摭谈巢湖方言习语与巢湖民俗文化

方言研究与地方民俗文化弘扬应互动互补,方言乃民俗事象,亦为民俗内容。巢湖方言习语记录着巢湖当地诸如生产、岁时、信仰等类型的民俗,映射着巢湖百姓生活万象,而巢湖民俗源自于巢湖流域百姓生存的自然环境和社会环境,和与环境相适应的生存模式、行为轨迹,从巢湖方言习语中可管窥巢湖流域民情风俗之一斑。巢湖方言习语具有地域自身独特的谐音民俗特征和富有个性的教育风化功能。巢湖方言与习俗之间关系大多是动态的、互存的和平衡的,只是世革言殊,方言语汇的消长并非与民俗演变亦步亦趋,新民俗会随社会的发展而出现,新方言习语便应运而生。

Balancing Teacher Control and Learner Autonomy by Playing Different Roles in Teaching Reading

In the domain of teaching reading of college English in China, to some extent, the words ＂teacher control＂ and ＂learner autonomy＂ have been miscomprehended by some teachers. This article argues that both teacher control and learner autonomy play an important role in the process of foreign language learning. Too much or too little control may lead to the failure of learning effectively. Tasks can be accomplished effectively through teacher＇s balancing teacher control and learner autonomy. A teacher can play different roles in the process of teaching reading to balance teacher control and learner autonomy. In this way, teacher＇s proper control and learner freedom occur and language learning may be more effective.

A functional approach to improving non-English majors＇ writing proficiency

Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors＇ writings. To improve their writing proficiency, the writing course should have real-life purposes, balance between real and display writing, between product and process approaches, vary writing activities, train strategies in improving coherence, balance the content of feedback and use various forms of feedback.

Transformative Learning in Language Arts as a Method of Guidance and Counseling

Our voluntary project ran in different groups of adults （healthy, depressed, schizophrenic, and clients with anxiety disorders）. The study is based on analysis of personal counseling experience, where literature was used as a tool to disclose client＇s personal meanings. During our sessions, clients were observed phenomenologically, and their speach was written down. Reflecting on the qualitative data of transformative learning in language arts, we developed techniques for facilitation and disclosure of personal meanings. Grounded theory was used for data generalization： Personal educational insights and its comparison with other researchers＇ theoretical insights were the basis to develop the methodical system for psychological guidance and counseling and to explain it. We revealed that focus on personally important meanings during discussion after literature reading has influence on the mental state of personality and deepens the interactions with the literature art, so we suggest a spiral model to explain the methodical system of our method. Transformative learning in language arts as a method of guidance and counseling can be understood as spiritual motion by spirale. It has three levels： （1） art level （interaction with the literature）; （2） psychology level （counseling）; and （3） art level （interaction with the same peace of literature as in the beginning of the session, poetic summary of the session）. Levels （1） and （3） mean interaction with literature art, but at the third level, this interaction has new quality, because personality has better perception of Self and more ability to connect personal meanings and literature wisdom. At the first level, we have direction from literature to Personality. At the third level, we have direction from the Self （Speaking from Within） to literature. Disclosure of personally important meanings is a key to self-understanding and poetical thinking; our developed methodical system reduces emotional tension and strengthens interconnectedness between inner and outer world and improves poetical understanding. In this paper, the methodical system of transformative learning and guidance is discussed.

Presenting Knowledge System of International Trade Terms in Business English Learners＇ Dictionaries

Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example （with ＂CIF＂ as the case for analysis）, introduces 7 types of dictionary structures （overall structure, frame stzucture/megastrncture, macrostructure, microstzucture, distribution structure, cross-reference stzucture/mediostrncture and access structure）, summarizes the knowledge system of international trade terms （consisting of ＂international trade＂, ＂sets of rules of international trade terms＂, ＂Incoterms 2010＂, and ＂CIF＂）, and illustrates the methods of systematically presenting the knowledge system of international trade terms through dictionary structures in an English-English-Chinese bilingualized business English learners＇ dictionary with Oxford Business English Dictionary for Learners of English （New Edition） as a reference. Such presentation is intended for enhancing business English learners as dictionary users to grasp the knowledge of international trade terms as a whole.

The study of English perfective aspect

Through this research, on the basis of English-Chinese and Chinese-English parallel corpora, the following conclusion tries to be drawn： In English, the perfect may not be used together with the specific time of the past situation. In contrast to English, Chinese does not have perfect constructions. English perfective aspect is an actual aspect indication： duration and completion of an action or situation. According to different reference time, the actual aspect can be divided into past actuality, present actuality and future actuality. This paper will undoubtedly contribute to the study of tense-aspect in Chinese. The study of English perfective aspect is conducive to the comparative study and translation of aspect in English and Chinese.

The syntactic positions of adverbs and the Second Language Acquisition

Based on the theory of linguistic universal and Second Language Acquisition （SLA）, the paper discusses the acquisition of syntactic positions of adverbs in English. According to the data collected, the paper concludes that what adult learners acquire about adverbs is the distinction of different adverbs and the different scopes they take.

Using Mixed Methods to Investigate the Relationship Between Student Motivation and Academic Achievement From Socio-Cultural Perspective

Language learning is a complex process for many reasons. First, it is closely related to linguistics. Second, language is social as it occurs within certain social contexts. And finally, it is individual. Personal characteristics such as experience, gender and age, attitude and aptitude, motivation, beliefs, self-confidence, and anxiety greatly influence language learning. Among these variables, motivation is considered to be one of the most important factors affecting the success of second or foreign language learning. However, the relationship between motivation and educational achievement is not quite clear. In the current literature, motivation is regarded as socially constructed, therefore as dynamic rather than static. Little research has been conducted on the motivation of Vietnamese students studying English as a compulsory curriculum component rather than as a major from a socio-cultural perspective. Understanding the relationship between student motivation and academic achievement as well as the socio-cultural factors that affect students＇ motivation will be an important contribution to motivation theory. Therefore, the situation requires longitudinal and in-depth research into student motivation, the factors affecting it during the learning process, and the relationship between student motivation and academic achievement. A mixed method approach has been chosen to meet the needs of the study. It is believed that insights in these areas will help address the issue of motivation at the Police University.

Influence of Dialect on the Acquisition of English Consonants/s/and/z/

. A dialect refers to a local variation of a language which is distinguished fi＇om variants of the same language in grammar, lexis, or pronuneiation. A dialect plays an important role in second language learning. It can be a positive element as well as negative one in second language learning. Pingdu dialect as a kind of mandarin variation has its own structure and pronunciation rules. By contrastive analysis, we study the negative transfer of Pingdu Dialect on English pronunciation. We mainly concentrate on how two initials ＂s＂ and ＂z＂ in pinyin which sound like two English consonants/0 /and/6/influence the pronunciation of English consonants/s/and/z/. We also fred the countermeasures to overcome negative transfer of dialect on the acquisition of English pronunciation, thereby helping EFL learners in certain area of China acquire accurate English pronuneiations and enhance the ability of intercultural eommunication.

Reference in cohesion： From the perspective of text analysis

This paper attempts to explore how cohesion is realized by meanings of reference in text analysis. Through analyzing some aspects of reference, especially personal reference and demonstrative reference, we know that reference is a text characteristic beyond sentences. It contributes to the development of a text and makes the text more cohesive, communicative and accurate. Of course, reference in cohesion is not used separately, it is closely related with other aspects of text analysis, and they cooperate and restrain each other and perform functions together. So translators are required to have the competence of understanding and applying reference, ellipsis and other cohesive device from the viewpoint of texts level with the combination of other aspects in text analysis, then texts can be more cohesive, coherent and acceptable.

Facilitating learning together in Iranian context： Three collaborative oral feedback models in EFL writing classes

Peer response activities take place in different modes, and the different modes affect the roles participants play. These modes can be written, oral, or a combination of both. The purpose of this study is to see how teacher-response, peer-response, and a combination of both in oral mode can be effective in accomplishing the learning/teaching goals of both the students and the teachers in a collaborative Iranian setting to achieve this goal, the researcher chose 60 students as the eligible members of the sample participating in this study. The participants--15 males and 45 females--were all Iranian Persian native speakers aged between 22 and 25 majoring in English translation at university level. They were assigned to three homogeneous groups based on the obtained scores on Oxford Placement Test and a sample paragraph on a given topic, emphasizing the expository genre. They covered five topics in a sequence of ten written texts--before and after receiving feedback--over a 15-week semester. All the written tasks were collected and scored analytically to track any improvement and assay the effects of different feedback sources on students＇ writing performances. The results revealed that： First, oral feedback had a significant effect on students＇ revised drafts and students incorporated the comments provided by the teacher, peers, or both in the process of draft editing; Second, of the three feedback sources the students benefited from teacher＇s feedback more than peers＇ feedback; and finally, the collaborative oral feedback model had a significant effect on students＇ writing. In addition, this method provided a practical foreign-language-learning experience for the Iranian students to share their common linguistic goals and gave a new sense to collaborative learning tasks in EFL writing classes.

A Survey on Students＇ Group Discussion in Conversation Class

This article makes an investigation of 114 English majors＇ level of a particular communicative performance and the general ability to perform in small-group conversations in their conversation class, and thereafter explores the reasons for their current level with the aid of questionnaire based on a rating scale, together with observation and interviews. Some countermeasures are provided to call for teachers＇ attention in their teaching practice.

The Only Possible Mirror Image of Interpreting by Means of Understanding in Modem Westem Philosophy

Interpreting is one of the studies that is in the phase of its theoretical bottleneck. The difficulty comes from the lack of a possible holistic understanding of the phenomenon of interpreting, not to mention the mirror image of interpreting. Different linguistic studies could do nothing since nowadays their respective studies are mostly suffering their own research bottlenecks. Furthermore, it is impossible for individual linguistic studies to elaborate on the complicated interpreting practice. The only possible mirror is Modem Western Philosophy, which can present the image of interpreting. Such a mirror image is by no means possible without the full-fledged development of language study, and in particular, the uncovering of human understanding, in Modem Western Philosophy.

Word-Guessing Ability in English Reading Comprehension of Non-English Major Students in Private University

In order to provide English as a foreign language students with effective English language learning approaches, this investigation is focused on how students deal with words when they are doing reading material. It is found that most students can use some skills to guess the unknown words in reading materials, such as explanatory analysis skills, syntactic analysis skills, and structural analysis skills, while they have overlooked how these words are organized metaphorically and metonymically. This investigation will provide students with the target language knowledge metaphors and metonymy, examining the impact on computer vocabulary guessing and reading comprehension through teaching the concept of metaphor and metonymy. In this research, the new word-guessing skill based on the knowledge of metaphor and metonymy was applied to word-guessing teaching in reading comprehension of computer material. The research question is studied in this experiment： Can the training of using ways of word-guessing base on the knowledge of metonymy and metaphor promote students＇ ability of word guessing in reading comprehension of computer material？ The results show that students have gradually paid attention to the word-guessing skill in reading process. The skills based on the knowledge of metaphor and metonymy have helped students get the right meaning of the unknown words in computer reading materials. It has really enlarged students＇ vocabulary and improved their confidence in finishing reading.

Features of Culinary English

Different from literary English which tends to give a subjective description, culinary English tends to give an objective one. In addition, culinary English has other unique features as shown in this paper.

How to Apply Humanistic Psychology to Establish an Effective Emotional Class Climate in China

To enhance students＇ all-around development and personal potential is the main purpose that teachers want to obtain in their teachings. The author believes that it can be achieved only in a relaxed and safe class atmosphere. The article introduces the humanistic psychology and illustrates how to apply humanistic psychology to the foreign language class and establish an effective emotional class climate in China.

On Variables Affecting L1 Transfer in L2 Acquisition

This paper focuses on variables affecting L1 transfer in L2 acquisition, which, according to the author, are categorized into three groups： learner-related variables, language-based variables and socio-linguistic variables, and each of them is clarified in more details.

The Functional Approach： Material and Methods

From 1970 onwards, Halliday worked on the functional aspect of grammar. He mentioned the language as a form of ＂doing＂ rather than a form of ＂knowing＂. He believes that language is what it is because it has to serve certain function. In other words, social demands on language have helped to shape its structure. This theory distinguishes linguistic behavior potential from actual linguistic behavior. That means the speaker can do many things in certain language： making an invitation, expressing hope, inquiry, agreement, refuse and etc. Therefore EFL teaching is to develop the abilities to communicate with others, that is, listening, speaking, reading, writing and translating. This paper wants to discuss Halliday＇s theory about the functional approach and how to make good use of it to the language leaming and teaching.

Why is English Learned in China？

English is widely taught and learned in China nowadays. Wherever you go, you may find English language is taught and learned as a compulsory course from the third year of primary school onwards from 2001. In addition, adults who have not had any education in English before are now encouraged to take up English lessons in formal teaching or take English courses in self-taught ways. Why English is so widely learned in China？ This research will help us to find the factors encouraging this phenomenon either from the historical background, or from our education policies and people＇s learning motivation.

Contribution of technology in language learning： A focus

The emerging technologies in various fields are affecting all walks of life including learning, teaching, education, etc.. The present learning in engineering colleges in the Indian scenario and their effect on general language proficiency is discussed. In the present era of job-oriented education how the accurate language learning and strengthening of skills facilitate one＇s career building is discussed here. The present paper focuses on independent, collaborative and supportive learning environment in the class to mould the reluctant learners. It also brings out the differences between conventional learning and technology assisted learning. In the midst of thousands of soft ware available, it is difficult for one to choose which is most suitable, to use friendly English learning process and which will be specific, more and more learners center and the need for such soft wares is given specific high light here. How the assessment should be carried through language modules is discussed here with a special attention to the learners and product assessment separately.