明治维新至二战结束日本以军事为目的的中国语学习

本文从语言学习的角度论述日本明治维新至二战结束时 ,日本军事史中的一个特殊问题。通过这一时期日本对中国语学习的主要目的、学习的渠道、内容、效果等方面的论述 。

中国語を母語とする日本語学習者の漢語と和語の連語形式の習得に及ぼす母語の影響 モンゴル語を母語とする日本語学習者との比較から

小森、三国、徐、近藤(2012)以中国日语学习者为对象进行了调查,明确了其不仅在中日同形词的汉语中,在和语中也使用母语知识,并指出在日语词汇习得中母语转移的可能性。但是为了证明母语转移,有必要和以其他语言为母语的日语学习者进行比较。因此,笔者又对蒙古日语学习者进行了追加调查,并与中国日语学习者的结果作了比较。研究结果证实在中国日语学习者日语词汇习得中发生了母语负转移。然而,本研究也表明:有关正转移,仅仅靠本研究所使用的正误判断课题不能做出明确判断,有必要做进一步调查。

Toward Culture： Some Basic Elements of Culture-based Instruction in China＇s High Schools

This paper first summarizes that traditional EFL teaching considers target language isolatedly beyond its culture. It, therefore, stresses the interdependence of language and culture. It analyzes the existing problems and their predominant causes in basic EFL teaching, and discusses the possible solutions to be taken to solve such problems. It suggests that there is culture-based instruction for high achievement in classroom acquisition of the target culture. It deems undoubtedly that the systematic permeation of cross-cultural communication aiming at developing cross-cultural awareness is one of the most effective steps toward cultural appropriateness in authentic communication.

Relative pronoun in the acquisition of English relative clauses by Chinese EFL learners

The paper focuses on the properties of relative pronouns in the acquisition of relative clause by Chinese EFL learners. Based on the NPAH （noun phrase accessibility hierarchy）, comparison and contrast of some aspects of English and Chinese relative pronoun, the paper conducts two experiments, and has proved the hypotheses that students＇ performance generally follows the hierarchy of NPAH and students do have problems with relative pronoun involving prepositions. Besides, some pedagogical implications for foreign language teaching are discussed.

A Brief Analysis of Culture Aphasia in Higher English Teaching in China

Culture is a result of the accumulation of human society; language is the important carrier of culture. Infiltration of Western culture and the widely use of English seriously hinder the globalization of the Chinese culture and it results in ＂cultural aphasia＂ phenomenon. After having studied foreign language for several years, many foreign language learners still cannot express Chinese traditional culture correctly in international communication. This is mainly due to the neglect of Chinese culture in the process of foreign language teaching. With the development of globalization, the communication between different cultures has become more and more frequent It is necessary to pay more attention to the output of native language culture as well as the input of target language culture. As the main places of cultivating high-level talents in China, colleges and universities are focusing on how to change this phenomenon in the foreign language teaching reform. This paper begins with the introduction of ＂cultural aphasia＂ phenomenon in China, then analyzes the reasons, finally proposes suggestions and teaching strategies to overcome the culture aphasia in cross-cultural communication.

Review of China Mobile English Learning： Achievements and Shortcomings -Based on statistical analysis of literature for 10 years （2004-2014） in CNKI （China National Knowledge Infrastructure）

The CNKI includes 153 pieces of paper for 10-year period of 2004-2014 about mobile English learning. We conducted a statistical analysis of 10 years of research among mobile English learning achievements and shortcomings and summarized in order to provide advice and reference for study in the future.

The relationship between depth of vocabulary knowledge and Iranian EFL learners＇ lexical inferencing strategy use and success

This study was an attempt to examine the relationship between Iranian EFL （English as Foreign Language） learners＇ depth of vocabulary knowledge and their lexical inferencing strategy use and success. The participants in this study were 32 intermediate senior students of Shiraz Azad University majoring in English translation. The Word Associates Test （WAT） （Read, 1993） was used to measure their depth of vocabulary knowledge and lexical inferencing strategy questionnaire which was part of Schmitt （1997）, vocabulary learning strategies as well as a reading passage （Haastrup, 1999）, cited in Nassaji （2004）, were used to determine their lexical inferencing strategy use and success. Results indicate that： （1） Those who have stronger depth of vocabulary knowledge use certain strategies more frequently than those who have weaker depth of vocabulary knowledge; （2） The students with stronger depth of vocabulary knowledge make more effective use of certain types of lexical inferencing strategies. These findings support the importance of depth dimension of vocabulary knowledge and the role it plays in guessing the meaning of unknown words.

An investigation into the speechlessness of Chinese native culture in Chinese EFL learners＇ intercultural communication in English

Based on a survey of intercultural competence in intercultural communication in English, this paper discusses the speechlessness of Chinese native culture in Chinese EFL learners＇ English intercultural communication, its effects as well as its pedagogical implications for English learning ＆ teaching in Chinese EFL context.

Extensive Reading Research in the EFL Classroom of China: A Qualitative Meta-Analysis

Extensive reading has long been applied in the English as a foreign language classroom in China,but the fundamental theories and practical instruction are not satisfactory. The study aims to synthesize and examine extensive reading studies over the past fifty years(1962-2019) from a holistic perspective. By performing a qualitative meta-analysis, a total of 81 articles published in widely accepted journals were carefully coded and analyzed. Three latent problems emerged,including that 1) most extensive reading researchers misunderstand the inherent characteristic of extensive reading(i. e., pleasure reading) and less frequently follow the principles of extensive reading instruction;2) there are methodological weaknesses in empirical research designs, and;3)research scope is limited regarding participants and methodology. Suggestions for extensive reading research and instruction are included.

A Development Study on the Ordering Distribution of Temporal Adverbial Clauses by Chinese EFL Learners Based on Dependency Treebank

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.

Agency Fluctuations and Identity Transformations in Chinese English-Majors on Their Learning Trajectories

This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese university and conducting qualitative analyses to their oral narrations of learning experiences at different periods, the study has found that most participants started and ended their university life at relatively high levels of agency, with inevitable ups and downs in between. Agency fluctuations in the learners are the result of their identity positioning and repositioning within a complex and ever-changing context. Concordant or conflicting identities may co-exist within an individual learner and keep changing across different situations. Learner identities will cause increase or reduction in their investment in English learning, while their learning experience will in turn reinforce or undermine their identities. The study sheds light on the intricate relationships between agency, identity and language learning and therefore has important implications for English learning and teaching in China.

Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students

It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.

Preparing EFL Learners for Native English-Speaking Context Through Vocabulary Learning： Two Chinese Cases in New Zealand

While numerous studies in English as a second/foreign language （EFL） have examined vocabulary learning and teaching in the perspective of theories and practical tips, there is a paucity of research on the impact of high-frequency words learning on preparing new EFL residents for the life in English-speaking countries. In order to fill this gap, this study draws on the experience of two EFL learners in New Zealand （NZ）, so as to explore the effectiveness of a 16-week daily-English-focused vocabulary learning program, which might generate useful implications about the effective adaption of new EFL residents to their target countries.

Research on the role of attribution in reading comprehension among Chinese EFL learners

This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and failure in second language reading and to clarify the relationship between learners＇ reading proficiency levels and their attributions. The results show that （1） Nearly half of the university students feel ＂Just so so＂ in English reading; （2） Environmental variables such as teacher feedback, peers or classroom play an influential role in the learners＇ attribution. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English reading.

Case study on the communicative competence of Chinese students

This study investigates the communicative competence of Chinese students in a British university, and the main purposes of the study are to find out more about Chinese students＇ difficulties in communication and to explore learning strategies of developing communicative competence. The research results show that Chinese students had both linguistic and socio-cultural problems in communication. Two case studies are presented of good and less good communicators to show up different patterns of communicative performance and learning strategies. In conclusion, a range of findings support the statement that attitudes, motivation and immersion were important in the development of communicative competence.

A Discussion on Dealing With Chinese Transfer in English Teaching

Native language transfer is a common phenomenon in foreign language learning and is all the time influencing the learners＇ language. As to us English teachers in China, how to use or avoid the Chinese transfer in students＇ English learning is an issue we need to further explore. The paper, based on the theory of SLA （second language acquisition） and language transfer, discusses this phenomenon, analyzes the factors that cause the transfer, and puts forward some suggestions to deal with the influence of transfer in teaching English as a foreign language Contrastive analysis, with examples, is employed to find the similarities and difficulties in students＇ learning Some of the difficulties can be predicted and positive transfer indeed plays a positive role in language acquisition.

On thematic structure of a popular on-line English poem

Thematic structure and information structure are two important closely-related systems in textual function. By analyzing the thematic structure of a popular on-line English poem, this paper attempts to reveal how theme and rheme is arranged to carry new information forward to achieve its textual function.

The challenge and necessity of grammar instruction in China

There have been debates on the necessity of grammar teaching in the English language teaching in China over the past few decades. This paper has attempted to elaborate on the necessity of grammar teaching from such angles as the definition and characteristics of grammar, the nature of ELT in China, the challenge of grammar instruction and a survey about correlation between grammar recognition and English proficiency.

Chinese word segmentation with local and global context representation learning

A local and global context representation learning model for Chinese characters is designed and a Chinese word segmentation method based on character representations is proposed in this paper. First, the proposed Chinese character learning model uses the semanties of loeal context and global context to learn the representation of Chinese characters. Then, Chinese word segmentation model is built by a neural network, while the segmentation model is trained with the eharaeter representations as its input features. Finally, experimental results show that Chinese charaeter representations can effectively learn the semantic information. Characters with similar semantics cluster together in the visualize space. Moreover, the proposed Chinese word segmentation model also achieves a pretty good improvement on precision, recall and f-measure.

Exploration of teaching English to Korean-Chinese bilinguals

Since Korean ethnics in China learn English on the basis of two languages and two cultures, there is dual transfer of Korean-Chinese when they learn English. They can make good use of two language systems and dual positive transfer, and make English-Korean and English-Chinese comparative analysis in the basic stages of English learning.