联想策略在医学英语术语学习中的运用探析

随着经济全球化的发展和医学技术的不断进步,医学英语领域下的术语学习变得日益重要。文章从医学英语术语的构词及词源特点入手,为广大医学英语学习者提供了三种基于隐喻、构词法及同义词的术语联想学习策略。旨在激发医学英语学习者的学习兴趣,帮助其高效掌握医学英语术语,巩固并整合术语学习记忆,进而提高医学英语文献阅读能力。

基于术语教育的术语学习词典研究

术语教育对于推广科学技术至关重要。成功的术语教育要做好资源建设,分学科术语学习词典是重要的资源类型。本文主要探讨基于术语教育的术语学习词典的编纂、使用定位,归纳了这种词典类型的基本特点。同时以法律术语为例探讨了术语学习词典编纂所依据的语料库的入库语篇的四种类型,以及语料库在内容、权威性、语料入库量的比例、难解度四方面的平衡要求,提出了基于语料库提取基础术语的两种基本方法。

谈术语学习词典的选词立目

术语学习词典是术语教育基础资源的重要组成部分。术语学习词典要在基本术语与一般术语各子类的属性特征的基础上平衡选词,要针对异读、异形、多义、同形异指等问题进行科学立目。

基于术语教育的术语学习词典释义研究

术语学习词典是术语教育基础资源的重要组成部分。术语学习词典的释义要从体现学习性的定义释义、最小知识框架、适度体现理据性、关联释义、适当辨析五个方面体现其教学性。

科学史在学习生命科学术语中的作用

术语是构成学术语言的基本元素。运用科学史能帮助学生正确理解生命科学术语的定义和意义,准确使用其词汇。结合术语的专业性、科学性、单义性和系统性等特征讨论科学史在学习中的作用,并介绍了一些典型的教学实例。

Investigating Affordance in Technology-Enriched Language Learning Environment Through Exploring Students’Perezhivanija

Preceding works tend to explicate affordance through supposing what is happening here and now.They seldom relate it to actual social,diachronic activities,such as foreign language learning.To tackle this issue,this study explores how students actualize affordances in technology-enriched language learning environment(TELLE)by examining their perezhivanija(lived and emotional experience),a term borrowed from sociocultural theory.Because an individual’s social life is a developing process or a perezhivanie2,it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized.Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China.The results showed that due to the students’different past perezhivanija in English learning,their present interpretations of the perceived affordances in TELLE varied.This influenced hugely in their actions taken during their English learning in college to actualize the affordances.The findings indicated that the actualization of affordances is historical,dynamic and developmental instead of static.It does not lie in the autonomy of the students or the teachers,but in the institutional and cultural legitimacy of technology use in student’s social life.The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.

Investigating the Difficulties in Speaking English for Academic Purposes --A Case Study of an Overseas Chinese Student

This paper investigates an overseas Chinese student to explore the difficulties and causes which overseas students have in Academic Speaking. It firstly reviews the related research literature and forms a conceptual framework for this case study. Secondly, a semi-structured interview methodology is adopted. Finally, it finds out the speaking difficulties for academic purposes are closed related with cross-cultural problems, learning strategies, and linguistic causes.

The Code-Switching Dimension of Guided Fantasies in Young Learner L2 Classroom

The paper reports on a study of young L2 （second language） English learners＇ dual code use as activated through a series of specially designed guided fantasies. The original concept of guided fantasies as a monolingually organised relaxation technique was extended to the area of bilingual reception and production. The goal was to examine the relationship between child imaginative faculty and a tendency to transfer understandings across the L1 （first language） and L2. The research consisted in exposing a class of I 0 nine-year-old children to eight guided fantasies expected to playfully attract their conscious attention to language properties and enable them to profit from L1 knowledge in L2 learning. The data were collected through the heuristically oriented qualitative study drawing on participant observation accompanied by field notes and recordings of student behaviours. The findings highlighted guided fantasies in their redefined form as a useful tool for encouraging young learners to rely on L 1 competence in making sense of L2 underlying principles.

Creative Interaction in an Actional Approach on Second Language Acquisition

In the acquisition of a second language, the learner feels motivated to create verbal exchanges in order to build relationships with his/her partners but especially xo grow discursive and formative skills at the same time. Under this aspect, we＇re going to investigate, firstly, what the role of creativity is in interactions in the language class. On the other hand, the adoption of creative interaction techniques allows the group to take a new look in the face of its learning （apprenticeship）, to better manage its potential. Finally, it would be interesting to propose the realization of a project of creative communication, to re-explore creativity in problem solving through the techniques of the game, giving more importance to the performance of more or less complex tasks and the development of the project in a holistic and action-oriented approach.

The Impact of Technology-Integrated Instruction to Elementary Students＇ Language Learning Motivation and Performance

This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance. Theories guiding this investigation included Dornyei＇s L2 Motivational Self System and Gardner＇s Socio Psychological System to describe language learners＇ desire to learn （motivation）. Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English （motivation）; and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses.

Modern CMC Technology for English Language Learning： Blessing or Nightmare？

Since the last two decades of the past century, technology, more specifically computers, have developed so impressively that it has dramatically changed every aspect of society, especially education. The Computer Mediated Communication （CMC） technology is therefore radically discussed by researchers for its great impacts on English language learning. Based upon thorough literature review and practical survey, this paper demonstrates modem CMC technology and textism phenomenon and makes an analysis of its significant impacts on English language learning. It aims to answer the typical blessing-or-nightmare question, and shed some light on the research of modern information communication technolo^v in lanwaa^e education.

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.

The study of the influence of network resources on English Teaching under the background of informatization

As an international language, English plays an extremely important role, and it has become the lingua franca of the world. For a long time, inefficiency exists in teaching or learning. Under the learning environment surrounded by native speakers, English, as a symbolic system, appears dull, or even because there is no information given appropriate experience and it becomes abstract. Many students are reluctant to learn after learning for a time, because it is difficult for reality, and it is not easy to consolidate, that 45 minutes of English learning environment also appears to be a little frustrated, as many students who have been admitted to the University said during the learning process of the entire university, they spent seventy percent of their energy to foreign language learning rather than their own major. This not only illustrates the importance of English teaching but also shows its difficult nature, the main reason is our bad English language teaching environment, there is a lack of communication in English language environment, however, the network information and the development of modern multimedia technology has greatly improve the English teaching environment. How to use the Internet information and multimedia technologies to create English learning environment, to optimize English teaching methods and to improve the quality of English teaching.

Imitation for Creation＇s Sake：Parody as a Technique in Learning Advanced English

This paper describes parody as an effective teaching and learning practice in Advanced English course offered to English major juniors and seniors. The objective of this course is to help heighten students towards a more advanced level of English proficiency, and its main preoccupation is doing intensive analyses of carefully selected texts which amount to well-established classics and are characterized with linguistic complexity. To enhance students＇ learning, we embed in the course a practice of parody, which here refers to the creation of an imitative work of an original written work, usually with an attendant comic effect. Upon the completion of each module, students are assigned the task of parodying part of the text, which involves recasting its overall content while retaining formal framework, thus offering students a means of re-paying homage to the excellence of the text. Writing a parody demands great artistry in shaping a creatively simulative work, in fitting exotic content into a local form, and in transplanting new experiential logic into old textual order. The parodies are then peer-reviewed as well as instructor-reviewed. Close observation and survey show that the students have displayed heightened motivation in engaging themselves in the practice and they have benefited greatly from it. Parody proves a particularly fruitful technique in teaching and learning Advanced English, and may also be useful in teaching English writing, since it entitles students to a very unique mode of savoring and wielding the artistic power of the English language.

The Teaching Reform in Oral English for Non-English Majors Based on FIF

Nowadays the oral English levels of non-English majors in colleges do not live up to the expectations from the all walks of life. Due to the rapid development of the communication technology, many cell phone apps about the English learning have appeared. So this paper tries to put forward some effective ways to reform the oral English teaching for non-English majors based on FIF--a cell phone app about oral English learning after analyzing the status quo of current oral English teaching and learning and the advantages of FIF.

Information and Communication Technologies： A Way to Reduce Digital Illiteracy

The teaching-learning process may have several obstacles; one of those would be a cultural situation of students. When the author refers to cultural situation, the author means the language or dialect that they speak. In the state of Puebla, Mexico, there are primary schools where the courses are taught to students who do not speak Spanish and they only speak their own dialect. On the other hand, the use of information and communication technologies in primary schools in Puebla is a fact but a main concern in schools is that the languages in which they are operated are Spanish. To analyze this situation, the author finds that turns out to be very important and with a negative effect on both the implementation and acceptance of a multimedia program in these schools, generating a technological gap between students. The government efforts are decimated because of this cultural divide prevalent in many communities in the state of Puebla and the increase of this situation when considering the illiterate population.

Development of a Sourcebook Using Neuro-Linguistic Programming Technique in Teaching English as a Second Language

This paper is an analysis of a sourcebook using Neuro-Linguistic Programming technique. The main objective is to determine the effectiveness of the sourcebook in teaching English as a second language. Specifically, it aimed to know the visual materials, aural presentations, and semi-abstract thoughts that would encourage the learners to actively participate in classroom discussions; the methods to be adapted; and the steps involved in the preparation of the sourcebook. It was found that most student-respondents strongly react to pictures, to feelings and sensations, and to ideas. The sourcebook must be prepared in the form of a content-based instructional material. It must include drills that would give ample approaches to develop among the learners good sense of collaborative learning, integrative global language proficiency, and contextual communicative competence in meaningful situations. Moreover, the sourcebook must use both print and non-print teaching aids as supporting materials.

Study of the combination of English and American Literature teaching reform and Multimedia applications

In this paper, the traditional Anglo-American literature courses dictated mainly teachers monotonous way of teaching, we propose the learner and teacher-centered teaching methods and guidance as the core idea of teaching reform, and use modem computer multimedia technology widely to improve the English and American Literature Teaching mode, to the thinking and teaching reform proposed above, we made specific practical strategies and provide a reference for further reform of American and British literature courses.

Modality and Generic Features in Chinese EFL Writings

情态分为认知型和责任型两类,认知型情态多用于小说和学术写作中,而责任型情态多表示必要性,适合说明性文字(Gotti,2003;Li,2001;Liang,2008)。这种语类差异不是绝对的。本文运用语料库分析方法,探讨不同情态功能在语篇中的频率和语类特征,并比照英语学习者写作中出现的情态用法。本文研究表明:(1)学术语篇通过较多"can"和"may"的使用突出协商和分析的特征;(2)报刊社论突出高情态值的使用,表现出了事实上的推断特征;(3)中国学习者在议论文写作中有部分报刊社论的语类特征,但是在 "should"和"can"的使用上有滥用的倾向,反映出学习者对情态的语类特征掌握不足以及缺乏对文本多声性的考虑。

The Use of Amplifiers in the Doctoral Dissertations of Chinese EFL Learners

This paper reports a study into the use of amplifiers and amplifier collocations in the doctoral dissertations of Chinese EFL learners. A sample corpus of doctoral dissertations by Chinese doctoral students and a control corpus of doctoral dissertations by native speaker doctoral students were compiled and used for the analyses. Results showed that the overall number of amplifiers used by the Chinese students and the native speaker students were comparable. However, the Chinese learners overused totally, very and really and underused entirely and highly in their writing. Moreover, the Chinese learners tended to use more amplifier collocations than their native speaker counterparts. In particular, they tended to use clearly much more frequently to intensify the reporting verbs and to use the amplifiers to intensify the meaning of general adjectives in their writing. It was also found that many amplifier collocations used by the Chinese learners were congruent collocations. The findings may indicate a non-native style within Chinese learners＇ writing. We argue that Chinese learners overuse amplifiers and amplifier collocations in order to focus the reader＇s attention as well as to enhance the meaning of general adjectives. Meanwhile, the Chinese learners＇ mother tongue exerts a clear influence on their use of amplifiers and amplifier collocations. Pedagogical implications are also discussed within the paper.