Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years...Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years of our Open Door Policy, they find they have to learn some English and learn it quickly. They try to learn from radio and TV and many take English courses of 4 to 6 months, with varying degree of success. Their chief stumbling blocks展开更多
Reading strategies are different from identifying the words, but a kind of metacognitive activity based on the monitoring mode. This paper will explore Chinese English learners＇ text reading strategies according to t...Reading strategies are different from identifying the words, but a kind of metacognitive activity based on the monitoring mode. This paper will explore Chinese English learners＇ text reading strategies according to the cognitive process of the reading, hoping for providing some suggestions and references for Chinese college students to learn English well and improve the text reading ability.展开更多
While reading plays a very important role in English study, many English language learners find it very difficult to fully comprehend some reading materials on account of many unknown words in them. This essay mainly ...While reading plays a very important role in English study, many English language learners find it very difficult to fully comprehend some reading materials on account of many unknown words in them. This essay mainly discusses one technique of guessing meanings of new words according to context clues, thus emphasizing the importance of context.展开更多
A troubled thing in English language reading is that it seems there are numerous new words,which may always make reading in English monotonous,and even let one lose interest in English learning.Hence this thesis tries...A troubled thing in English language reading is that it seems there are numerous new words,which may always make reading in English monotonous,and even let one lose interest in English learning.Hence this thesis tries to analyze the methods of how to guess unfamiliar words.展开更多
Based on an analysis of Chinese EFL learners' problems in English learning, the present paper proposes that English novel-reading is an effective way for promoting learners' English proficiency according to it...Based on an analysis of Chinese EFL learners' problems in English learning, the present paper proposes that English novel-reading is an effective way for promoting learners' English proficiency according to its role both in the lingual and nonlingual perspectives.展开更多
Inferencing new words’meanings from context is identified as a key vocabulary learning skill and one of the three principal strategies for handling low-frequency words(Nation,1990).It is also considered an effective ...Inferencing new words’meanings from context is identified as a key vocabulary learning skill and one of the three principal strategies for handling low-frequency words(Nation,1990).It is also considered an effective reading skill.This paper tends to discuss its positive pedagogical implication to Chinese university students.By discussing the two different teaching Procedures of Clarke and Nation’s(1980)and Bruton and Samuda’s(1981),a practical instruction of the strategy is proposed.Nevertheless,the strategy’s limitations are taken into account as well in the final part.展开更多
In the summer of 2023,Zhang Zhizhong’s Reading English Literature to Translate Classical Chinese Poems got published as one of the“Comparative Literature and World Literature Research Series”edited by Cao Shunqing....In the summer of 2023,Zhang Zhizhong’s Reading English Literature to Translate Classical Chinese Poems got published as one of the“Comparative Literature and World Literature Research Series”edited by Cao Shunqing.It presents Zhang’s latest theory and praxis of translating classical Chinese poems.As a kind of rewriting,Zhang’s translations are similar to modern English poems—with creative expressions in contemporary English,the enjambments from free verses,the form of concrete poetry,and the artistic conceptions of classical Chinese poetry,but without the rhymes in original works.How this poetry translation as rewriting generates in the constraints of ideology,poetics,and patronage is to be analyzed in the light of AndréLefevere’s rewriting theory.By examining the non-textual factors related to Zhang’s rewriting,it aims to reveal how this rewriting,as an experimental approach to poetry translation,can shed light on the global circulation of Chinese poetry.展开更多
Integrating letters and sounds are essential for successful reading in alphabetic languages. It remains unclear if native speakers of non-alphabetic languages integrate letters and sounds in reading an alphabetic lan-...Integrating letters and sounds are essential for successful reading in alphabetic languages. It remains unclear if native speakers of non-alphabetic languages integrate letters and sounds in reading an alphabetic lan- guage in the same way as native alphabetic readers do. Chinese is a morpho-syllabic system （each character cor- responds to one syllable） and contrasts sharply with alphabetic languages such as English. Several fMRI studies have shown that native Chinese speakers apply their native language system to read English words. By using the cross- modal mismatch negativity （MMN） paradigm, we directly investigated letter-sound integration for reading in English among native Chinese speakers. To investigate the effect of native language background on letter-sound integration in second language reading, a group of native Korean English learners served as a comparison group. We compared MMN responses between an auditory only condition （only vowels presented） and two audiovisual conditions （AV0, vowel presented synchronously with the corresponding letter; AV200, the letter presented 200 ms before the corresponding vowel） for both native Chinese and native Korean speakers. Native Chinese speakers demonstrated significantly attenuated MMN amplitudes in audiovisual conditions compared with the auditory only condition, regardless of their phonological decoding speed. In con- trast, native Korean speakers showed amplified amplitude MMN in AV200 compared with that in the auditory only condition. The results suggest that native language may shape the brain responses of second language learners to reading a second language in the early stages. Native non- alphabetic language speakers may be unable to use visual information to facilitate their phonological processing in the early stage while naT：lye alphabetic language speakers are capable of integrating letter sounds automatically.展开更多
Since the turn of the century, higher education policy in China has highlighted the importance of cultivating students＇ intercultural competences, particularly in the context of English language teaching. In spite of...Since the turn of the century, higher education policy in China has highlighted the importance of cultivating students＇ intercultural competences, particularly in the context of English language teaching. In spite of this, studies show that to this day Chinese ELT classrooms in higher education have rarely taken a cultural turn and teachers＇ understanding of interculturalism remains insufficient. This paper reports an action research study on how intercultural awareness was developed in the context of an English reading course at an independent college of a major Chinese university. The study followed a teaching flow that integrates intercultural learning with critical thinking by challenging students to select, analyze, and raise questions about English texts on aspects of Chinese culture. Mapping the outputs of a cohort of 77 second-year undergraduate students onto Baker＇s （2012; 2015） model of intercultural awareness, the study shows that a majority of participants demonstrated a level beyond basic awareness. The paper concludes that reading courses can be used to help foster intercultural awareness among Chinese students, and it offers some pedagogical and theoretical reflections on integrating intercultural learning with ELT, and formulates a number of suggestions for further studies.展开更多
Chinese,as a logographic language,fundamentally differs from alphabetic languages like English.Previous neuroimaging studies have mainly focused on alphabetic languages,while the exploration of Chinese reading is stil...Chinese,as a logographic language,fundamentally differs from alphabetic languages like English.Previous neuroimaging studies have mainly focused on alphabetic languages,while the exploration of Chinese reading is still an emerging and fast-growing research field.Recently,a growing number of neuroimaging studies have explored the neural circuit of Chinese reading.Here,we summarize previous research on Chinese reading from a connectomic perspective.Converging evidence indicates that the left middle frontal gyrus is a specialized hub region that connects the ventral with dorsal pathways for Chinese reading.Notably,the orthography-to-phonology and orthography-to-semantics mapping,mainly processed in the ventral pathway,are more specific during Chinese reading.Besides,in addition to the left-lateralized language-related regions,reading pathways in the right hemisphere also play an important role in Chinese reading.Throughout,we comprehensively review prior findings and emphasize several challenging issues to be explored in future work.展开更多
文摘Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years of our Open Door Policy, they find they have to learn some English and learn it quickly. They try to learn from radio and TV and many take English courses of 4 to 6 months, with varying degree of success. Their chief stumbling blocks
文摘Reading strategies are different from identifying the words, but a kind of metacognitive activity based on the monitoring mode. This paper will explore Chinese English learners＇ text reading strategies according to the cognitive process of the reading, hoping for providing some suggestions and references for Chinese college students to learn English well and improve the text reading ability.
文摘While reading plays a very important role in English study, many English language learners find it very difficult to fully comprehend some reading materials on account of many unknown words in them. This essay mainly discusses one technique of guessing meanings of new words according to context clues, thus emphasizing the importance of context.
文摘A troubled thing in English language reading is that it seems there are numerous new words,which may always make reading in English monotonous,and even let one lose interest in English learning.Hence this thesis tries to analyze the methods of how to guess unfamiliar words.
文摘Based on an analysis of Chinese EFL learners' problems in English learning, the present paper proposes that English novel-reading is an effective way for promoting learners' English proficiency according to its role both in the lingual and nonlingual perspectives.
文摘Inferencing new words’meanings from context is identified as a key vocabulary learning skill and one of the three principal strategies for handling low-frequency words(Nation,1990).It is also considered an effective reading skill.This paper tends to discuss its positive pedagogical implication to Chinese university students.By discussing the two different teaching Procedures of Clarke and Nation’s(1980)and Bruton and Samuda’s(1981),a practical instruction of the strategy is proposed.Nevertheless,the strategy’s limitations are taken into account as well in the final part.
基金Tianjin Philosophy and Social Science Project“A Brief History of the English Translation of Classical Chinese Poetry”(ratification num.TJYY22-001).
文摘In the summer of 2023,Zhang Zhizhong’s Reading English Literature to Translate Classical Chinese Poems got published as one of the“Comparative Literature and World Literature Research Series”edited by Cao Shunqing.It presents Zhang’s latest theory and praxis of translating classical Chinese poems.As a kind of rewriting,Zhang’s translations are similar to modern English poems—with creative expressions in contemporary English,the enjambments from free verses,the form of concrete poetry,and the artistic conceptions of classical Chinese poetry,but without the rhymes in original works.How this poetry translation as rewriting generates in the constraints of ideology,poetics,and patronage is to be analyzed in the light of AndréLefevere’s rewriting theory.By examining the non-textual factors related to Zhang’s rewriting,it aims to reveal how this rewriting,as an experimental approach to poetry translation,can shed light on the global circulation of Chinese poetry.
基金supported by the National Natural Science Foundation of China(31221003)National Basic Research Program of China(2014CB846103)
文摘Integrating letters and sounds are essential for successful reading in alphabetic languages. It remains unclear if native speakers of non-alphabetic languages integrate letters and sounds in reading an alphabetic lan- guage in the same way as native alphabetic readers do. Chinese is a morpho-syllabic system （each character cor- responds to one syllable） and contrasts sharply with alphabetic languages such as English. Several fMRI studies have shown that native Chinese speakers apply their native language system to read English words. By using the cross- modal mismatch negativity （MMN） paradigm, we directly investigated letter-sound integration for reading in English among native Chinese speakers. To investigate the effect of native language background on letter-sound integration in second language reading, a group of native Korean English learners served as a comparison group. We compared MMN responses between an auditory only condition （only vowels presented） and two audiovisual conditions （AV0, vowel presented synchronously with the corresponding letter; AV200, the letter presented 200 ms before the corresponding vowel） for both native Chinese and native Korean speakers. Native Chinese speakers demonstrated significantly attenuated MMN amplitudes in audiovisual conditions compared with the auditory only condition, regardless of their phonological decoding speed. In con- trast, native Korean speakers showed amplified amplitude MMN in AV200 compared with that in the auditory only condition. The results suggest that native language may shape the brain responses of second language learners to reading a second language in the early stages. Native non- alphabetic language speakers may be unable to use visual information to facilitate their phonological processing in the early stage while naT：lye alphabetic language speakers are capable of integrating letter sounds automatically.
文摘Since the turn of the century, higher education policy in China has highlighted the importance of cultivating students＇ intercultural competences, particularly in the context of English language teaching. In spite of this, studies show that to this day Chinese ELT classrooms in higher education have rarely taken a cultural turn and teachers＇ understanding of interculturalism remains insufficient. This paper reports an action research study on how intercultural awareness was developed in the context of an English reading course at an independent college of a major Chinese university. The study followed a teaching flow that integrates intercultural learning with critical thinking by challenging students to select, analyze, and raise questions about English texts on aspects of Chinese culture. Mapping the outputs of a cohort of 77 second-year undergraduate students onto Baker＇s （2012; 2015） model of intercultural awareness, the study shows that a majority of participants demonstrated a level beyond basic awareness. The paper concludes that reading courses can be used to help foster intercultural awareness among Chinese students, and it offers some pedagogical and theoretical reflections on integrating intercultural learning with ELT, and formulates a number of suggestions for further studies.
基金supported by the Natural Science Foundation of China(81901826 and 61932008)the Natural Science Foundation of Shanghai(19ZR1405600 and 20ZR1404900)the Shanghai Municipal Science and Technology Major Project(2018SHZDZX01)。
文摘Chinese,as a logographic language,fundamentally differs from alphabetic languages like English.Previous neuroimaging studies have mainly focused on alphabetic languages,while the exploration of Chinese reading is still an emerging and fast-growing research field.Recently,a growing number of neuroimaging studies have explored the neural circuit of Chinese reading.Here,we summarize previous research on Chinese reading from a connectomic perspective.Converging evidence indicates that the left middle frontal gyrus is a specialized hub region that connects the ventral with dorsal pathways for Chinese reading.Notably,the orthography-to-phonology and orthography-to-semantics mapping,mainly processed in the ventral pathway,are more specific during Chinese reading.Besides,in addition to the left-lateralized language-related regions,reading pathways in the right hemisphere also play an important role in Chinese reading.Throughout,we comprehensively review prior findings and emphasize several challenging issues to be explored in future work.
