The Role of Bilingualised Learner＇s Dictionary in Vocabulary Learning of Chinese College Students as non-English Majors

According to Cowie(2002), choosing which type of dictionary depends on"several factors, including the year of study, the level of linguistic proficiency of the users, and the nature of the study activity"(p. 195). After comparing the features of monolingual and bilingual learner's dictionaries, and examining the definitions and examples of three entry words(‘owe',‘deadlock'and‘pertinent') in six popular learner's dictionaries in China, we make a tentative conclusion that bilingualised dictionary is the better choice in vocabulary learning of Chinese college students as non-English majors. Some further investigations have to be conducted about the status quo of dictionary use among Chinese college students as non-English majors and their vocabulary learning strategies.

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

The Evaluation of the Seventh Edition of Oxford Advanced Learner's English-Chinese Dictionary

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.

Scaffolding Information of Learner’s Dictionaries for L2 Writing: A User Perspective

As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English writing.But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.

A Study on Translation Strategies Used in Metaphor Boxes in Macmillan English-Chinese Dictionary for Advanced Learners

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.

China's English Learners' Verbal Phrase Acquisition Research Based on the Corpus——“at last”and“in the end”as an Example

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.

Qualitative Research on Learner's Beliefs about Learning English

In the ESOL/SLA field, qualitative studies try to explain the language learning process not merely from psychological points of view, but also from social and cultural perspectives. In this study, a Chinese learner's perceptions of mainstream English instruction in China has been investigated through the interview, and the problem was explained from social and cultural perspectives.

Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom

This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.

一部不可多得的多功能学习词典——评Random House Webster’s Dictionary of American English

自Oxford Advanced Learner's Dictionary of Current English(以下简称《牛津》)和Zongman Dictionary of Contem porary English(以下简称《朗曼》)问世以来，它们在上世纪下半叶中一直风行全世界。这两本英语学习者词典的目的在于解决外国研习英语者所面临的特殊困难。

A Survey of Learner's Autonomy and Its Inspiration on College English Teaching

This paper,based on the investigation of students'autonomous English learning competence,aims to identify the problems students have in learner's autonomy(LA) and to further explore the possible ways to develop students'autonomous English learning competence in Chinese context.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

The Effects of Learner’s Individual Differences on the Written Corrective Feedback

From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.

国际中文教育资源建设背景下的对外中文词典编纂研究

对外中文词典是中文二语学习者自主学习的必备工具,也是国际中文教育基础资源的重要组成部分。国际中文教育资源发展要求对外中文词典应立足现有成果,以词典用户为中心,凸显词典的外向型和学习型特征。针对词典使用率低、数字化滞后的现实困境,我们需要吸收语言学、词典学等学科的前沿理论,借鉴其他辞书、教学资源的数字化经验,不断完善对外中文词典的编纂实践和推广工作。同时,应利用科技赋能,加快对外中文词典数字化转型的步伐;抓住“中文+职业技能”教育趋势带来的机遇,丰富词典类型,为新形势下国际中文学习者多元的资源需求提供精准服务。

汉语融媒体学习词典的现状及发展趋势

融媒体学习词典是突破传统纸本辞书向用户中心化、信息数字化、媒体多元化方向发展的多模态电子词典,是当代词典学界重点研究的对象。就目前我国汉语融媒体学习词典的发展态势来看,正在积极搭建融媒体词典理论体系,聚焦以理论指导编纂的模式路径,已开发出以用户为本位的“JUZI汉语”、《当代汉语学习词典》等内、外向型融媒体词典。汉语融媒体学习词典的研究取得了一定的成绩,但仍然存在很多问题。汉语融媒体学习词典未来发展要坚持“以用户为中心”的基本原则,要强化汉语融媒体学习词典建设相关理论研究,要密切关注面向汉语融媒体学习词典的资源整合利用、多媒体多模态信息库的构建与实现、汉语融媒体学习词典原型平台的设计与实现、基于生成词库理论的词语关键语义特征挖掘及词典融媒体环境等问题。

基于模糊理论的CSCL分组的研究

计算机支持的协作学习(CSCL)利用先进的计算机技术最大限度的发挥协作学习的优势,分组是协作学习开始的准备。本文根据学习者的个性特征的模糊性,利用模糊聚类分析处理调查数据,提取标准特征属性值。再依据模糊集理论,定义了协作学习能力模糊集的隶属度函数,通过该函数确定学习者的协作学习能力,以此为依据进行分组,替代辅导教师根据经验分组以及硬性的随机分组或学生自主分组,提高分组的执行效率,增强分组的可靠性。

结合全局和局部稀疏表示的SAR图像目标识别方法

提出结合全局和局部稀疏表示的合成孔径雷达(SAR)目标识别方法。基于全局字典的稀疏表示可以比较各个训练类别对于测试样本的相对表征能力。而基于局部字典的稀疏表示则体现各个类别对于测试样本的绝对描述能力。因此,两者的结果具有良好的互补性,可以为正确决策提供更充分的信息。采用D-S (Dempster-Shafer)证据理论对两者的决策矢量(即重构误差)进行决策融合从而得到更为稳健的识别结果。基于MSTAR数据集进行了目标识别实验并与其他SAR目标识别方法进行了充分对比,实验结果证明了提出方法的有效性。