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
The vocabulary is the most active factor in the language, and the meaning of color words in the vocabulary is abundant. The nature is multicolored, so various nationalities have formed each unique color view in precip...The vocabulary is the most active factor in the language, and the meaning of color words in the vocabulary is abundant. The nature is multicolored, so various nationalities have formed each unique color view in precipitated long-term history, refracting gorgeous national culture. Culture has restrained the meaning of the color words from developing, and the cultural meaning of the color words has refracted out abundant cultural intension again. Because of different cultural issues, cultural tradition, and culture psychology, the cultural connotations of the English and Chinese color words differ greatly, as a result, these particular cultural connotation meanings are cast under different environments by different nationalities. There are a lot of similarities and differences on the meaning between English and Chinese color words. This paper analyzing Chinese and English color terms in the angle of lexicology, is guided by the book An Introduction to English Lexicology. After reviewing the research done by some linguists, this paper starts from the definition and origin of color terms, studies the changing and word-formation of color terms, then ends with some researches on the idioms on color terms, which gives a systematically comparison of Chinese and English color terms on their developing progress.展开更多
The present paper examines gender effects on the use of emotion vocabulary in SECCL.The study reveals both inter-group and intra-group differences in the use of English emotion words by the female and male Chinese EFL...The present paper examines gender effects on the use of emotion vocabulary in SECCL.The study reveals both inter-group and intra-group differences in the use of English emotion words by the female and male Chinese EFL learners,and the findings also show that Chinese learners use emotion vocabulary in ways different from native English speakers.The gender difference is attributed to the ways in which Chinese culture defines and values women and men in terms of emotion displaying.The paper suggests that learning English emotion words should be integrated with learning cultural meanings associated with them.展开更多
This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 fi...This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.展开更多
This study was undertaken to investigate the effect of different translation tasks on incidental vocabulary acquisition. Two parallel classes selected from first-year English majors at Nantong University were each ask...This study was undertaken to investigate the effect of different translation tasks on incidental vocabulary acquisition. Two parallel classes selected from first-year English majors at Nantong University were each asked to finish a Chinese-to-English translation task and an English-to- Chinese translation task respectively. It was found that the Chinese-to-English translation task was more effective than the English-to-Chinese one in both immediate and delayed vocabulary acquisition tests. This finding may be attributed to the deeper processing, more involvement load and more pushed output in the Chinese-to-English translation task.展开更多
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The vocabulary is the most active factor in the language, and the meaning of color words in the vocabulary is abundant. The nature is multicolored, so various nationalities have formed each unique color view in precipitated long-term history, refracting gorgeous national culture. Culture has restrained the meaning of the color words from developing, and the cultural meaning of the color words has refracted out abundant cultural intension again. Because of different cultural issues, cultural tradition, and culture psychology, the cultural connotations of the English and Chinese color words differ greatly, as a result, these particular cultural connotation meanings are cast under different environments by different nationalities. There are a lot of similarities and differences on the meaning between English and Chinese color words. This paper analyzing Chinese and English color terms in the angle of lexicology, is guided by the book An Introduction to English Lexicology. After reviewing the research done by some linguists, this paper starts from the definition and origin of color terms, studies the changing and word-formation of color terms, then ends with some researches on the idioms on color terms, which gives a systematically comparison of Chinese and English color terms on their developing progress.
文摘The present paper examines gender effects on the use of emotion vocabulary in SECCL.The study reveals both inter-group and intra-group differences in the use of English emotion words by the female and male Chinese EFL learners,and the findings also show that Chinese learners use emotion vocabulary in ways different from native English speakers.The gender difference is attributed to the ways in which Chinese culture defines and values women and men in terms of emotion displaying.The paper suggests that learning English emotion words should be integrated with learning cultural meanings associated with them.
文摘This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.
文摘This study was undertaken to investigate the effect of different translation tasks on incidental vocabulary acquisition. Two parallel classes selected from first-year English majors at Nantong University were each asked to finish a Chinese-to-English translation task and an English-to- Chinese translation task respectively. It was found that the Chinese-to-English translation task was more effective than the English-to-Chinese one in both immediate and delayed vocabulary acquisition tests. This finding may be attributed to the deeper processing, more involvement load and more pushed output in the Chinese-to-English translation task.
