交际文化与中学英语教学

本文就文化与交际文化的含义进行了探讨,并以中西文化在习俗应答方面发生碰撞的实例,指出其因词语文化内涵的差异而引起理解上的歧异,并认为在外语教学基础阶段中,在搞好语言教学的同时,也须搞好有关目的语的交际文化的教学工作。

美英委婉语对比研究

不同国家、不同民族的委婉语具有自己独特的特性,忠实地反映着本土本族独特的历史文化发展轨迹与现实状况。通过对比美、英两国委婉语在词汇,来源,委婉程度上的差别,揭示两国委婉语所蕴含的独特文化内涵。

从IELTS考试看我国英语测试系统改革趋势

IELTS考试因其具有科学性、公信度高、客观性强等特点 而被有关专家认为是目前国内外各种英语测试中最为可信和有效的、能够比较客观地考察出 考生的实际英语应用能力的测试体系。我国目前的英语测试大多仍注重考察学生的英语语言 知识，难以客观、公正地反映学生的语言能力。IELTS测试体系为我国英语测试系统的测试 模式、内容和评估标准的改革和完善、提高测试的可靠性和有效性等提供了宝贵的可鉴之资 。

Canadian English and its phonetic features

British English and American English are regarded as the two major varieties of English in the world, and Canadian English is often treated as a variation of American English. The paper aims to identify the major phonetic features of Canadian English by addressing its differences from British and American English based on a historical, demographical, and regional and dialectal analysis. Canadian English is a cultural phenomenon that has evolved on the basis of British English and under the heavy influence of American English. As a distinctive variety of English, Canadian English possesses its phonetic uniqueness. And in the context of globalization, Canadian English will remain subject to Americanization.

Correctly treat ＂China English＂ in English writing

China English is a variant of the English language used by Chinese for communication under their specific circumstance. It is a result of nativization of the English language. In Chinese students＇ writing, we can see the existence of China English, because of the influence of the model of thought and the culture of the Han nationality and the writing requirements of the Chinese language. Acceptance and study of the words and discourse features of China English is instructive and helpful to the teaching of English writing.

Olympic torch relay abroad and its reflection on English teaching at home

What happened to the Olympic torch relay abroad reveals how little and superficially the western countries, in particular, know of china. Meanwhile there also exists a lack or vacancy of English teaching in English teaching at home. The failure of expressing Chinese culture and conditions correctly and fluently among the English learners has already resulted in negative impact on our international image, which is related to our teaching policy of strengthening western culture and neglecting the export of our own culture. Therefore, in the English teaching at all levels, great attention should be paid to the cross-cultural communication between home culture and the culture of target language, the promotion of expressing mother culture in foreign languages, and exporting and broadcasting Chinese culture.

China English and College Intercultural Education:A Cultural Linguistic Perspective

In the era of globalization,English as an international language(EIL) is also the medium of intercultural communication for the international community.Based on the theory of cultural linguistics(CL),which regards language as culture-oriented rather than structure-oriented,Sharifian(2009,p.4) has proposed that varieties of English which constitute EIL result from the interaction between the English language and different local cultures.CL suggests that China English(CE) should be understood in this light:It is not a substandard interlanguage,but a variety of English with its own cultural value and right.This paper intends to systemically analyze the nature of CE and its value in intercultural communication so as to better understand current intercultural education.Over a long time,much emphasis has been laid on the importance of adapting to the target language culture to the neglect of home language culture in our College English classrooms,thus resulting in what is known as Chinese cultural aphasia.In the light of CL,intercultural communication competence(ICC) encompasses not only knowing English and adapting to its culture,but also using CE to introduce the native culture in which CE plays an irreplaceable role.Therefore,CE is undoubtedly a key remedy for Chinese cultural aphasia.More research on CL should be conducted as it provides felicitous disciplinary guidance for our college intercultural education.

James Thurber＇s Humor Represents Typical American Humor

Humor is needed universally. The ability to make jokes or to appreciate humor is both necessary for living a happy or smooth life. Different nations have different humors. The paper is to analyze the definition of humor, the difference between British and American humor, and take James Thurber＇s stories to show the typical American humor. The English appear to be deeply serious people. English humor is more conserved, subtle, and silent. The British are known for their sense of humor. However, it is often difficult for foreigners to understand their jokes. The key to understanding British humor is to know that the British often use ＂understatement＂. American humor tends to be more ＂obvious＂ and less oblique, and can sometimes be considered by other English speaking cultures to be over the top and ridiculous.

A genre analysis of medical abstracts by Chinese and English native speakers

This study presents statistical results of a comparison between English abstracts in a leading intemational medical journal and those in a Chinese one. With a genre analysis and discussion of linguistic features of these abstracts, the paper points out the weak points in the abstracts by Chinese writers and provides some suggestions for writing abstracts of medical research articles

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability

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.

Adapting communicative language teaching approach to China＇s context

The issue on which this essay focuses is how to adapt the Communicative Language Teaching （CLT） Approach to China＇s context. With the recent accession to the WTO, the long-awaited Olympic games in Beijing, China has made learning English a national priority. It is very important and necessary to research on how to adapt CLT flexibly and appropriately to China＇s context if most Chinese English learners are to gain a good grasp of oral English, and if specialist learning is to be achieved by those who need English for business and academic purposes. Therefore this essay is structured as follows： First, analyzing the different types of English teaching methods in China and then focusing on the CLT Method. By analyzing and contrasting these English teaching methods, the need to change the current English teaching methods in China will be discovered. Finally, it explains the problems of adopting the more modem CLT Approach and gives suggestions on how it may best be adapted to the Chinese context.

Study on collocations in English writing by Chinese students

This study attempted to identify the characteristics of collocations and determine the existence of a relationship between collocations and coherence in writing by Chinese students. This study produced the following results： （1） Common mistaken collocations are seen in the writings by Chinese non-English and English majors; specifically, both English majors and non-English majors made more lexical collocational mistakes than grammatical collocational mistakes in terms of the total number of mistakes and in the type of mistaken collocations; （2） No evident relationship between the correct usage of collocations and coherence is found in the writings of non-English majors as compared to that of English majors. Thus, we can conclude that with the development of skills with the English language, the relationship between the correct use of collocations and coherence becomes increasingly stronger.

Differences between Chinese and Western Culture in Business English Teaching

In the 21st century, with gradually accelerating process of globalization, international exchanges are increasingly frequent. We should understand that within the range of the same cultural context, people have little difficulties in communicating with others; however, if we use the same way to treat the one who is under other cultural backgrounds, they tend to have misunderstanding or confliction, affecting the interaction and communication and causing undue loss. Business English translation is communication process and tools held between people speaking different languages to conduct commercial communication. Culture is a factor in translation that cannot be ignored, different nations have different historical backgrounds, manners, customs, cultural traditions, therefore, business English translation must understand the cultural differences between China and the West, and tried to make these differences disappear in the interpretation process and find the exact words in the target language, so exotic cultural can represented in the target language.

Toward Culture： Some Basic Elements of Culture-based Instruction in China＇s High Schools

This paper first summarizes that traditional EFL teaching considers target language isolatedly beyond its culture. It, therefore, stresses the interdependence of language and culture. It analyzes the existing problems and their predominant causes in basic EFL teaching, and discusses the possible solutions to be taken to solve such problems. It suggests that there is culture-based instruction for high achievement in classroom acquisition of the target culture. It deems undoubtedly that the systematic permeation of cross-cultural communication aiming at developing cross-cultural awareness is one of the most effective steps toward cultural appropriateness in authentic communication.

Relative pronoun in the acquisition of English relative clauses by Chinese EFL learners

The paper focuses on the properties of relative pronouns in the acquisition of relative clause by Chinese EFL learners. Based on the NPAH （noun phrase accessibility hierarchy）, comparison and contrast of some aspects of English and Chinese relative pronoun, the paper conducts two experiments, and has proved the hypotheses that students＇ performance generally follows the hierarchy of NPAH and students do have problems with relative pronoun involving prepositions. Besides, some pedagogical implications for foreign language teaching are discussed.

World Englishes and English language teaching

English, as a language of wide communication, is an international language in both a global and local sense. Its global spread and evolution have been topics of heated discussion. This paper reviews briefly the history and relevant literature of the globalization of English, and explores its implications in English language teaching, especially in the Chinese context.

Review of China Mobile English Learning： Achievements and Shortcomings -Based on statistical analysis of literature for 10 years （2004-2014） in CNKI （China National Knowledge Infrastructure）

The CNKI includes 153 pieces of paper for 10-year period of 2004-2014 about mobile English learning. We conducted a statistical analysis of 10 years of research among mobile English learning achievements and shortcomings and summarized in order to provide advice and reference for study in the future.

English professional football players concussion knowledge and attitude

Background： Concussions are a common pathology in football and multiple misconceptions exist amongst the players and managers. To address these misconceptions, and potentially reduce concussion associated sequela, effective educational interventions need to be developed. However, the current knowledge and attitude status must be ascertained to appropriately develop these interventions. The purpose of this study was to assess the concussion knowledge and attitude of English professional footballers. Methods： Twenty-six participants from one English Football League Championship club completed the study. A mixed methods approach included the Rosenbaum Concussion Knowledge and Attitudes Survey （RoCKAS） and a semi-structured interview. The RoCKAS contains separate knowledge （055） and attitude （15-75） scores and was followed by a semi-structured interview consisting of concussion knowledge, attitude, and behavior related questions. Results： The mean score on the RoCK.AS knowledge was 16.4± 2.9 （range 11-22） and the attitude score was 59.6 ± 8.5 （range 41-71）. The interview responses identified inconsistencies between the RoCKAS and the intended behaviors, endorsing multiple concussion misconceptions, and revealed barriers to concussion reporting. Conclusion： The results of this study suggest that Championship Level English footballers have moderate concussion knowledge, safe attitudes, and good concussion symptom recognition when assessed with pen and paper questionnaires. However, within the semi-structured interview many respondents reported unsafe concussion behaviors despite accurately identifying the potential risks. Further, multiple barriers to concussion reporting were identified which included perceived severity of the injury, game situations, and the substitution rule. These findings can help form the foundation of educational interventions to potentially improve concussion reporting behaviors amongst professional footballers.

A Study of Fossilization among Chinese Students in English Writing

This thesis investigates the causes of fossilization in English writing among two groups of English majors as well as the measures to deal with it. The experiment was conducted among 62 English majors from National University of Defense Technology, and both their questionnaires and written texts were collected as the source of data analyzed. With data collected from questionnaires and written texts, the study aimed to explore （a） the causal factors leading to fossilization in writing, （b） the strategies to deal with students＇ fossilization. Relevant information was elicited from the questionnaire, written texts. Quantitative data were treated with SPSS for descriptive analysis and correlation analysis. The results indicated that both external and internal factors can lead to fossilization in English writing. The external factors include input, instruction and environment in the learning, and the internal factors incorporate students＇ interest, learning strategy, motivation with their systematic knowledge. Based on the results of the experiment, the author attempts to discuss measures to deal with fossilization.