The importance of follow-up education of college English has been obvious in recent years, but there are still many problems which need to be solved as soon as possible, such as how to carry out the follow-up educatio...The importance of follow-up education of college English has been obvious in recent years, but there are still many problems which need to be solved as soon as possible, such as how to carry out the follow-up education effectively and in what way to conduct the follow-up education and the course arrangement. The thesis hopes to solve the above problems to some extent.展开更多
Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. ...Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability(CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis(EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-andmining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.展开更多
This study aims to uncover the relationship between interaction and alignment in a readingspeaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger...This study aims to uncover the relationship between interaction and alignment in a readingspeaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different conditions featuring low, medium and high interaction intensity respectively. The results showed that 1) alignment existed in the reading-speaking integrated continuation task;2)increasing interaction intensity generated stronger alignment at both linguistic and situational levels;3) growing interaction intensity contributed to more coherent and accurate L2 oral production. These findings not only proved the workings of mind-body-world alignment, but also testified that increasing interaction intensity could bring about a stronger alignment effect(Wang,2010), which then contributed to better L2 oral performance. These findings confirm again the role of interaction in L2 learning and suggest that alignment could possibly be a mediating factor that links interaction and L2 development. Pedagogical implications for teaching and learning L2 speaking are discussed.展开更多
Fifty-seven cases of nephrotic syndrome were treated with TCM decoctions as accessory treatment for prednisone and cyclophosphamide, and the effects were observed in a follow-up period of 5-15 years. The long-term com...Fifty-seven cases of nephrotic syndrome were treated with TCM decoctions as accessory treatment for prednisone and cyclophosphamide, and the effects were observed in a follow-up period of 5-15 years. The long-term complete remission rate of 68.4% and recurrence rate of 26.3% in the treatment group were respectively higher and lower than those in the control group (P展开更多
Alignment effect in language research refers to the social cognition process in which people cooperate,adjust,and adapt to each other in interaction.Through empirical study,this paper explores alignment effect in the ...Alignment effect in language research refers to the social cognition process in which people cooperate,adjust,and adapt to each other in interaction.Through empirical study,this paper explores alignment effect in the continuation task of translation(CTOT)and its possible influence on learning of English as foreign languge(EFL).The study was carried out by means of a CTOT.Participants were chosen from non-English major freshmen of similar capacity from a university in Guangzhou.They were divided into two groups,the experimental group(EG)and the control group(CG),with 13 students each.The students in EG were asked to carefully read some English-Chinese bilingual material.Then,the 26 participants were tasked with translating the paragraphs,which followed from Chinese into English.After that,they were asked to write down the words and expressions which they found difficult.Some of the participants were interviewed one month later for a deeper understanding of their memories of the vocabulary and their opinions on the CTOT.The data were analyzed by direct comparison and non-parametric test.The results showed that vocabulary alignment does occur in CTOT.The EG members tended to take advantage of words that appeared in the bilingual reading text.If multiple words from the reading appeared,with the same contextual meaning,they tended to choose the repeated words.As for influence of vocabulary alignment on EFL learning,it seemed that CTOT could not improve the quality of the translation itself,but could assist short-term vocabulary learning though no significant help to long-term vocabulary learning was revealed.The findings of this study provide support and explanation for some features and effects of CTOT,an important form of CT.However,the nature of CTOT itself,and its role in EFL learning deserve further research.展开更多
This study aims to investigate the effect of the continuation task （CT） on the acquisition of the Chinese spatial phrase structure （SPS） by learners of various L1 backgrounds learning Chinese as a second language ...This study aims to investigate the effect of the continuation task （CT） on the acquisition of the Chinese spatial phrase structure （SPS） by learners of various L1 backgrounds learning Chinese as a second language （CSL）. Two groups of participants were formed： a continuation group and a reading comprehension group. The former was required to continue in Chinese a text with its ending removed, while the latter needed to complete the Q＆A questions after reading the same text. The effect of the tasks was measured by examining the CSL learners＇ correct use of the Chinese SPS in three aspects -- the circum-construction, the use of prepositions and the use of the locative. The study found that the continuation group made significant improvement from the pretest to the posttests while the reading comprehension group did not. Moreover, the continuation group outperformed the reading comprehension group significantly in the posttests, though there was no significant difference between them in the pretest. The results showed that CT can facilitate CSL learners＇ acquisition of the Chinese SPS, with a better effect than the reading comprehension task.展开更多
文摘The importance of follow-up education of college English has been obvious in recent years, but there are still many problems which need to be solved as soon as possible, such as how to carry out the follow-up education effectively and in what way to conduct the follow-up education and the course arrangement. The thesis hopes to solve the above problems to some extent.
文摘Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability(CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis(EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-andmining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.
基金funded by the Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studiessupported by the Graduate Program of Scientific Research and Innovation at Guangdong University of Foreign Studies (20GWCXXM-06)。
文摘This study aims to uncover the relationship between interaction and alignment in a readingspeaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different conditions featuring low, medium and high interaction intensity respectively. The results showed that 1) alignment existed in the reading-speaking integrated continuation task;2)increasing interaction intensity generated stronger alignment at both linguistic and situational levels;3) growing interaction intensity contributed to more coherent and accurate L2 oral production. These findings not only proved the workings of mind-body-world alignment, but also testified that increasing interaction intensity could bring about a stronger alignment effect(Wang,2010), which then contributed to better L2 oral performance. These findings confirm again the role of interaction in L2 learning and suggest that alignment could possibly be a mediating factor that links interaction and L2 development. Pedagogical implications for teaching and learning L2 speaking are discussed.
文摘Fifty-seven cases of nephrotic syndrome were treated with TCM decoctions as accessory treatment for prednisone and cyclophosphamide, and the effects were observed in a follow-up period of 5-15 years. The long-term complete remission rate of 68.4% and recurrence rate of 26.3% in the treatment group were respectively higher and lower than those in the control group (P
文摘Alignment effect in language research refers to the social cognition process in which people cooperate,adjust,and adapt to each other in interaction.Through empirical study,this paper explores alignment effect in the continuation task of translation(CTOT)and its possible influence on learning of English as foreign languge(EFL).The study was carried out by means of a CTOT.Participants were chosen from non-English major freshmen of similar capacity from a university in Guangzhou.They were divided into two groups,the experimental group(EG)and the control group(CG),with 13 students each.The students in EG were asked to carefully read some English-Chinese bilingual material.Then,the 26 participants were tasked with translating the paragraphs,which followed from Chinese into English.After that,they were asked to write down the words and expressions which they found difficult.Some of the participants were interviewed one month later for a deeper understanding of their memories of the vocabulary and their opinions on the CTOT.The data were analyzed by direct comparison and non-parametric test.The results showed that vocabulary alignment does occur in CTOT.The EG members tended to take advantage of words that appeared in the bilingual reading text.If multiple words from the reading appeared,with the same contextual meaning,they tended to choose the repeated words.As for influence of vocabulary alignment on EFL learning,it seemed that CTOT could not improve the quality of the translation itself,but could assist short-term vocabulary learning though no significant help to long-term vocabulary learning was revealed.The findings of this study provide support and explanation for some features and effects of CTOT,an important form of CT.However,the nature of CTOT itself,and its role in EFL learning deserve further research.
基金supported by a grant from the China National Social Science Foundation (14CYY018)~~
文摘This study aims to investigate the effect of the continuation task （CT） on the acquisition of the Chinese spatial phrase structure （SPS） by learners of various L1 backgrounds learning Chinese as a second language （CSL）. Two groups of participants were formed： a continuation group and a reading comprehension group. The former was required to continue in Chinese a text with its ending removed, while the latter needed to complete the Q＆A questions after reading the same text. The effect of the tasks was measured by examining the CSL learners＇ correct use of the Chinese SPS in three aspects -- the circum-construction, the use of prepositions and the use of the locative. The study found that the continuation group made significant improvement from the pretest to the posttests while the reading comprehension group did not. Moreover, the continuation group outperformed the reading comprehension group significantly in the posttests, though there was no significant difference between them in the pretest. The results showed that CT can facilitate CSL learners＇ acquisition of the Chinese SPS, with a better effect than the reading comprehension task.
