中国英语学习者对英语习语结构的读解困难(英文)

英语中的某些习语结构,其句法结构简单但是语义、语用功能复杂,中国英语学习者在读解时常会遇到一些困难。这类困难源于学习者对语法形式的学习与语义、语用现实脱离,单纯的语法学习对解决读解困难问题似乎帮助不大。正确读解英语习语结构的心理过程中,学习者需要具备一定的认知能力和必要的语言文化背景知识。因此,在学习者的学习策略中应更加突出对英语词汇特性的把握,这样才能有助于解决该问题。

结构紧密与不紧密的汉语口语习语的理解

采用跨通道启动范式,通过两个实验探讨句子中熟悉的不可预测的汉语口语习语的理解。结果发现:在结构紧密习语中,既有比喻意义又有字面意义习语的理解比只有比喻意义习语的理解慢;而在结构不紧密口语习语中,习语理解更多地受习语结构和目标词呈现位置影响;结构紧密和结构不紧密口语习语的理解均在习语后。口语习语的理解是一个构造过程。

英语数字习语短语结构分析

【摘要】英语的数字习语构词能力弱，数字短语习语构成结构相对松散，字数不固定并且不强求对称，数字组合构成的习语非常有限，只集中在几个数字上，数字多和介词构成短语。英语数字习语结构比较灵活，可松可紧，有长有短。介词在英语中的使用频率极高，因此英语被称为介词的语言。

英语并列结构习语音韵组合方式

本文对英语中的并列结构习语(A+B+C))如might and main和hook,line and sinker中的各成份A,B或(C)的排列组合选择(A+B或B+A)的音韵规律进行了探讨,提出了制约该类习语中各成份在组合中先后顺序的三个基本的音韵原则:后重原则、尾谐音原则和发音便利前置原则。本文还对影响这些基本音韵原则的一些因素进行了探讨。

论VP结构习语的句法特征

本文依据题旨对应分析理论对VP结构习语的句法特征做详细的分析,并且就习语结构的明确性和非明确性在句法上所反映的不同变化、特性以及与普通语言的语义关系展开论证。研究表明题旨对应和习语结构的明确性是判断VP结构习语内在结构变化的重要表征依据。该分析理论对VP结构习语解释存在合理性,但在特定句法上又有一定的局限性。

论英语习语的转换能力

长期以来 ,国内外英语习语的研究都遵循着习语的固定性特征来进行。然而 ,习语在结构上和功能上都存在着转换的能力 ,主要表现在习语构成词的重新组合、习语构成词的分离、在习语结构中增添词语、习语构成词的替换。

The Influence of the First Language （Arabic） on Learning English as a Second Language in Jordanian Schools, and Its Relation to Educational Policy： Structural Errors

This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of the study consisted of 266 high school graduates Jordanian students in the academic year 2013-2014. A translation test consisted of 24 items and divided to eight areas was constructed to arrive at the objectives of the study. The study concluded that the percentage of total errors committed by the study sample in all areas exceeds percentage of correct answers （wrong answers is 52.48＇%, correct answers is 47.52%）, and the students committed more transfer errors in the types of verb to be, addition to, andpassive voice than other types of errors as a result of the effect of the L1.

Genre Analysis in an Asian Academic Setting

This study is a genre analysis carried out on postgraduates＇ theses and dissertations in Iran as an Asian academic setting. The researchers seek to uncover： （1） the generic structure of MA theses, （2） the generic structure of Ph.D. dissertations, （3） any probable differences between these two groups. ＂statement of the problem＂ section of 48 MA and Ph.D. dissertations from 2001 to 2008 in Teaching English as a Foreign Language （TEFL） at Mazandaran, Tehran and Allame Tabatabaee universities was selected. For the quantitative method of data analysis, frequency counts, and for the qualitative method, genre analysis was used. Samples were categorized both according to the year they were written and the university they belonged to. The study enjoyed a second rater with inter-rater reliability about 0.93. Results revealed that there was a significant difference in writing ＂statement of the problem＂ in different time periods and different universities in the sense that students in different degrees, time periods, and universities employed quite different generic structures for writing. However, postgraduates in recent years （especially 2005-2008）; regardless of their degree and university, seem to use much more similar generic structures which indicates a general genre awareness.

Complex Sequence of the English Nominal Group

The nominal group is an important aspect of English and other languages and requires specific attention because of its complex structure and sequence. This study examines how sequencing affects users＇ understanding and interpretation of the English nominal group and attempts to prescribe guidelines to the different challenges which the complex ordering of the nominal group poses to users of English as a second language. The findings of the study indicate that the complex ordering of the nominal group has a significant impact on their semantic effects in any discourse, and many of the difficulties users of English as a second language are faced with have to do with lack of adequate understanding of the structure and usage of the nominal group. Some of these problems can be addressed through a comprehensive study and examination of linguists＇ explanation of the nominal group and practical application of their guidelines. A functional approach to the study of the group will help second language learners of English to have a better understanding of its structure

A Contrastive Study on French and Urhobo Phonological Systems A Case Study of Articles and Demonstrative Structures

It is a general knowledge that French as a language is widely spoken internationally whereas Urhobo is mainly spoken in the geographical location where it belongs. It is also spoken, and this, sparingly so, by Urhobo persons in the Diaspora. Presently, Urhobo has become a language of study at the Delta State University, Abraka. It has also been included in the educational curriculum for study at the lower cadre of secondary school education in the Delta State. This situation has triggered the author＇s interest in doing a contrastive phonological study. The significance of this study is that it will highlight the salient differences in some of the grammatical aspects in the languages under consideration and also identify the difficulties that learners experience as a result of these difficulties. The author will also, as much as it is possible, proffer solutions to these learning difficulties.

On Cultivation of Cross-Cultural Consciousness in College English Teaching

With the continuous development of the times, cultivating students＇ cross-cultural consciousness is becoming increasingly urgent. The development of new situation requires that college English teachers should also strengthen students＇ cultural content education and cultivate students＇ cross-cultural consciousness, in order to stimulate students＇ learning interest, optimize students＇ knowledge structure and improve students＇ social cultural ability while introducing language knowledge and conducting listening, speaking, reading and writing training for students. Then, how to cultivate students＇ cross-cultural consciousness in college English teaching？ This paper takes it as the theme for analysis, hoping to improve college English teaching quality.

Introduction to the Model Building of English Learning Motivation Drops

By means of interviews with some demotivated students in English learning and questionnaires among 16 teachers of English and 170 non-English majors, this study identifies six latent variables and 18 observable variables that result in demotivation in English teaming. Then a causal model of demotivation in English teaming is constructed. Relationships within the model are examined through analysis of Moment Structures analysis. It is found that learning environment, valence, learning purposes, interest in English, and anxiety had direct effects on demotivation in English learning. Besides, the interactions among the variables also affect demotivation in English learning.