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Presenting Knowledge System of International Trade Terms in Business English Learners' Dictionaries
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作者 HE Jia-ning KHOU Zhi-yi +2 位作者 XIE Zi-jun WU Ming-hui XU Rong 《Journal of Literature and Art Studies》 2018年第8期1275-1281,共7页
Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example (with "CIF" as the case for analysis), intro... Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example (with "CIF" as the case for analysis), introduces 7 types of dictionary structures (overall structure, frame stzucture/megastrncture, macrostructure, microstzucture, distribution structure, cross-reference stzucture/mediostrncture and access structure), summarizes the knowledge system of international trade terms (consisting of "international trade", "sets of rules of international trade terms", "Incoterms 2010", and "CIF"), and illustrates the methods of systematically presenting the knowledge system of international trade terms through dictionary structures in an English-English-Chinese bilingualized business English learners' dictionary with Oxford Business English Dictionary for Learners of English (New Edition) as a reference. Such presentation is intended for enhancing business English learners as dictionary users to grasp the knowledge of international trade terms as a whole. 展开更多
关键词 business english learners' dictionary (BELD) dictionary structure terminological knowledge system international trade term knowledge presentation business english
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Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context
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作者 Chili Li Xinxin Zhao +2 位作者 Ziwen Pan Ting Yi Long Qian 《International Journal of Mental Health Promotion》 2024年第2期161-175,共15页
While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,littl... While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed. 展开更多
关键词 Demotivation for learning english speaking ESDS scale development and validation Chinese EFL learners mental health
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Entangled relationship:Chinese parents’involvement in young learners’English tests
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作者 GUO JIA CHENG LIYING 《语言测试与评价》 2024年第1期1-20,112,共21页
Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-tak... Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions. 展开更多
关键词 young learnersenglish(YLE)tests in China parents’roles test impact
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A Study on Translation Strategies Used in Metaphor Boxes in Macmillan English-Chinese Dictionary for Advanced Learners
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作者 刘燕 《海外英语》 2018年第12期121-123,共3页
Macmillan English Dictionary for Advanced Learners(MEDAL) applied conceptual metaphor theory to practical lexicogra-phy systematically for the first time, namely, setting Metaphor Box. In the wake of MEDAL, Macmillan ... Macmillan English Dictionary for Advanced Learners(MEDAL) applied conceptual metaphor theory to practical lexicogra-phy systematically for the first time, namely, setting Metaphor Box. In the wake of MEDAL, Macmillan English-Chinese Dictionary for Advanced Learners was published based on the English blueprint. Due to different experience and thinking ways between Chi-nese and English, it is not easy for users to understand and translate the metaphors boxes without the help of proper translationstrategies. As an authoritative bilingual version for learners, it provided a template of understanding and translating metaphors.Thus, studying its strategies used in translating the metaphors boxes will be helpful for learners to understand and translate meta-phors in language learning. On the basis of strategies suggested by other researchers and case analysis, three main strategies usedin translating the Metaphor Boxes in the dictionary will be proposed. 展开更多
关键词 英语 学习方法 阅读
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China's English Learners' Verbal Phrase Acquisition Research Based on the Corpus——“at last”and“in the end”as an Example
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作者 张俊梅 柴晶 《海外英语》 2013年第24期262-263,287,共3页
This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects... This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments. 展开更多
关键词 at LAST in the end" China’s english learners
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Using An Inductive Approach to Teach Grammar to Chinese Adult Learners of English
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作者 王中锋 李爱萍 《疯狂英语(教师版)》 2007年第1期27-33,47,共8页
关键词 INDUCTIVE APPROACH deductive APPROACH GRAMMAR teaching CHINESE adult learners of english
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English Language Attrition Among EFL Learners in Terms of Writing Skills 被引量:1
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作者 曹海英 《海外英语》 2012年第1X期123-128,共6页
This study aims to identify if participants experience attrition in writing skills after two years' nonuse of English.70 participants took the tests of writing.A questionnaire was administered to the 70 participan... This study aims to identify if participants experience attrition in writing skills after two years' nonuse of English.70 participants took the tests of writing.A questionnaire was administered to the 70 participants and it included numerous variables that relate to language attrition such as motivation and social activities.The data collected from the tests and questionnaire were analyzed via SPSS.Cronbach's alpha and Many Facets Rasch Model were used to validate the construct and external reliability.The findings showed that participants experienced an overall statistically significant level of attrition in writing skills.Additionally,the specific skills of pertinence,coherence,clarity but excluding grammar,were seen to experience significant attrition over the two years' period.Participants showed a lower level of positive motivation and less social activities for learning English language during the two years' nonuse than before the two years' nonuse of English and this could have contributed to the writing attrition. 展开更多
关键词 WRITING SKILLS attrition nonuse of english EFL LEA
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On Promoting the Slow Learners' Learning in English Class
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作者 庞雅 《海外英语》 2011年第12X期54-55,共2页
Nowadays, the actualities of slow learners in English class are not satisfying in China. Confronted with such kind of situation, as language teachers, how to promote the slow students' learning, is one of the bigg... Nowadays, the actualities of slow learners in English class are not satisfying in China. Confronted with such kind of situation, as language teachers, how to promote the slow students' learning, is one of the biggest problems in our teaching. The paper focuses on the features of slow learners, e.g., little or improper motivation, debilitative anxiety, introversion, inhibition, etc. and the roles the slow learners play in English class, and some of the writer's personal suggestions for promoting their learning in English class as well. 展开更多
关键词 SLOW learners PROMOTION english CLASS
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A Review of the Effectiveness of Web-based Course with College English Learners' Autonomous Learning
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作者 杜淑珍 《海外英语》 2015年第22期276-277,288,共3页
The paper is a literature review, aiming to examine the effectiveness of web-based college English learning which mainly focuses on learners' autonomous learning. Previous studies indicate that the web-based learn... The paper is a literature review, aiming to examine the effectiveness of web-based college English learning which mainly focuses on learners' autonomous learning. Previous studies indicate that the web-based learning can improve learners' autonomous learning, as well as some problems found in their findings. Therefore, this paper first gives a summary and critique of research studies on the web-based autonomous learning and some factors influencing learners' autonomous learning ability;then, areas that deserve further study are also indicated. 展开更多
关键词 AUTONOMOUS LEARNING WEB-BASED LEARNING COLLEGE english learner
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An Empirical Study on Classroom Learning Anxiety of Secondary Vocational English Learners in Content-based Instruction 被引量:4
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作者 薛梅 崔艳嫣 《海外英语》 2011年第5X期85-86,共2页
This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that... This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that CBI teaching has a negative correlation with English learning anxiety and has an impact on alleviating students' anxiety. 展开更多
关键词 secondary VOCATIONAL school learners CLASSROOM english learning anxiety FLCAS CONTENT-BASED instruction(CBI) VOCATIONAL english teaching modes
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The Evaluation of the Seventh Edition of Oxford Advanced Learner's English-Chinese Dictionary
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作者 李艳薇 《海外英语》 2013年第17期288-292,共5页
As one of the most popular English learning tools, the 7th edition of Oxford Advanced Learner's English-Chinese Dictionary aims to provide adequate information to satisfy learners' needs. In this article, this... As one of the most popular English learning tools, the 7th edition of Oxford Advanced Learner's English-Chinese Dictionary aims to provide adequate information to satisfy learners' needs. In this article, this latest edition is examined with re spect to two primary aspects: syntactic and semantic information based on Chan, A.C. and Y. Loong's evaluating criteria of learn er's dictionary. The focus falls on grammatical properties of nouns, verbs and adjectives, valency requirement, definitions, syn onyms and antonyms, collocations, etc. Conclusion suggests that the overall standard of this new dictionary is admirably high in terms of applicability and user-friendliness. 展开更多
关键词 learner’s dictionary OALECD7 word definition valen
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Differences in the Motivation of Teenage Learners of English in A Chinese Language Context
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作者 桂佳 《海外英语》 2016年第8期231-235,共5页
This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s resear... This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves. 展开更多
关键词 MOTIVATION L2 Motivational Self System TEENAGE english learner China language learning
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On the Teaching Methods to Balance Fluency & Accuracy for Chinese University English Learners
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作者 陈嘉 《海外英语》 2016年第16期218-219,共2页
By dividing English learners in Chinese university context into intermediate and advanced level learners, the essay argues that fluency rather than accuracy is needed for most university students. It further discusses... By dividing English learners in Chinese university context into intermediate and advanced level learners, the essay argues that fluency rather than accuracy is needed for most university students. It further discusses some suitable teaching methods in both contexts respectively to balance this pair of objective focus. 展开更多
关键词 FLUENCY ACCURACY teaching methods Chinese university english learners
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Auditory cerebral activation patterns of Chinese English learners by fMRI
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作者 SHEN Tong HU Zi-cheng LI Yong ZHANG Yong XIE Peng LV Fa-jin LUO Tian-you MU Jun 《重庆医科大学学报》 CAS CSCD 2008年第z1期55-59,共5页
Objective:To identify the cerebral activation patterns associated with the processes that occur during viewing Chinese and English words in native Chinese English learners. Methods:12 right-handed Chinese English lear... Objective:To identify the cerebral activation patterns associated with the processes that occur during viewing Chinese and English words in native Chinese English learners. Methods:12 right-handed Chinese English learners were divided into two groups equally,namely English majors and non-English majors,and took semantic judgement tasks of both English and Chinese words, for whom the fMRI images were collected.Results:To various degrees, all subjects demonstrated activation of associated cerebral regions in both hemispheres and the left hemisphere activation was more significant for most subjects. Except for classical regions involved in language processing,such as Wernicke areas and Broca areas,there were other activated cerebral regions, including cerebellum, limbic system and basal ganglia nucleus, etc. To sum up,there were apparent overlap for cerebral activation distribution and no specific processing areas for both tasks. The analysis of ROI(region of interest)suggested that subjects in specialized group were more dependent on right hemisphere to perform English words task. Conclusion:Language cognition is dominated by left hemisphere,which is also shared by the right hemisphere to various degrees and thus two hemispheres work by ways of both dissociation and coordination. It is possible that working strategy of the right hemisphere in English task is related to proficiency of the second language. A variety of distinctions are shared by each subject for language cognitive patterns. 展开更多
关键词 english learners Functional magnetic resonance imaging(fMRI) DOMINANCE CEREBRAL activation PATTERNS
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English Vocabulary Teaching Based on learners'Acquisition
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作者 朱文会 《海外英语》 2013年第14期10-11,共2页
Vocabulary is very important in language study, but it is not easy for students to learn efficiently. This essay first has a deep insight into the acquisition by learners, and then gives some ideas about teaching voca... Vocabulary is very important in language study, but it is not easy for students to learn efficiently. This essay first has a deep insight into the acquisition by learners, and then gives some ideas about teaching vocabulary in ELT classroom. 展开更多
关键词 english VOCABULARY TEACHING learners’acquisition
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A Brief Analysis of Inefficiency and Time-consuming in English Learning for Chinese Learners
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作者 沈宇 胡燕 《科技视界》 2016年第26期293-294,共2页
Nowadays it is common to see inefficiency and time-consuming in English learning for Chinese learners. This paper makes a brief analysis of this phenomenon from two major aspects: internal factors and external factors... Nowadays it is common to see inefficiency and time-consuming in English learning for Chinese learners. This paper makes a brief analysis of this phenomenon from two major aspects: internal factors and external factors. The former includes age factor, affective factor, efforts and gift and the mode of thinking. The latter includes linguistic factor, sociocultural factor and the examination system. And then some practical strategies are given on the basis of the Critical Period Hypothesis, considering affective factor, making enough efforts and taking advantage of gift, adapting to different modes of thinking, Krashen's Input Hypothesis, the Whorfian Hypothesis and perfecting the examination system in order to improve the phenomenon. 展开更多
关键词 英语 学习方法 思维模式 考试
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Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students
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作者 Junyu WU Heli TISSARI 《Chinese Journal of Applied Linguistics》 2021年第4期470-487,589,共19页
It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English... It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates. 展开更多
关键词 Chinese learner english (intensifier-verb)collocation corpus linguistics L2 english learner corpora
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Re-exploring Challenges and Strategies of English Learning for Chinese English-Learners
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作者 曹明 《海外英语》 2014年第10X期89-92,共4页
Chinese English-learners always face many challenges when they try to acquire English language,not only in China's Mainland,but in Chinese communities overseas.Despite the prevalent challenge,such as cultural diff... Chinese English-learners always face many challenges when they try to acquire English language,not only in China's Mainland,but in Chinese communities overseas.Despite the prevalent challenge,such as cultural differences,the present paper tries to re-explore and refine these challenges and strategies,analyze the specific factors,such as age,accent,and thinking difference by using cognitive perspective and sociocultural perspective.To enhance English teaching and learning,it also makes deep discussions and provides some suggestions for future use. 展开更多
关键词 challenges strategies english learning CHINESE ENG
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English Language Corpora as a Secondary ELT Resource for Indian Learners
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作者 Niladri Sekhar Dash 《Sino-US English Teaching》 2013年第1期10-22,共13页
The author proposes here for utilizing ELC (English Language Corpora) as a secondary resource for developing ELT (English Language Teaching) materials for teaching English to Indian learners. We argue for using EL... The author proposes here for utilizing ELC (English Language Corpora) as a secondary resource for developing ELT (English Language Teaching) materials for teaching English to Indian learners. We argue for using ELC as one of the most authentic representative collections of modem English language from where we extract necessary linguistic data, information, and examples to develop basic as well as additional resources of ELT, such as, text books, reference materials, syllabuses, grammar books, dictionaries, and terminology databases, etc., for Indian learners. Keeping the requirements of individual learners in mind we propose to customize materials to make these maximally useful within the broader scheme of CALT (Computer Assisted Language Teaching). In our view, ELT resources developed from ELC are more useful for Indian learners, because ELC represents diversified varieties of usage of modem English in real situations, which Indian learners need to assimilate to be at par with others across the globe. Also ELC-based ELT resources are more interesting and beneficial to Indian learners, if instructors carefully utilize these resources keeping in mind the requirements of learners. If Indian ELT learners want to compete in global frame, then utilization of ELC-based ELT resources is the most useful solution, which we can ignore at the cost of our own peril. 展开更多
关键词 corpus primary resource secondary resource dictionary grammmar Indian learners IDIOMS
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The Production of the Sequence -UI- by Francophone Learners of English
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作者 Jean-Paul Kouega 《Sino-US English Teaching》 2017年第4期262-271,共10页
This paper considers the renderings of the sequence -UI- by Cameroonian, Gabonese, and native French users learning English with the view to finding out whether French users speaking different L 1s pronounce this sequ... This paper considers the renderings of the sequence -UI- by Cameroonian, Gabonese, and native French users learning English with the view to finding out whether French users speaking different L 1s pronounce this sequence in different or similar ways. The data were recordings of items containing -UI- and the contrastive method of analysis was used. It was found that this sequence is rendered in two ways by the learners. Besides, different L2 French-speaking learners tend to pronounce it in the same ways and so do L2 and L1 French-speaking learners. It can therefore be hypothesised that Francophone speakers tend to draw more from French when they speak English than from their respective L 1s. 展开更多
关键词 L3 english learner France Cameroon GABON CONSONANT VOWEL
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