从跨文化的角度对英汉“人生是一场表演(Life is a show)”概念隐喻的共性和差异性进行了对比分析,并对其原因进行阐释。研究发现,英汉“人生是一场表演”隐喻在一般层级上具有共性;但在特殊层级,英汉“人生是一场表演”隐喻存在跨文化...从跨文化的角度对英汉“人生是一场表演(Life is a show)”概念隐喻的共性和差异性进行了对比分析,并对其原因进行阐释。研究发现,英汉“人生是一场表演”隐喻在一般层级上具有共性;但在特殊层级,英汉“人生是一场表演”隐喻存在跨文化差异。文化语境、原型与框架差异是造成差异性的主要因素。文章最后总结了概念隐喻对比研究对外语教学的重要意义。展开更多
The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL learners at pre-intermediate level. More specifically, the researcher sought to probe the strategies most suitable to these...The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL learners at pre-intermediate level. More specifically, the researcher sought to probe the strategies most suitable to these students by motivating them to scrutinize each other’s writings and develop their own perceptions of the advantages of becoming more critical of their writing. By addressing these aims and objectives, the researcher hoped to discover the advantages and effects of peer feedback in improving the writing skills of these students. A mixture of both quantitative and qualitative methods was considered appropriate to meet the needs of research. A questionnaire on attitudes and writing tests were used to collect primary data for the study in order to gain information about the needs of the students and the suitable strategies required for peer reading, examining, and giving feedback. Semi-structured interviews were also conducted to examine the students’ perceptions of peer feedback. Results of this study revealed that the peer feedback process helped learners in improving their writing performance as a result of which the students had a positive attitude towards using peer feedback in EFL classrooms. Based on the findings, implications for foreign language （FL） writing classes and suggestions for future studies are presented.展开更多
文摘从跨文化的角度对英汉“人生是一场表演(Life is a show)”概念隐喻的共性和差异性进行了对比分析,并对其原因进行阐释。研究发现,英汉“人生是一场表演”隐喻在一般层级上具有共性;但在特殊层级,英汉“人生是一场表演”隐喻存在跨文化差异。文化语境、原型与框架差异是造成差异性的主要因素。文章最后总结了概念隐喻对比研究对外语教学的重要意义。
文摘The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL learners at pre-intermediate level. More specifically, the researcher sought to probe the strategies most suitable to these students by motivating them to scrutinize each other’s writings and develop their own perceptions of the advantages of becoming more critical of their writing. By addressing these aims and objectives, the researcher hoped to discover the advantages and effects of peer feedback in improving the writing skills of these students. A mixture of both quantitative and qualitative methods was considered appropriate to meet the needs of research. A questionnaire on attitudes and writing tests were used to collect primary data for the study in order to gain information about the needs of the students and the suitable strategies required for peer reading, examining, and giving feedback. Semi-structured interviews were also conducted to examine the students’ perceptions of peer feedback. Results of this study revealed that the peer feedback process helped learners in improving their writing performance as a result of which the students had a positive attitude towards using peer feedback in EFL classrooms. Based on the findings, implications for foreign language （FL） writing classes and suggestions for future studies are presented.
