Based on linguistic evaluations, a linguistic threeway decision method is proposed. First, the alternatives are rated in linguistic forms and divided into acceptance, rejection and uncertainty regions. Secondly, the l...Based on linguistic evaluations, a linguistic threeway decision method is proposed. First, the alternatives are rated in linguistic forms and divided into acceptance, rejection and uncertainty regions. Secondly, the linguistic three-way group decision steps are provided. Specifically, the experts determine the lower bound and upper bound of the uncertainty region, respectively. When the evaluation is superior to the upper bound, the corresponding alternative is put into the acceptance region directly. Similarly, when the evaluation is inferior to the lower bound, the corresponding alternative is put into the rejection region directly, and the remaining alternatives are put into the uncertain region. Moreover, the objects in the uncertainty region are especially discussed. The linguistic terms are transformed into fuzzy numbers and then aggregated. Finally, a recommendation example is provided to illustrate the practicality and validity of the proposed method.展开更多
This paper systematically proposes basic requirements on normalization of comprehensive evaluation system with complex uncertain information due to human participation. Four basic academic ideas are as follows: 1) It ...This paper systematically proposes basic requirements on normalization of comprehensive evaluation system with complex uncertain information due to human participation. Four basic academic ideas are as follows: 1) It is necessary to normalize conditions of information acquisition. 2) The effectiveness of comprehensive evaluation depends on the correctness of information acquisition. 3) Any evaluation results can be transformed into linguistic satisfactory degrees. 4) Linguistic values can include a great deal of information. This paper mainly deals with how to select objects to be evaluated, evaluators (panelists) and the methods of information processing, how to construct criteria of evaluation, how to normalize terms of evaluation, the results of evaluation, and the procedure of evaluation.展开更多
Every language possesses three cardinal elements： phonetic element, lexical element, and grammatical structure, of which lexis is the fundamental pillar that supports the huge system of a language. The close relation...Every language possesses three cardinal elements： phonetic element, lexical element, and grammatical structure, of which lexis is the fundamental pillar that supports the huge system of a language. The close relationship between language and culture is most readily seen in words. In fact, being the most active and elastic element of a language, vocabulary has the greatest culture-loading capacity. Vocabulary teaching is an integral part of foreign language teaching. Its efficiency has a direct relation with the development of the learners＇ communicative competence. Vocabulary is culture-bound, so it is self-evident that culture introduction is indispensable in teaching. The author attempts to make a comparison between English and Chinese cultures, to make clear how cultural disparities exist in English and Chinese vocabulary, and to put forward some constructive suggestions on how to integrate culture into vocabulary teaching in Chinese schools, so as to promote the efficiency of vocabulary teaching and improve learners＇ competence in intercultural communication.展开更多
Phrasal verbs, accounting for a large proportion in modem language, pose numerous challenges to foreign language learners of English, who usually view verb ＋ particle combinations random. The issue of unpredictabilit...Phrasal verbs, accounting for a large proportion in modem language, pose numerous challenges to foreign language learners of English, who usually view verb ＋ particle combinations random. The issue of unpredictability is obviously a problem for English learners. Making things worse, many phrasal verbs are polysemous. For one thing, one phrasal verb may have multiple meanings; for another, several phrasal verbs may have the same or similar meanings. While the fast development of cognitive linguistics theory provides a new perspective for the study of English polysemous phrasal verbs. Researchers apply cognitive linguistic theory into second language acquisition and find that the multiple senses of phrasal verbs are actually systematic and motivated. The present study summarizes studies of polysemous phrasal verbs from the perspective of traditional approaches and cognitive approaches as well as the empirical studies based on it and analyzes the shortage of traditional approaches on phrasal verbs. Lastly, this paper illustrates some drawbacks of empirical study based on the assessment of Boers （2011） and points out some suggestions on further studies.展开更多
Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative resear...Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative research methods. Other researchers regard the social context of activity as an essential characteristic of learning and teaching. These groups of researchers make use of qualitative research methods like case study, grounded theory, narrative inquiry, and ethnography. There are many other routes that SLA researchers have taken, but the two just mentioned are perhaps the most predominant ones and the ones that are most easily contrasted. The present paper explores the disparity between the different research paths from the perspective of philosophy of science echoing the notion of incommensurability. In this paper the author argues that the differences between different SLA perspectives are not only commensurable but wholesome for the development of SLA.展开更多
基金The National Natural Science Foundation of China(No.71171048,71371049)the Scientific Innovation Research of College Graduates in Jiangsu Province(No.KYLX15-0190)the Scientific Research Foundation of Graduate School of Southeast University(No.YBJJ1567)
文摘Based on linguistic evaluations, a linguistic threeway decision method is proposed. First, the alternatives are rated in linguistic forms and divided into acceptance, rejection and uncertainty regions. Secondly, the linguistic three-way group decision steps are provided. Specifically, the experts determine the lower bound and upper bound of the uncertainty region, respectively. When the evaluation is superior to the upper bound, the corresponding alternative is put into the acceptance region directly. Similarly, when the evaluation is inferior to the lower bound, the corresponding alternative is put into the rejection region directly, and the remaining alternatives are put into the uncertain region. Moreover, the objects in the uncertainty region are especially discussed. The linguistic terms are transformed into fuzzy numbers and then aggregated. Finally, a recommendation example is provided to illustrate the practicality and validity of the proposed method.
基金supported by Ecole Nationale Superieure des Arts et Industries Textiles of Francethe National Science Foundation of China(Grant No.60074014)Sichuan Youth Science and Technology Foundation of China
文摘This paper systematically proposes basic requirements on normalization of comprehensive evaluation system with complex uncertain information due to human participation. Four basic academic ideas are as follows: 1) It is necessary to normalize conditions of information acquisition. 2) The effectiveness of comprehensive evaluation depends on the correctness of information acquisition. 3) Any evaluation results can be transformed into linguistic satisfactory degrees. 4) Linguistic values can include a great deal of information. This paper mainly deals with how to select objects to be evaluated, evaluators (panelists) and the methods of information processing, how to construct criteria of evaluation, how to normalize terms of evaluation, the results of evaluation, and the procedure of evaluation.
文摘Every language possesses three cardinal elements： phonetic element, lexical element, and grammatical structure, of which lexis is the fundamental pillar that supports the huge system of a language. The close relationship between language and culture is most readily seen in words. In fact, being the most active and elastic element of a language, vocabulary has the greatest culture-loading capacity. Vocabulary teaching is an integral part of foreign language teaching. Its efficiency has a direct relation with the development of the learners＇ communicative competence. Vocabulary is culture-bound, so it is self-evident that culture introduction is indispensable in teaching. The author attempts to make a comparison between English and Chinese cultures, to make clear how cultural disparities exist in English and Chinese vocabulary, and to put forward some constructive suggestions on how to integrate culture into vocabulary teaching in Chinese schools, so as to promote the efficiency of vocabulary teaching and improve learners＇ competence in intercultural communication.
文摘Phrasal verbs, accounting for a large proportion in modem language, pose numerous challenges to foreign language learners of English, who usually view verb ＋ particle combinations random. The issue of unpredictability is obviously a problem for English learners. Making things worse, many phrasal verbs are polysemous. For one thing, one phrasal verb may have multiple meanings; for another, several phrasal verbs may have the same or similar meanings. While the fast development of cognitive linguistics theory provides a new perspective for the study of English polysemous phrasal verbs. Researchers apply cognitive linguistic theory into second language acquisition and find that the multiple senses of phrasal verbs are actually systematic and motivated. The present study summarizes studies of polysemous phrasal verbs from the perspective of traditional approaches and cognitive approaches as well as the empirical studies based on it and analyzes the shortage of traditional approaches on phrasal verbs. Lastly, this paper illustrates some drawbacks of empirical study based on the assessment of Boers （2011） and points out some suggestions on further studies.
文摘Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative research methods. Other researchers regard the social context of activity as an essential characteristic of learning and teaching. These groups of researchers make use of qualitative research methods like case study, grounded theory, narrative inquiry, and ethnography. There are many other routes that SLA researchers have taken, but the two just mentioned are perhaps the most predominant ones and the ones that are most easily contrasted. The present paper explores the disparity between the different research paths from the perspective of philosophy of science echoing the notion of incommensurability. In this paper the author argues that the differences between different SLA perspectives are not only commensurable but wholesome for the development of SLA.
