Through the contrastive study on functional load of ＂-le＂ in original Chinese texts and translated Chinese texts, the results show that past tense, perfective aspect and seldom other forms are the corresponding form...Through the contrastive study on functional load of ＂-le＂ in original Chinese texts and translated Chinese texts, the results show that past tense, perfective aspect and seldom other forms are the corresponding forms of ＂-le＂ and its translation has a close relationship with verb classes, pragmatic functions, contextual meaning and so on.展开更多
L2 writing process is a bilingual event.L2 writers have both L1 and L2 at their disposal when they composing in L2.The tendency of L1 occurrence varies with individuals composing activities.L2 Writers are more likely ...L2 writing process is a bilingual event.L2 writers have both L1 and L2 at their disposal when they composing in L2.The tendency of L1 occurrence varies with individuals composing activities.L2 Writers are more likely to depend on L1,when they were managing their writing process,generating and organizing ideas;but more likely to depend on L2 when undertaking task--examining and text -generating activities.This paper focuses on the influence of L1 on L2,and the purpose is to demonstrate that Chinese thinking decreases with the improvement of English proficiency,but the amount of Chinese thinking decreases by a different margin.展开更多
文摘Through the contrastive study on functional load of ＂-le＂ in original Chinese texts and translated Chinese texts, the results show that past tense, perfective aspect and seldom other forms are the corresponding forms of ＂-le＂ and its translation has a close relationship with verb classes, pragmatic functions, contextual meaning and so on.
文摘L2 writing process is a bilingual event.L2 writers have both L1 and L2 at their disposal when they composing in L2.The tendency of L1 occurrence varies with individuals composing activities.L2 Writers are more likely to depend on L1,when they were managing their writing process,generating and organizing ideas;but more likely to depend on L2 when undertaking task--examining and text -generating activities.This paper focuses on the influence of L1 on L2,and the purpose is to demonstrate that Chinese thinking decreases with the improvement of English proficiency,but the amount of Chinese thinking decreases by a different margin.
