Italicized word in character utterance, which indicates that extra stress is put on the word, is meant to convey implied meanings and therefore should be given adequate attention in the translation of novels. Through ...Italicized word in character utterance, which indicates that extra stress is put on the word, is meant to convey implied meanings and therefore should be given adequate attention in the translation of novels. Through a comparative case study of three Chinese versions of Pride and prejudice, the thesis points out that stress attached to words is often neglected in translation and that a literal rendition of stress runs the risk of changing, deleting the original meaning conveyed or adding meanings unwanted by the character and the novelist. The problem can be solved by employing lexical and syntactic means in translation.展开更多
The acquisition of word knowledge, in terms of breadth and depth, has a fundamental impact on language learning. A comprehensive framework of word knowledge is therefore needed to help language learners master all the...The acquisition of word knowledge, in terms of breadth and depth, has a fundamental impact on language learning. A comprehensive framework of word knowledge is therefore needed to help language learners master all the aspects of word knowledge. This paper proposed a framework of word knowledge based on the literature review of the field. The pedagogical implications of the word knowledge framework were then proposed and discussed critically. Finally, it is proposed that syllabus designers need to consider the possibility of incorporating ＂word knowledge framework＂ into syllabus.展开更多
In this paper, we conduct research on the applications of theory of lexical chunks and cultural equivalence theory on Chinese for foreigner education. There are a lot of language chunks in block is different from the ...In this paper, we conduct research on the applications of theory of lexical chunks and cultural equivalence theory on Chinese for foreigner education. There are a lot of language chunks in block is different from the special language unit words, phrases, sentences, prefabricated resistance, can be stored as a whole and extract which plays important role in language acquisition. Teaching Chinese as a foreign language, the theory of lexical chunks in such aspects as help memorization and build up your language sense showed a huge advantage. To explore the teaching methods of lexical chunks has important significance to improve the effectiveness of Chinese teaching. Our research proposed the novel paradigm for the education which will be meanin~,ful and helnful.展开更多
The concept of word classes （parts of speech） has always generated controversy among linguists. The earlier Prescriptive and Descriptive Schools might have set the pace for this controversy but the present dilemma i...The concept of word classes （parts of speech） has always generated controversy among linguists. The earlier Prescriptive and Descriptive Schools might have set the pace for this controversy but the present dilemma is much deeper. Learners and even teachers are sometimes at quandary as to how to proof that a particular word belongs to a particular class. This is because a word may sometimes belong to several classes, in context as in the word ＂watch＂ which can belong to different classes. This paper therefore tries to provide answers to the problem of word class classification by using a morphological and syntactical evidence to prove that English words follow a particular range of inflections and belong to strictly ordered particular categories and do not change their class arbitrarily. This is in line with the natural perfect order of homogeneity in creation which precludes a specie from merging effectively with another specie without having to undergo some fundamental changes. Other variables were also looked into and it was concluded that teachers and learners as well, can rely on this sub-categorization approach as a reliable paradigm for their assumptions concerning word classes.展开更多
The present study aimed to investigate the application of the CLAN （Computerized Language Analysis） program in the CHILDES （Child Language Data Exchange System） on shared and unique words between storybooks. Sixty...The present study aimed to investigate the application of the CLAN （Computerized Language Analysis） program in the CHILDES （Child Language Data Exchange System） on shared and unique words between storybooks. Sixty sixth-grade Chinese-speaking children at an elementary school in Taipei City were recruited. Forty-four three-level of storybooks from Kizclub were collected and analyzed. Fifteen minutes reading instruction was followed by the use of CLAN on storybooks for 25 minutes. Children were given written and spoken vocabulary tests after each cluster of storybook reading period. There were three main findings of the study. First, young EFL （English as a Foreign Language） learners＇ word learning was enhanced through multiple exposures to the shared and unique words from the storybooks. Second, word instruction in isolation prompted written and spoken word learning beyond word instruction in context and repeated reading. Third, the results had pedagogical implications on the value and feasibility of language teaching with storybooks in promoting EFL students＇ word learning by using CLAN, and the limitations of the study were provided.展开更多
Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the prop...Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.展开更多
文摘Italicized word in character utterance, which indicates that extra stress is put on the word, is meant to convey implied meanings and therefore should be given adequate attention in the translation of novels. Through a comparative case study of three Chinese versions of Pride and prejudice, the thesis points out that stress attached to words is often neglected in translation and that a literal rendition of stress runs the risk of changing, deleting the original meaning conveyed or adding meanings unwanted by the character and the novelist. The problem can be solved by employing lexical and syntactic means in translation.
文摘The acquisition of word knowledge, in terms of breadth and depth, has a fundamental impact on language learning. A comprehensive framework of word knowledge is therefore needed to help language learners master all the aspects of word knowledge. This paper proposed a framework of word knowledge based on the literature review of the field. The pedagogical implications of the word knowledge framework were then proposed and discussed critically. Finally, it is proposed that syllabus designers need to consider the possibility of incorporating ＂word knowledge framework＂ into syllabus.
文摘In this paper, we conduct research on the applications of theory of lexical chunks and cultural equivalence theory on Chinese for foreigner education. There are a lot of language chunks in block is different from the special language unit words, phrases, sentences, prefabricated resistance, can be stored as a whole and extract which plays important role in language acquisition. Teaching Chinese as a foreign language, the theory of lexical chunks in such aspects as help memorization and build up your language sense showed a huge advantage. To explore the teaching methods of lexical chunks has important significance to improve the effectiveness of Chinese teaching. Our research proposed the novel paradigm for the education which will be meanin~,ful and helnful.
文摘The concept of word classes （parts of speech） has always generated controversy among linguists. The earlier Prescriptive and Descriptive Schools might have set the pace for this controversy but the present dilemma is much deeper. Learners and even teachers are sometimes at quandary as to how to proof that a particular word belongs to a particular class. This is because a word may sometimes belong to several classes, in context as in the word ＂watch＂ which can belong to different classes. This paper therefore tries to provide answers to the problem of word class classification by using a morphological and syntactical evidence to prove that English words follow a particular range of inflections and belong to strictly ordered particular categories and do not change their class arbitrarily. This is in line with the natural perfect order of homogeneity in creation which precludes a specie from merging effectively with another specie without having to undergo some fundamental changes. Other variables were also looked into and it was concluded that teachers and learners as well, can rely on this sub-categorization approach as a reliable paradigm for their assumptions concerning word classes.
文摘The present study aimed to investigate the application of the CLAN （Computerized Language Analysis） program in the CHILDES （Child Language Data Exchange System） on shared and unique words between storybooks. Sixty sixth-grade Chinese-speaking children at an elementary school in Taipei City were recruited. Forty-four three-level of storybooks from Kizclub were collected and analyzed. Fifteen minutes reading instruction was followed by the use of CLAN on storybooks for 25 minutes. Children were given written and spoken vocabulary tests after each cluster of storybook reading period. There were three main findings of the study. First, young EFL （English as a Foreign Language） learners＇ word learning was enhanced through multiple exposures to the shared and unique words from the storybooks. Second, word instruction in isolation prompted written and spoken word learning beyond word instruction in context and repeated reading. Third, the results had pedagogical implications on the value and feasibility of language teaching with storybooks in promoting EFL students＇ word learning by using CLAN, and the limitations of the study were provided.
文摘Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.
