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mmarians in China like Zhao Daozhen andBo Bing also have the similar definitions of inversion. The definition given by ZhaoDaozhen (2004) in his book A Practical English Grammar is that if predicate is putbefore subject, it can be called inverted order. As for Bo Bing (1997), he definesinversion as a grammatical method to be used to emphasize some part of a sentence.
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2.2 Previous Studies of EFIC
In rhetoric, inversion is regarded as a rhetorical way for expressing differentfeelings or for achieving some stylistic purposes. As Wang Zuoliang and DingWangdao (1987) put it: “The change of the canonical order can achieve differentmeanings compared with the original one, so inversion can be regarded as a rhetoricalway in stylistics.” Feng Cuihua claims that it is endowed with sentiments, eithercommendatory or derogative, either emphasis or contrast (1995, p. 41). For therhetoricians, they pay much attention to the functions of inversion. Su Chengzhi (1985)wrote an article published on Foreign Language mainly focusing on the functions ofinversion, including emphasis, balance, linking, exclamation and post sign. Li Yupu(2003) also concludes five functions of inversion: emphasis, balance, suspense,linking, and vividness. Lv Xu (2004) in his book describes the functions of inversion:emphasis, balance, cohesion and vividness.From the functions of inversion mentioned above, there are mainly four functionsthey all paid much attention to: emphasis, balance, cohesion and vividness. Therefore,the discussion of the four functions is as follows.
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Chapter Three Methodology .... 28
3.1 Research Questions........ 28
3.2 Research Design....... 28
3.3 Method ......... 29
Chapter Four Results and Discussion ........ 33
4.1 Results.... 33
4.2 Discussion .... 33
4.2.1 Discussion of Research Question One...... 33
4.2.2 Discussion of Research Question Two ..... 42
4.2.3 Discussion of Research Question Three ......... 54
4.3 Overall Discussion......... 60
Chapter Five Conclusion.... 63
5.1 Major Findings......... 63
5.2 Pedagogical Implications ..... 64
5.3 Limitations of the Thesis ..... 65

Chapter Four Results and Discussion

4.1 Results
The results of this thesis are as follows. Firstly, there exists a degree of difficultyin the acquisition of the prototypical and non-prototypical EFIC by English majors.Specifically, the prototypical EFIC is easier to be acquired than the non-prototypicalEFIC by English majors. And the more detailed sequence of the degree of difficultyon the four types of EFIC is formulated as:LOC BE type > PART + LOC BE/LOC NBE type > PATH/ONOMATOPOEIA +MOTION VERB type ≈ NONSPAT BE type(“>”here means “be easier than”; “≈” here means “the degree of difficulty inacquisition of FIC3 and FIC4 is almost the same”)Secondly, their English proficiency and acquisition of EFIC are positivelycorrelated.Thirdly, the Prototype Theory, the semantic, pragmatic, and discoursal propertiesof EFIC, the way of construing the situations and the correspondence of theexpressions between Chinese and English are the main reasons behind studentsmistakes.
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Conclusion

This thesis is designed to investigate the acquisition of EFIC, which includesprototypical one and non-prototypical ones, the cor本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。