Non-English majored learners are poor in language out. It is pointed out the widespread problem reflected in their writing is that the learners are lack of the consciousness of the thinking differences between Chinese...Non-English majored learners are poor in language out. It is pointed out the widespread problem reflected in their writing is that the learners are lack of the consciousness of the thinking differences between Chinese and English, and a negative Chinese transfer brings about expressing barriers. Five main lexical problems are presented to illustrate. It is suggested that the learners＇ awareness of the thinking differences be raised so as to improve language output.展开更多
Objective To compare the event-related potentials （ERPs） waves of verbs and prepositions in the brain. Methods We recorded ERPs in the brain while participants judged the legality of the collocation for verbs and ＂...Objective To compare the event-related potentials （ERPs） waves of verbs and prepositions in the brain. Methods We recorded ERPs in the brain while participants judged the legality of the collocation for verbs and ＂preposition＂. Results Both verbs and prepositions elicited a negativity at the frontal site in 230-330 ms and 350-500 ms window. No difference was seen in 230-330 ms and 350-500 ms window; In difference waves, a negativity was elicited in the left and fight hemisphere at about 270-400 ms and 470-600 ms window for both open and closed-class words. Conclusion These may demonstrate that prepositions in modem Chinese are probably not a separate class from verbs and that N280 may be not a specific component for only prepositions （or closed-class words）.展开更多
Through analyzing the difference between British lexis and Americanism and the translation teaching status quo related with lexical choices, the author elaborates on translator competence training in the lexical choic...Through analyzing the difference between British lexis and Americanism and the translation teaching status quo related with lexical choices, the author elaborates on translator competence training in the lexical choice of Sino-English translation, and who puts forwards several suggestions on how to facilitate the effective communication between the business persons through naturalizing the lexical choices in Sino-English translation.展开更多
The associated meaning of language might be different under different cultural circumstances. This paper mainly concerns about the influence of culture on English and Chinese corresponding lexis and its pedagogical si...The associated meaning of language might be different under different cultural circumstances. This paper mainly concerns about the influence of culture on English and Chinese corresponding lexis and its pedagogical significance, analyzing the issue from three aspects： the analysis and contrast of corresponding lexis, the relationship between corresponding lexis and culture and its implication in teaching practice.展开更多
Vocabulary in a language is influenced by and bears features of culture, so in languages, vocabulary has the greatest culture-loading capacity. This paper makes a contrastive study between English and Chinese cultural...Vocabulary in a language is influenced by and bears features of culture, so in languages, vocabulary has the greatest culture-loading capacity. This paper makes a contrastive study between English and Chinese culturally-loaded words, and tries to make clear how cultural disparities exist in English and Chinese vocabulary. Culturally-loaded words play a significant role in understanding the languages of different cultures, giving the readers insight into cultures. Learning and grasping the culturally-loaded words can promote the efficiency of vocabulary teaching and improve learners＇ competence in intercultural communication.展开更多
The present study reports on the use of the high-frequency verb do in written English performance based on the Chinese Learner English Corpus (CLEC). The native English corpus for comparison is the Louvain Corpus of N...The present study reports on the use of the high-frequency verb do in written English performance based on the Chinese Learner English Corpus (CLEC). The native English corpus for comparison is the Louvain Corpus of Native English Essays (LOCNESS). A corpus-based Contrastive Interlanguage Analysis (CIA) approach has been adopted in the study. A comparison is made between Band 4 and 8 English majors' writings in CLEC and the native college students' writings in LOCNESS. Results indicate that as far as the overall frequency of do is concerned, there is no significant difference between Band 8 English majors and the native speakers, but Band 4 English majors use less than native speakers. With regard to the different uses of do, marked differences have been found between Chinese learners and native speakers, especially when do is used as an auxiliary verb or a delexical verb. To be specific, Chinese learners show a strong tendency to underuse do as an auxiliary verb to form an interrogative, negative or inverted sentence. Moreover, they tend to overuse do as a delexical verb, allowing it more freedom to collocate with a wider range of nouns. The underlying reasons might be mother-tongue interference, intralingual transfer, and overgeneralization, etc. In conclusion, the pedagogical implications of the study are discussed and suggestions made for adopting corpus-based exercises as a way of raising learners' awareness of the use of high-frequency words.展开更多
Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.Th...Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.展开更多
文摘Non-English majored learners are poor in language out. It is pointed out the widespread problem reflected in their writing is that the learners are lack of the consciousness of the thinking differences between Chinese and English, and a negative Chinese transfer brings about expressing barriers. Five main lexical problems are presented to illustrate. It is suggested that the learners＇ awareness of the thinking differences be raised so as to improve language output.
基金the National Social Science Foundation of China （No. 03BYY013） the Science Foundation of Jiangsu Province （No. QL200504）.
文摘Objective To compare the event-related potentials （ERPs） waves of verbs and prepositions in the brain. Methods We recorded ERPs in the brain while participants judged the legality of the collocation for verbs and ＂preposition＂. Results Both verbs and prepositions elicited a negativity at the frontal site in 230-330 ms and 350-500 ms window. No difference was seen in 230-330 ms and 350-500 ms window; In difference waves, a negativity was elicited in the left and fight hemisphere at about 270-400 ms and 470-600 ms window for both open and closed-class words. Conclusion These may demonstrate that prepositions in modem Chinese are probably not a separate class from verbs and that N280 may be not a specific component for only prepositions （or closed-class words）.
文摘Through analyzing the difference between British lexis and Americanism and the translation teaching status quo related with lexical choices, the author elaborates on translator competence training in the lexical choice of Sino-English translation, and who puts forwards several suggestions on how to facilitate the effective communication between the business persons through naturalizing the lexical choices in Sino-English translation.
文摘The associated meaning of language might be different under different cultural circumstances. This paper mainly concerns about the influence of culture on English and Chinese corresponding lexis and its pedagogical significance, analyzing the issue from three aspects： the analysis and contrast of corresponding lexis, the relationship between corresponding lexis and culture and its implication in teaching practice.
文摘Vocabulary in a language is influenced by and bears features of culture, so in languages, vocabulary has the greatest culture-loading capacity. This paper makes a contrastive study between English and Chinese culturally-loaded words, and tries to make clear how cultural disparities exist in English and Chinese vocabulary. Culturally-loaded words play a significant role in understanding the languages of different cultures, giving the readers insight into cultures. Learning and grasping the culturally-loaded words can promote the efficiency of vocabulary teaching and improve learners＇ competence in intercultural communication.
文摘The present study reports on the use of the high-frequency verb do in written English performance based on the Chinese Learner English Corpus (CLEC). The native English corpus for comparison is the Louvain Corpus of Native English Essays (LOCNESS). A corpus-based Contrastive Interlanguage Analysis (CIA) approach has been adopted in the study. A comparison is made between Band 4 and 8 English majors' writings in CLEC and the native college students' writings in LOCNESS. Results indicate that as far as the overall frequency of do is concerned, there is no significant difference between Band 8 English majors and the native speakers, but Band 4 English majors use less than native speakers. With regard to the different uses of do, marked differences have been found between Chinese learners and native speakers, especially when do is used as an auxiliary verb or a delexical verb. To be specific, Chinese learners show a strong tendency to underuse do as an auxiliary verb to form an interrogative, negative or inverted sentence. Moreover, they tend to overuse do as a delexical verb, allowing it more freedom to collocate with a wider range of nouns. The underlying reasons might be mother-tongue interference, intralingual transfer, and overgeneralization, etc. In conclusion, the pedagogical implications of the study are discussed and suggestions made for adopting corpus-based exercises as a way of raising learners' awareness of the use of high-frequency words.
文摘Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.
