This research is a corpus-based study on the usage patterns of linking adverbials(LA)by Chinese EFL learners at different proficiency levels,thus shedding light on problems facing students and analyzing underlying cau...This research is a corpus-based study on the usage patterns of linking adverbials(LA)by Chinese EFL learners at different proficiency levels,thus shedding light on problems facing students and analyzing underlying causes based on second language acquisition theories.Results show that Chinese high school students show a lack of richness in using LA,while Chinese undergraduates tend to overuse LA in an attempt to reach a superficial coherence.And in general,Chinese EFL learners have problems of overusing listing LA and underusing contrastive LA compared with their English native counterparts.展开更多
For Grade two students in Senior High School,what is of vital importance is that students establish clear grammar networks at least after the second term to prepare themselves well for the firstround review of the thi...For Grade two students in Senior High School,what is of vital importance is that students establish clear grammar networks at least after the second term to prepare themselves well for the firstround review of the third year and the following College Entrance Examination.With the scattered language points such as“with complex structure”,“participles used as adverbials”,or“absolute structure”learned by students in a gradual style,it is essential for them to clear out a main thinking path or thinking framework to make connections between knowledge points.The author finds in her years of teaching duration the relations between English adverbials,making it easier for students to know the know-how of learning English in a much scientific and reasonable way.Here are the findings.展开更多
As English and Chinese belong to different language families,the left and right branching structures in the two languages are both similar and different.Generally speaking,Chinese has a predominance of left-branching ...As English and Chinese belong to different language families,the left and right branching structures in the two languages are both similar and different.Generally speaking,Chinese has a predominance of left-branching structures and English has a predominance of right-branching structures.That is to say,Chinese is used to using left branches in its expressions,while English is used to using right branches in its expressions.展开更多
In modern Chinese,adjuncts can be classified into adjective adjuncts(also attributes)and adverbial adjuncts(also adverbials).This paper firstly attempts for a reasonable definition and classification of adjunct in mod...In modern Chinese,adjuncts can be classified into adjective adjuncts(also attributes)and adverbial adjuncts(also adverbials).This paper firstly attempts for a reasonable definition and classification of adjunct in modern Chinese,then analyzes the syntactic position of adverbial adjunct,and finally tries to find a general mechanism for the position of adverbial adjunct in the phrase level and the sentence level.展开更多
Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese,which brings about difficulties for Chinese EFL learners.Based on the theory of Dependency Grammar,th...Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese,which brings about difficulties for Chinese EFL learners.Based on the theory of Dependency Grammar,the study attempts to investigate the ordering distribution of temporal adverbial clauses by Chinese EFL learners at the beginning,intermediate and advanced levels.The results show that:1)Chinese EFL learners at different proficiencies tend to precede temporal adverbial clause to main clause.With the increase of proficiency,the postposition of temporal adverbial clauses by learners increases and is approaching to the ordering preference of target language.2)The ordering distribution of subordinators for temporal adverbial clauses by Chinese EFL learners is consistent with native English,showing a tendency of 100%preposition,which ascribes to the high frequency and salience of subordinators in English.3)MDD is one of the significant motivations that cause the preference of prepositional temporal adverbial clauses by Chinese EFL learners.As a kind of natural language,interlanguage has a unique cognitive mechanism which distinguishes from both native and target language.This study provides a more comprehensive theoretical reference for learners at different proficiencies to understand and learn temporal adverbial clauses,as well as data support from empirical research for language teaching.展开更多
In writing and speaking, adverbial connectors always play a part to connect different parts together at both semantic and syntactic aspects. For it is so important that a lot of scholars have made and are making a ser...In writing and speaking, adverbial connectors always play a part to connect different parts together at both semantic and syntactic aspects. For it is so important that a lot of scholars have made and are making a series of studies to their functions. On the basis of corpus-based study, this paper firstly makes a comparison to the usage of adverbial connectors in their writings of the native students and non-native students and then exposes a distinctive gap between these two types of writings in usage of adverbial connectors. In order to help Chinese second-language learners acquire English as well as English native speakers do, this study deeply digs this gap and in further provides several pedagogical suggestions for English teachers and second-language learners.展开更多
文摘This research is a corpus-based study on the usage patterns of linking adverbials(LA)by Chinese EFL learners at different proficiency levels,thus shedding light on problems facing students and analyzing underlying causes based on second language acquisition theories.Results show that Chinese high school students show a lack of richness in using LA,while Chinese undergraduates tend to overuse LA in an attempt to reach a superficial coherence.And in general,Chinese EFL learners have problems of overusing listing LA and underusing contrastive LA compared with their English native counterparts.
文摘For Grade two students in Senior High School,what is of vital importance is that students establish clear grammar networks at least after the second term to prepare themselves well for the firstround review of the third year and the following College Entrance Examination.With the scattered language points such as“with complex structure”,“participles used as adverbials”,or“absolute structure”learned by students in a gradual style,it is essential for them to clear out a main thinking path or thinking framework to make connections between knowledge points.The author finds in her years of teaching duration the relations between English adverbials,making it easier for students to know the know-how of learning English in a much scientific and reasonable way.Here are the findings.
基金sponsored by the teaching program“English Grammar” (No.209/1541801009).
文摘As English and Chinese belong to different language families,the left and right branching structures in the two languages are both similar and different.Generally speaking,Chinese has a predominance of left-branching structures and English has a predominance of right-branching structures.That is to say,Chinese is used to using left branches in its expressions,while English is used to using right branches in its expressions.
文摘In modern Chinese,adjuncts can be classified into adjective adjuncts(also attributes)and adverbial adjuncts(also adverbials).This paper firstly attempts for a reasonable definition and classification of adjunct in modern Chinese,then analyzes the syntactic position of adverbial adjunct,and finally tries to find a general mechanism for the position of adverbial adjunct in the phrase level and the sentence level.
基金supported by the National Social Science Foundation of China(No.21BYY186)。
文摘Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese,which brings about difficulties for Chinese EFL learners.Based on the theory of Dependency Grammar,the study attempts to investigate the ordering distribution of temporal adverbial clauses by Chinese EFL learners at the beginning,intermediate and advanced levels.The results show that:1)Chinese EFL learners at different proficiencies tend to precede temporal adverbial clause to main clause.With the increase of proficiency,the postposition of temporal adverbial clauses by learners increases and is approaching to the ordering preference of target language.2)The ordering distribution of subordinators for temporal adverbial clauses by Chinese EFL learners is consistent with native English,showing a tendency of 100%preposition,which ascribes to the high frequency and salience of subordinators in English.3)MDD is one of the significant motivations that cause the preference of prepositional temporal adverbial clauses by Chinese EFL learners.As a kind of natural language,interlanguage has a unique cognitive mechanism which distinguishes from both native and target language.This study provides a more comprehensive theoretical reference for learners at different proficiencies to understand and learn temporal adverbial clauses,as well as data support from empirical research for language teaching.
文摘In writing and speaking, adverbial connectors always play a part to connect different parts together at both semantic and syntactic aspects. For it is so important that a lot of scholars have made and are making a series of studies to their functions. On the basis of corpus-based study, this paper firstly makes a comparison to the usage of adverbial connectors in their writings of the native students and non-native students and then exposes a distinctive gap between these two types of writings in usage of adverbial connectors. In order to help Chinese second-language learners acquire English as well as English native speakers do, this study deeply digs this gap and in further provides several pedagogical suggestions for English teachers and second-language learners.
