文摘
英文文摘
1 Introduction
1.1 Background of the Study
1.2 Research Questions and Significance
1.3 Theoretical Framework
1.3.1 Transfer Theory
1.3.2 Fossilization
1.3.3 Gender Markedness Theory
1.4 Research Method
1.5 The General Framework of the Paper
2 Literature Review
2.1 The Study of Personal Pronoun Acquisition Abroad
2.1.1 The Study about'Universal Pattern' of Personal Pronoun Acquisition
2.1.2 The Study about Negative Transfer during the Acquisition of Personal Pronoun
2.2 The Study about Chinese EFL learners' Third Person Singular Pronoun Acquisition
2.2.1 The Study about the Error Patterns of Gender Mixed Use of English Third Person Singular Pronouns by Chinese EFL Learners
2.2.2 The Study about the Reasons for the Gender Mixed Use of English Third Person Singular Pronouns by Chinese EFL Learners
2.3 Conclusions
3 Empirical Study
3.1 The Study on Chinese Junior EFL learners
3.1.1 Research Question
3.1.2 The Subjects of the Experiment
3.1.3 The Task and Procedure of the Experiment
3.1.4 Data Collection of Usage Patterns of Third Singular Pronouns in Chinese Junior EFL Learners' Oral English Production
3.1.5 Data Analysis
3.2 The Study on Chinese Senior EFL Learners
3.2.1 Research Question
3.2.2 Selecting a Corpus
3.2.3 Establishing a Sub-corpus
3.2.4 Data Collection of Usage Patterns of Third Singular Pronouns in Chinese Senior EFL Learners' Oral English Production and Data Analysis
3.3 Comparisons between Junior Group and Senior Group
3.3.1 Studying Method
3.3.2 The Significance Test of Male and Female Mixed Use Patterns between the Two Groups
3.4 Discussions
4 Some Possible Reasons for Gender Misuse of the Third Person Singular Pronouns by Chinese EFL Learners
4.1 Native Language Transfer
4.2 Gender Markedness Theory Research
4.2.1 Paper Test to Examine the Junior Chinese EFL Learners' Choice of Third Person Pronoun
4.2.2 Paper Test to Examine the Senior Chinese EFL Learners' Choice of Third Person Pronoun
4.2.3 Possible Explanations
5 Conclusion
5.1 Implications and Suggestions
5.2 Limitations
Reference
Acknowledgements
