ÄêÁäÒòËصļ°ÎïÐÔÑо¿:ÒÔÖйúÀÏÄêÈËÐðÊöΪÀý:the case of Chinese elders narratives

Chapter 1 INTRODUCTION
1£®1 Background
1£®2 Chinese Aging and the Gap in its Research
1£®2£®1 The Problem of the Elders in China
1£®2£®2 Language-related Chinese Aging Research and its Gap
1£®3 The Significance of the Present Study
1£®4 Goals of the Present Study
1£®5 Brief Descriptions about the Present Research
1£®6
Chapter Overview

Chapter 2 LITERATURE REVIEW
2£®1 Picture-elicited Narratives
2£®2 Previous Research in Aging Using Picture-elicited Narratives
2£®3 The Previous Research Using the Insights of Transitivity in SFT
2£®4 The Relation of the Present Research with the Previous Research

Chapter 3 THEORETICAL FRAMEWORK
3£®1 A Brief Introduction to SFT
3£®1£®1 A Brief Introduction to Halliday's SFT
3£®1£®2 The Difference between Halliday and Martin
3£®1£®3 The Difference between Berry and Halliday
3£®1£®4 The Overlap between Halliday£¬ Vygotsky and Bemstein£®
3£®2 Transitivity
3£®2£®1 The Position of Transitivity in SFT
3£®2£®2 The Development of Transitivity
3£®2£®3 The Content of Transitivity
3£®2£®4 The Difference between Halliday's Transitivity and the Traditional Transitivity
3£®2£®5 Transitivity¡ª¡ªthe Intersection of SFT and Other Schools of Linguistics
3£®2£®6 Transitivity in Neurological and Health Science Research
3£®3 Chinese and Transitivity
3£®3£®1 The Compatibility of Transitivity for Studying Chinese
3£®3£®2 Chinese Scholars' Research in Transitivity

Chapter 4 METHODOLOGY
4£®1 Hypotheses
4£®2 Data Collection
4£®3 Rationale for Using Secondary Chinese Data
4£®4 Participants
4£®5 Instrument
4£®6 Purpose of Analyzing the Pic~tre-elicited Narrative
4£®7 Coding System
4£®8 Post-explanation

Chapter 5 ANALYSIS
5£®1 Coding
5£®2 Coder Training
5£®3 Raters Accuracy and Reliability
5£®4 Transitivity
5£®5 Analysis
5£®6 Analyses with Extracts

Chapter 6 RESULTS
6£®1 Statistical Solution
6£®2 Impact of Age£¬ Education and Gender on the Participants' Overall Performance of Transitivity
6£®3 Impact of Age£¬ Education and Gender on Material Process
6£®4 Impact of Age£¬ Education and Gender Impact on Mental Process
6£®5 Impact of Age£¬ Education and Gender on Verbal Process Performances
6£®6 Impact of Age£¬ Education and Gender on Behavioral Process Performance
6£®7 Impact of Age£¬ Education and Gender on Relational Process
6£®8 Impact of Age£¬ Education and Gender on Existential Process Performance
6£®9 Summary of Age£¬ Education and Gender Impact on Transitivity

Chapter 7 CONCLUSION
7£®1 Summary of the Objectives£¬ Results and Analysis
7£®2 Strengths of the Present Research
7£®2£®1 Transitivity as a Proper Framework for an Aging Study
7£®2£®2 Justification of Paradis' Stimuli and Development of Coding System
7£®2£®3 Proper Use of GLM to Determine Significant Impact
7£®3 Limitations
7£®3£®1 Absence of Post-reflective Comment
7£®3£®2 Quasi-Longitudinal Study and No True Longitudinal Study
7£®3£®3 No Requirement for Processing Speed
7£®4 Recommendations for Future Research
7£®4£®1 Extension of Age-span
7£®4£®2 The Comparison of Normal Elders with Elderly Patients
7£®4£®3 Mini-lingual Status Examination
7£®4£®4 Semi-computerized Coding
7£®5 Final Remarks
REFERENCES
Appendix
Appendix A£º Coding Sheet*
Appendix B£º Examples of Empty "be" Relational Process in Chinese
Appendix C£º Abbreviations