How does one teach composition to Chinese college students of English? How does one teach thera to discover ideas for themselves and to put these into English patterns of thought and organization? Can the discovery of...How does one teach composition to Chinese college students of English? How does one teach thera to discover ideas for themselves and to put these into English patterns of thought and organization? Can the discovery of ideas really be taught? Is there a method of teaching whereby the scientific process of writing can be cornbined with the creative art of composition?展开更多
Language acquisition is a system with four components： language development, academic development, cognitive development and sociocultural development. Based on this theory, Chinese students in the United States are ...Language acquisition is a system with four components： language development, academic development, cognitive development and sociocultural development. Based on this theory, Chinese students in the United States are studied from three perspectives： linguistically, culturally, and social psychologically. It indicated that, to help Chinese students develop their English performance and cultural appreciation in this diverse world, the profession of English teaching in China should cover a variety of domains, including linguistic, cultural and psychological input. Both American and Chinese education can benefit from this special group of Chinese students if they can be better understood, and used as a bridge between China and U. S. cultural and academic exchange. In the meantime, the mirror held up to the Chinese students in these perspectives reflects not only who they are but also who they can become.展开更多
The notion that language is a system of signs is explored in the context of Mandarin Chinese.We use the Peircean Sign,derived from the Peircean ontological categories Firstness,Secondness,and Thirdness,as an interpret...The notion that language is a system of signs is explored in the context of Mandarin Chinese.We use the Peircean Sign,derived from the Peircean ontological categories Firstness,Secondness,and Thirdness,as an interpretive framework.Because Mandarin Chinese is both well-documented and comparatively opaque to foreign influences,it presents an ideal case study for the formation of semiotic structures based on the operation of a single Peircean Category-sign(in contrast to English,which,with much higher levels of foreign contact-induced change,would be expected to involve a broad mixture of various semiotic influences).We examine semiotic structures in Chinese at the featural/phonological,lexical,and morphosyntactic levels,as well as the inventory of written characters.We conclude that the primary constraint that conditions semiotic structures in Chinese is the Peircean category Firstness of Secondness/[12].We also show how this conditioning constraint imposes a semiotic and structural consistency across different levels of language,and how it helps to explain certain evolutionary characteristics of Chinese.展开更多
文摘How does one teach composition to Chinese college students of English? How does one teach thera to discover ideas for themselves and to put these into English patterns of thought and organization? Can the discovery of ideas really be taught? Is there a method of teaching whereby the scientific process of writing can be cornbined with the creative art of composition?
文摘Language acquisition is a system with four components： language development, academic development, cognitive development and sociocultural development. Based on this theory, Chinese students in the United States are studied from three perspectives： linguistically, culturally, and social psychologically. It indicated that, to help Chinese students develop their English performance and cultural appreciation in this diverse world, the profession of English teaching in China should cover a variety of domains, including linguistic, cultural and psychological input. Both American and Chinese education can benefit from this special group of Chinese students if they can be better understood, and used as a bridge between China and U. S. cultural and academic exchange. In the meantime, the mirror held up to the Chinese students in these perspectives reflects not only who they are but also who they can become.
文摘The notion that language is a system of signs is explored in the context of Mandarin Chinese.We use the Peircean Sign,derived from the Peircean ontological categories Firstness,Secondness,and Thirdness,as an interpretive framework.Because Mandarin Chinese is both well-documented and comparatively opaque to foreign influences,it presents an ideal case study for the formation of semiotic structures based on the operation of a single Peircean Category-sign(in contrast to English,which,with much higher levels of foreign contact-induced change,would be expected to involve a broad mixture of various semiotic influences).We examine semiotic structures in Chinese at the featural/phonological,lexical,and morphosyntactic levels,as well as the inventory of written characters.We conclude that the primary constraint that conditions semiotic structures in Chinese is the Peircean category Firstness of Secondness/[12].We also show how this conditioning constraint imposes a semiotic and structural consistency across different levels of language,and how it helps to explain certain evolutionary characteristics of Chinese.
