On L2 English Learners’Formulaic Language Use and Spoken English Fluency

This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA(canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables(dependent variables) and linguistic variables of English formulaic language use(independent variables). The fluency variable set consists of:(1)temporal indices such as SR(speech rate), AR(articulation rate), MLR(mean length of run), and PTR(phonation time ratio);(2) linguistic variables of English formulaic language like F2 R(twoword formulaic sequences/run ratio, B3 R(three-word lexical bundles/run ratio), and B4 R(fourword lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants(n = 86) across three academic levels.The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.

A Contrastive Study of Semantic Prosody between English Native Speak ers and Chinese English Learners——Case Study of “Avoid”

In this paper,the author uses data-driven and contrastive interlanguage analysis approach,applying AntConc 3.2.1 as the tool,to make a comparison between corpus FLOB and CLEC on the using of the word "avoid".The result shows that the se mantic prosodic tendency between the two communities is in great similarities but also have differences.Through comparison and analysis,the author finds the hidden reason and summarizes how to improve.

An Empirical Study on the Effectiveness of Language Learning Strategy Training for Chinese Adult English Learners

This paper explores how to implement effective strategy training for part-time Chinese adult English learners in a tertiary FLT （Foreign Language Teaching） classroom. Through a study of threx~ semesters during which six sessions of learner training workshops and constant, integrated task-based instruction were carried out, empirical evidence was collected via the instrument of questionnaires, interviews, learners＇ regular written reports, and the findings indicate that： （1） The students reported a statistically significant increase of the overaU average frequency of language strategy use over all SILL （The Strategy Inventory for Language Learning） items with 2.95 at the beginning and 3.61 at the end; and （2） Well-organized, explicit, and discrete leaner training workshops combined with frequent, explicit, and integrated task-based strategy instruction are an effective and helpful way to improve learners＇ awareness, selection, and frequency of strategy use, which can further foster learner autonomy.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

Learner Autonomy in the National English Language Curricula for Chinese Universities 1978-2007:A Historical Analysis

This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.

Interlanguage Fossilization in Chinese EFL Writing --An Empirical Research of 20 English Major Students

This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.

Communicative Language Teaching(CLT) in the English Course of A Chinese University

CLT as one of the learner-centred approaches,which has been widely used in classrooms all over the world.In the AsiaPacific Region,many schools adopt CLT as a main teaching approach,especially in East Asian countries(e.g.,China,Japan and Korea).In fact,CLT attracts thousands of scholars and researchers at home and abroad.This paper research on CLT in English classrooms of Chinese university from the Chinese teachers'opinions,the Chinese EFL students'attitudes and the Chinese government's position.Through the analysis,it is concluded that the CLT is suitable for college English classes in China,and the implementation of the CLT needs to be improved.

USE OF IDIOMS IN CHINESE EFL LEARNERS' SPOKEN ENGLISH:EVIDENCE FROM SECCL AND COLSEC

This paper investigates the use of idioms in Chinese EFL learners' spoken English by virtue of two corpora, SECCL and COLSEC. The results indicate that there is no difference in the use of idioms between English-major and non-English-major learners. The learners are competent at using most of the idioms of high and high-medium frequency. However, they use nearly none of the idioms of medium and below frequency. Based on the findings, we conclude that the learners do not have a good command of the most frequently used idioms in spoken English. Suggestions on syllabus designing and classroom teaching are brought about at the end of the paper.

L2水平对中国学习者英语词重音产出的影响

实验考察了L2水平对中国学习者英语词重音产出的影响,对比了两组不同英语水平的中国学习者与美国英语本族语者产出英语词重音的声学表现。结果表明:1)与英语本族语者比,高水平组音高与之相似,但音强和时长差异显著;而低水平组在三个声学参数上都与英语本族语者差异显著;2)低水平组和高水平组在音高和音强上差异显著,但时长不显著。这说明语言水平影响英语词重音产出,然而,随着L2水平的增加,L1的影响降低。研究结果支持了语言迁移假说。

外向型汉英学习词典中叙实动词的译义研究

由于其独特的语义和句法特征,叙实动词近年来引起学界关注。研究了汉英两种语言中叙实动词的语义、语法和语用特征,认为叙实动词特殊的语义结构对其句法结构产生影响。但是,通过对六部外向型汉英词典译义的调研发现,现有汉英词典未能根据叙实动词的特点呈现其语义和语法结构。从认知视角提出外向型汉英词典处理叙实动词译义的方式。

论我国英汉学习词典例证翻译之不足

随着外语学习者数量的增加,双语学习词典的编译呈现出更加繁荣的景象,这使得例证的翻译研究不断深入。然而,纵观当前一些双语类的词典关于例证的翻译,不难发现还存在某些问题,如望文生义,死译和硬译,欠额翻译和过载翻译,英语习语、谚语的异化和归化,语体不当及"被"字泛滥等。这些都需要我们结合相关的翻译理论,针对具体问题提出修改建议。

称赞回应语的语用迁移与二语水平相关性研究

参照Herbert框架,通过话语补全任务工具,考察中国英语学习者高低语言水平组的称赞回应语的应用情况,探讨语用迁移及其与二语水平的关系。研究发现:非英专组被试使用称赞回应语的模式与汉语本族语者相近,英专组则倾向英语本族语者的模式。这表明,在称赞回应语上,学习者二语水平和语用迁移基本上呈现负相关关系,即随着二语水平的提高,学习者语用迁移减少。

中国高级英语学习者塞音VOT值研究

VOT值(Voice Onset Time)是反映塞音清浊、送气特征的一个重要物理指征。本研究以Lisker和Abramson的"三个范畴"塞音体系为理论依据,以实验语音学为研究手段,以RESCCL语音语料库为基础,通过比较中国高级英语学习者和语音学专家John Wells对同一朗读材料产出的英语塞音VOT值,结果发现:两者塞音VOT值存在显著差异,发生范畴类变化;中国高级英语学习者塞音习得普遍具有中介语特征;中国高级英语学习者在朗读语流中的塞音VOT值与重音位置显著不相关,受发音方式与语调干扰。

中国朝鲜族英语教育研究综述——作为第三语言教育研究

中国朝鲜族在特定的历史与特定的社会环境中,形成了区别于主流民族,区别于朝鲜半岛上同一民族的双语双文化建构特征。这个特征在语言教育中的影响尤为明显。根据语言的普遍性意义特征和"多语者多语能力"的理论,朝汉双语人应具有较强的语言学能。然而,在日语教育中予以肯定的"优势`"在英语教育中却时常呈现出"劣势效应",因此而开展起来的中国朝鲜族英语教育研究,旨在为三种语言学习者寻找能够使他们的"双语建构"特征发挥优势效应的英语教育途径及教学模式。作为一项全新的系统工程,经过十多年的潜心研究,已开始取得值得瞩目的成果。对此进行学术层面上的阶段性总结将有助于该系统工程的可持续发展,也有助于引起对朝鲜族英语教育的更广泛关注,对探讨中国朝鲜族英语教育现实问题具有一定的指导意义。

迁移视角下中国英语学习者状语从句语序分布研究

在汉语和英语的状语从句中,主句和从句的语序分布情况不同。从语言迁移视角研究中国英语学习者英语状语从句的语序分布情况,证实了二语句法习得中母语迁移现象的存在,并对如何克服母语迁移的影响而提出对策。

书面作文中的词汇知识负迁移现象——以高职英语学习者为例

以中国高职英语学习者的请求信写作为语料,对英语词汇产出中的母语负迁移现象展开研究,并得出以下主要结论:英语学习者在词汇知识的语法和搭配方面受到母语负迁移影响最突出,得体性和词义次之,拼写和词频受到的影响最小,此结论揭示出目前高职英语学习者在英语词汇知识方面存在不足。

英汉语颜色词的使用与翻译

在英汉语中,颜色词的使用尽管有着一致,但始终存在着差异,这是由于语言本身的因素和语言外的因素即历史文化、传统习俗等造成的。本文通过大量的译例,就主要颜色词在两种不同文化中的本义和引申义的使用和翻译进行比较分析,以求在英语学习中正确了解它们的涵义。

中国初中英语学习者音位习得过程中的困难及问题

本文从对比分析出发,在使用国际音标符号准确、详尽的描述英汉音位的相同、近似及不同的基础上,通过两次针对初中一年级学生的实验,分别得出中国初中英语学习者的发音困难及其模式,并把学习者的困难及问题用公式展现出来。在解释这些困难及问题的同时找到解决方法,对指导外语语音的教与学提供了有力的实证支撑和理论依据。

THE STUDY OF MOTHER TONGUE USE IN COLLEGE ENGLISH CLASSROOMS

本文针对母语在大学英语教学中的使用情况进行了实证研究。研究内容包括教师在课堂教学中使用多少、何时、出于何种原因使用母语。研究发现,所有的受试对象在大学英语课堂教学中都不同程度的使用母语,使用量从"很多"到"很少"不等;教师会对学生的英语水平进行估计,然后相应地调整英语和母语两种语言的使用比例;教师在某些课堂内容中使用母语更加频繁,例如课间交流、讲解四级考试的相关内容及语法、传达考试安排等与学生有关的信息等。文章最后在总结文献和本文调查结果的基础上提出了几点建议。

聚焦中国学生,探寻测试奥妙——《英语测试与中国学生》述评

关于英语考试与中国学生的论述只是零散见诸学术期刊,从未被集中讨论。English Language Assessment and the Chinese Learner(《英语测试与中国学生》)一书弥补了这一缺憾。该书借用语言测试专家Bachman的评估,使用论证理论框架对考试效度和考试使用进行了全面细致的讨论。为英语测试与中国学生研究提供了重要的参考资料。