A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist the...A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist them through this process in the way of teaching them English.Similarly,inter-language theory(IL)and contrastive rhetoric are affected by factors,such as learner’s L1,learning experiences,and culture.This paper talks about these two theory’s characteristics,constructs,and importance,so language instructors may better understand the L2 learning phenomena and think out better methods to help language learners improve their language skills.展开更多
The use of "however" by Chinese learners' writing is studied through a comparison of its use in CLEC and in BROWN and found that "however" is overused in the front of a sentence,underused in th...The use of "however" by Chinese learners' writing is studied through a comparison of its use in CLEC and in BROWN and found that "however" is overused in the front of a sentence,underused in the middle of a sentence and misused as a disjunctive conjunction,as is followed by the analysis of three attributable factors,i.e.the writing style,confusion with "but" and negative L1 transfer.展开更多
Authors of papers to proceedings have to type these in a form suitable for direct photographic reproduction bthrough the research methods about analyzing computer corpus translation and inter-language research methods...Authors of papers to proceedings have to type these in a form suitable for direct photographic reproduction bthrough the research methods about analyzing computer corpus translation and inter-language research methods, and through comparison analysis about three of more thaxL four hundred thousand words, link adverbs in Chinese and English corpus and its corresponding Chinese word retrieval results, and make a detailed description of the characteristic for Chinese English learners and native English speakers, and thus provides an application example to study corpus in translation.展开更多
This article deals with a phenomenon that can be frequently observed in Chinese college learners writing and speaking—the overuse of an all-purpose verb:make.This overproduction can be broadly classified into two typ...This article deals with a phenomenon that can be frequently observed in Chinese college learners writing and speaking—the overuse of an all-purpose verb:make.This overproduction can be broadly classified into two types:make+noun+to do and make+object+complement.The former can be explained by the morphological difference between Chinese and English.In Chi nese,the word category is very flexible depending on the context.By contrast,in English word category can be changed by affixing.For the overproduction of the structure:make+object+complement,three contributing factors have been identified.Firstly positive inter-language transfer is one of them.The similarity between the causative construction in Chinese“shi+object+complement and the counterpart in English“make+object+complement”leads to the overproduction.Secondly exam-taking strategies tempt Chinese students to adopt“make+object+complement”to avoid making mistakes in the exam.Finally,for lack of causative verbs stocks in Chinese,Chinese college English learners avoid using other causative verbs in the realization of causative construction in their writing and speaking in English.展开更多
文摘A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist them through this process in the way of teaching them English.Similarly,inter-language theory(IL)and contrastive rhetoric are affected by factors,such as learner’s L1,learning experiences,and culture.This paper talks about these two theory’s characteristics,constructs,and importance,so language instructors may better understand the L2 learning phenomena and think out better methods to help language learners improve their language skills.
文摘The use of "however" by Chinese learners' writing is studied through a comparison of its use in CLEC and in BROWN and found that "however" is overused in the front of a sentence,underused in the middle of a sentence and misused as a disjunctive conjunction,as is followed by the analysis of three attributable factors,i.e.the writing style,confusion with "but" and negative L1 transfer.
文摘Authors of papers to proceedings have to type these in a form suitable for direct photographic reproduction bthrough the research methods about analyzing computer corpus translation and inter-language research methods, and through comparison analysis about three of more thaxL four hundred thousand words, link adverbs in Chinese and English corpus and its corresponding Chinese word retrieval results, and make a detailed description of the characteristic for Chinese English learners and native English speakers, and thus provides an application example to study corpus in translation.
文摘This article deals with a phenomenon that can be frequently observed in Chinese college learners writing and speaking—the overuse of an all-purpose verb:make.This overproduction can be broadly classified into two types:make+noun+to do and make+object+complement.The former can be explained by the morphological difference between Chinese and English.In Chi nese,the word category is very flexible depending on the context.By contrast,in English word category can be changed by affixing.For the overproduction of the structure:make+object+complement,three contributing factors have been identified.Firstly positive inter-language transfer is one of them.The similarity between the causative construction in Chinese“shi+object+complement and the counterpart in English“make+object+complement”leads to the overproduction.Secondly exam-taking strategies tempt Chinese students to adopt“make+object+complement”to avoid making mistakes in the exam.Finally,for lack of causative verbs stocks in Chinese,Chinese college English learners avoid using other causative verbs in the realization of causative construction in their writing and speaking in English.
