B
DV , keep, play, co llect ,
100 90
( 4) ? , ,
2. ?
5 , ,
2 ( I like t o make reco rd-

ings o f my favo urit e songs. ) ,
( 5) , = DV + + ?
4 2 3 2 : 6
, 1-
( 1) , ,
2. 2

DV ? DV ?

2( make) 0. 370 0. 320 0. 220 0. 090 0. 630 0. 310 0. 429 0. 190 0. 071 0. 690

3. 2 DV

make take have do g et g iv e make t ake have do get g ive

2( make) 0. 00 0. 18 0. 06 0. 07 0. 01 0. 00 0. 32 0. 00 0. 23 0. 14 0. 04 0. 02 0. 00 0. 43

, ( 4, DV 0
4 5) 5 ,
4.

DV ? DV ?
( make) 0. 408 0. 305 0. 218 0. 069 0. 592 0. 456 0. 318 0. 19 0. 036 0. 544
( take) 0. 375 0. 426 0. 156 0. 043 0. 625 0. 375 0. 41 0. 112 0. 038 0. 56
( have) 0. 408 0. 405 0. 133 0. 054 0. 592 0. 427 0. 418 0. 131 0. 025 0. 573
( do ) 0. 368 0. 21 0. 403 0. 019 0. 632 0. 346 0. 265 0. 376 0. 013 0. 654
( ) 0. 319 0. 442 0. 222 0. 017 0. 681 0. 322 0. 439 0. 225 0. 014 0. 678
0. 379 0. 369 0. 208 0. 044 0. 621 0. 393 0. 378 0. 19 0. 027 0. 594

# 6 #


5. DV

m ak e t ake have do g et give make t ake have do get give

( make) 0 0. 114 0. 15 0. 04 0. 004 0. 002 0. 305 0 0. 116 0. 169 0. 017 0. 008 0. 009 0. 318

( take) 0. 127 0 0. 245 0. 01 0. 028 0. 017 0. 406 0. 141 0 0. 234 0 0. 026 0. 008 0. 41

( have) 0. 235 0. 117 0 0. 021 0. 026 0. 006 0. 405 0. 219 0. 169 0 0. 008 0. 02 0. 001 0. 418

( do) 0. 142 0. 113 0. 114 0 0. 000 0. 260 0. 256 0. 087 0. 047 0. 039 0 0. 003 0. 089 0. 265

( ) 0. 178 0. 104 0. 057 0. 062 0. 032 0. 008 0. 442 0. 154 0. 137 0. 067 0. 029 0. 049 0. 002 0. 439

0. 162 0. 099 0. 13 0. 034 0. 024 0. 017 0. 369 0. 161 0. 127 0. 139 0. 013 0. 025 0. 015 0. 378

: 0. 476, 0. 407) , 0. 07
1) , do,
0. 379 0. 393 get give,
, ,
0. 6 4) DV
2) DV
, - 0. 56536 - 0. 56638,
DV 0. 594, 0. 636 : , DV
DV
3) DV ( 5 ) ,
3. ?
make, have, t ake , ,
Biber et al . ( 1999: 1026- 1029)
make, t ake, have

, Get give t ,
7( I usually t ake ,
a w alk af ter supper. ) , t ake( ( 6)
0. 397) , have (

6.

12. 382 0. 495 7. 186 0. 719 7. 763 0. 776

13. 765 0. 551 7. 597 0. 760 8. 100 0. 810

1. 384 0. 055 0. 412 0. 041 0. 337 0. 034

t - 3. 081 - 2. 316 - 2. 277

< . 002* *
< . 022* < . 024*

( over- conf idence)

( 0. 719 0. 760) ( 0. 776
4. ,
0. 810) ( 0. 495 0. 551) , ?

# 7 #
 2007 1

, , DV
, ( c)
, ,
5 : DV
a) , ( b) , ,
,
b) ,

c) ,
1.
d) , DV ,
( 0. 858~ 0. 880) 7
e) , , ,
0. 379 ~ 0. 393, 0. 607 ~
5 7 0. 621,
7. 5 have, do, make, take, get , g ive
DV, 0. 594~ 0. 636
a b c d e

0. 529 0. 329 0. 100 0. 043 0. 000

0. 373 0. 507 0. 093 0. 027 0. 000
, 0. 456~ 0. 610
/
a b
0; 0. 221 ~ 0. 368 /
0. 858, 0. 880,
, 0; 0. 169~
,
0. 176/

0
DV
, DV :
:
1) ,
a)
, / 0 ( DV)
b)
, 20
c) ,
: Odgen Basic Eng lish
( 850 ) ; West
; VOA
( ) / 0 ( 1500 ) ; West
H o rnby ,
1490 3000
Basic English ,
1. DV 3 BB E ( B asi c B ibl e i n Engl ish )
8
WEB ( Wor l d Engli sh B ibl e ) : WEB
DV 12789 ( ty pes) , BBE 6199
( a) , , 6 DV 9 , BBE
# 8 #


38, 260, WEB 16, 243, ) , ,

, 2 ,
, (
) , DV,
- 0. 56536( ) - 0. 56638( )
6( It is still t oo early t o mak e
a conclusion o n t his point. ) 0. 564,
0. 068 dr aw ( )

2. BBE WEB 6 DV
0. 368,
/ 0, have11 ( 17) , giv e( 7) ,
, t ake( 6) , get ( 4) , do ( 3) DV,
DV , ( re- ,
call) , 3)
( availability ) , / ,
, , ,
0( Kahneman /

0
et al . 1982: 11) ( 2005) , /
, 0
7( I usually t ake a w alk af t er supper . ) t ake ( Dought y 2001)
, 0. 397 ,
have( 0. 476, , ( anchor ing and
0. 407) BNC have a adjust m ent ) :
w alk 28, t ake a w alk 96, / 0
3 , / 0, 24
take a w alk , have , ( Dur ing yo ur universit y days, you should ac-
quir e as much know ledge as you can. ) ,
2) 0. 020, learn 12 ,
0. 373 DV ( havetake
Kahneman , g et
m ake) , 0. 32,
, , / 0 ,
, learn( 0. 373) st udy ( 0. 193) ,
( loss aversio n) ( CL EC)
2.
,
, ( st reng th) ( w eig ht )
, ,
, DV Wo rd- , ( )
N et 10 , m akegivet akeget havedo (

49
44
42 19 13
36 ) Grif fin & T v ersky( 2002: 231- 232) ,
( , ,
# 9 #
 2007 1

, ,
, ,
( linguist ic fo rmulation) ; ,
, / ,
; ,
:
0. 719 0. 760, 3) , ,
, , ( lex ico- gramm ar)
, 0. 776 0. 810
DV , / 0 ,
, ,
, ,
, ( van Pat t en 1990)
,
3. ,
1) , ( 2005, 2006) ,
, : ,
; ,
; ,
2) ; ,
DV ; ,
, , DV ; ,
;
, / 0 , ;
( Paw ley & Syder 1983) / 0 ,
;
, ; ,
, DV,


,
,
, ,
Prahbu ( 1987: 80- 82) ,
1. Heurist ic / 0 ,
, ,
; , , heurist ic search
; , 2000 M IT heurist ic
search : t he s tu dy of comput er algorit hms de-
; ,
signed f or prob lem s olving, b as ed on tria-
l and-error expl o-
, / 0;
rat ion of possib le an sw ers . 2002 T he Ox f ord A meri-
, can Eng li sh D ic ti onar y heu rist ic com-
, , puti ng proceeding t o a solut ion by t rial and error or by ru les
; t hat ar e loosel y defin ed. ju dgment h euris-
# 10 #


t ic , one coping st rat egy is t o u se heu rist ic, o n fo rm [ A ] . In P. Robinson ( ed. ) . Co gnition
or rule of t hum b, t o produ ce an appr ox imat e answ er. T hat and Second L anguage I nstr uction [ C ] . Cam-
answ er migh t be u sed direct ly, as t he b est est imat e of th e
bridg e: CU P.
desire quant ity, or adjust ed f or sus pect ed biases.
Elder, C. & A . Davies. 2001. Ex p er imenting with
, heurist ic / 0 , heuris tic principl e
Uncer tainty : Essay s in H onour of A lan D avies
/ 0
[ M ] . Cambr idg e: CU P .
2. st 3( ) st 4( )
G ranger , S. , E. Dag neaux & F. M eunier. 2002. T he
,
make ( Pract ice M akes Perf ect H ast e
I nternational Corp us of Lear ner English . H and-
M akes Wast e) , book and CD-RO M [ M ] . L ouvain- la- N euve: Pres-
, make makes ses U niv ersitaires de L ouva in.
3. , , , G riffin, D. & A. T v ersky. 2002. T he w eig ht ing o f
, it scgui @ yahoo. com. cn ev idence and the determinants of confidence [ A ] .
4. DV , ( In T . G ilov ich et al . ( eds. ) . H eur istics and Bia-
make) , ( m ak esm ademak- ses : T he P sy chology of I ntuitive J udgment [ C] .
ing ) W ordSmit h K eyWords
Cambridge: CU P.
make ,
H asselgr en, A. 1994. Lex ical teddy bear s and ad-
made
vanced lear ner s: A study into w ays N or weg ian
5. Flob ,
students cope w ith English v ocabulary [ J] . I nter-
,
6. ( percen tage, % ) ,
national J our nal of A p p lied L inguis tics 4: 237-
( proporti on) A 100= 260.
, @ 100= K ahneman, D. & A. T v ersky. 2000. Choices, V al-
7. 0 ~ 0 , ues , and F r ames [ M ] . Cambr idge: CU P .
8. , , K ahneman, D . , P . Slavic & A. T v ersky. 1982.
, J ud gment Under Uncer tainty : H eur is tics and Bi-
9. DV , as [ M ] . Cambr idge: CU P .
20
P awley, A. & F . Syder. 1983. T wo puzzles for lin-
10. WordN et Princet on
guistic t heo ry : Nat ive- like selectio n and native- like
,
fluency [ A ] . In J. R . R. Schmidt ( ed. ) . Lan-
11. , ,
guage and Communicatio n [ C] . Lo ndon: L ong-

12. , learn, st udy k nowl edge man. 191- 226.
80 17 BN C ; P rahbu, N. 1987. S econd L anguage Pedag ogy [ M ] .
have( 53) acquire( 42) gain( 13) get ( 1) O xfo rd: O U P.
Q uirk, R. , S. Gr eenbaum, G . Leech & J. Svar tvik.

1985. A Comp r ehens ive Gr ammar of the English
Altenber g, E. & H . Cairns. 1983. T he effects of Lang uage [ M ] . L ondo n: L ongman.
phonot act ic co nstr aints on lex ical pro cessing in b-
i Sinclair, J. 1991. Cor p us, Concor dance, Collocation
lingual and mo no ling ua l subjects [ J] . J our nal of [ M ] . Ox for d: OU P .
Ver bal L ear ning and Ver bal Behavior 22: 174- v an P atten, B. 1990. Attending to for m and co ntent in
188. the input: An ex periment in consciousness [ J ] .
Biber, D. et al . 1999. Lo ngman Gr ammar o f S p oken S tud ies in Second Lang uage A cquisition 12: 287-
and W r itten E ngl is h [ M ] . Lo ndon: L o ng man. 301.
Br inton, L . & E. T raug ott. 2005. L ex icaliz ation and , 2005,
L anguage Change [ M ] . Cambr idge: CU P . [ A ] ( ) ,
Doughty , C. 2001. Cog nitive under pinning s of focus CL EC [ C ]
# 11 #
 2007 1

: :
, 2004, , 2005,
[ J] ,( 2) : 129- 139 [ M ] :
, 2005, [ J] ,
( 4) : 243- 249 : 2006 ) 05 ) 30
, 2006, [ J] ,( 1) : : 510420
57-65

, 2003, [ M ]

2007,
, , 1957 , ,
, ,
,
, ; , 100 :
, / ,
0,
: , , ,

, ,
, , /
0

, , ,
, ,
, , / ,

, ; , , ( ) , ,
,
, , : / ,
0( # ) ; , , /
, , , 0( # ) , ,
, , 2006 11 13 ,
, , : /

, 0
/ 0, / , , , 0,
, , ?

# 12 #
 2007 1 ( ) Jan. 2007
39 1 Fo reig n Lang uag e T eaching and Research ( bimo nthly) Vo l. 39 N o. 1

Abstracts of major papers in this issue

Uncertainty judgment and the acquisition of delexicalized verbs by Chinese learners of English, by G UI S hichun ( N a-
t ional K ey R esear ch Center for L inguistics and A pplied L ing uist ics, G uangdong U niv. of Fo reig n Studies, Guang-
zhou 510420, P. R. China) , p. 3
In t he lig ht o f K ahnemanps theo ry of uncertainty judg ment, the ex periment discov ers that Chinese learners o f
Eng lish emplo y the heur istic principles of av ailability , r isk avoidance, ancho ring and adjustment in their use of de-
l
ex icalized ver bs, and that accumulatio n o f info rmation pro duces o bv ious o ver- co nfidence. T he author ar gues fo r fur-
ther ex aminatio n o f lear ning strateg ies and t he differ ence betw een their deplo yment in language co mpr ehension and
pr oduction from t he point of v iew o f uncertainty judg ment. A r earrang ement of the Eng lish syllabus and w or dlist in
terms of lexico- gr ammar is also sug g ested.
The effects of situation responding type, age, and language proficiency on the compensatory effect: An experimental
study of the Compensation Hypothesis, by X U H ao & L I N L i ( Colleg e of For eig n Languag es, Capital No rmal
U niv. , Beijing 100089, P. R. China) , p. 13
T he Co mpensation H ypothesis ( W ang 2003) illustr ates one o f the causes o f L1 tr ansfer: by way of compensa-
t ing for the lack o f authent ic contex ts com patible w ith L2 use, L 1 kno wledg e co mes in, thus activ ating those L1
forms w hich g o w ith it, and resulting in L 1 tr ansfer. Wit h situatio n responding type, age, and language pro ficiency
as t he independent v ariables, the curr ent ex per imental st udy finds: 1) in general, frequency of the o ccur rence of the
co mpensator y effect increases in tandem wit h age, w hile its developmental v ariat ions ar e heavily influenced by the
learnerps lang uag e pr oficiency; 2) the reaction time fo r the subject to respond is significantly longer w hen the com-
pensato ry effect takes place than w hen it does no t; 3) age and lang uag e pr oficiency bear sig nificant inter active effect
among the three independent var iables.
Chinese English majorsp acquisition of the discourse marker well: An empirical study, by L I M in & CH EN X inr en
( Colleg e of Fo reig n Lang uag es, Q ingdao U niv . of Science & T echno lo gy , Q ing dao 266061, P. R. China) , p. 21
T he pr esent study ex amines how Chinese English majors acquir e the 5 majo r prag matic functio ns of the dis-
cour se mar ker w ell thr ough a questio nnair e- based measurement of their recept ive kno w ledg e tog ether w ith a cor pus
analysis of t heir actual use o f the discourse marker w ell. Results show t hat ( 1) unlike nativ e Eng lish speakers w ho
frequently employ ed the disco ur se mar ker w el l, Chinese university English major s utilized it sig nificant ly less often
in speaking; ( 2) w hile nativ e English speaker s mainly used the delay ma rker functio n and the init iatio n marker func-
t ion of w ell as a discourse mar ker , Chinese English majo rs w er e solely capable of using the initiat ion mar ker func-
t ion; ( 3) Chinese Eng lish majo rs co mpr ehended the delay mar ker functio n and the fr ame mar ker functio n satisfacto-
r ily; ( 4) but their understanding w as not influenced by the frequency o f t he var ious functions o f well, and also their
use of w ell w as not aff ected by their ow n under standing of the functio ns. T hus, it is sug gested lang uag e teachers
and text bo ok co mpiler s should pay mo re attentio n to such disco ur se mar kers as well.
Characteristics and solutions of college English teaching in transition, by CA I J ig ang ( Colleg e of Fo reign L ang uages
and L iteratur e, Fudan U niv . , Shanghai 200433, P. R. China) , p. 27
Based o n the analy sis of the present college Eng lish teaching in China, this paper puts fo rw ard a new theo ry
that Chinese co llege English teaching is now entering upon a cr itical stag e o f t ransitio n in histor y, a stage cha racter-
ized by the incr easing ly fuzzy divide betw een ELT at the seco ndary level and at the t ertiar y lev el ( also betw een Eng-
lish majo r and non- Eng lish major ) , and the shift o f EL T fro m unifor mity to indiv iduality. It calls for studies of such
# 80 #