There are three probabilities to claim that Mandarin Chinese has multiple Determiner Phrase （DP） structures： （1） Simpson （2001） takes “de” in nominal phrase as the head of the structure： “Zhangsan de shu” ...There are three probabilities to claim that Mandarin Chinese has multiple Determiner Phrase （DP） structures： （1） Simpson （2001） takes “de” in nominal phrase as the head of the structure： “Zhangsan de shu” is a DP and “de” is the head D. In this theory, when “de” and demonstratives like “this/that” appear in the same structure, there is going to be a multiple DP structure. （2） Huang, Li ＆ Li （2008） take both pronouns and demonstratives as the heads of the appositive structures like “tamen zhe sange haizi”. In this opinion, Mandarin Chinese has Split-D structures like Italian, Hungarian and Greek. （3） It seems that a Mandarin DP could have double heads D when two determiners both appear in the same structure. In “renhe zhe lei wenti”, the determiners “renhe” and “zhe” both appear. The structure is going to be analyzed as a multiple DP or a Split-D structure. However, the paper proves that Mandarin Chinese has no multiple DP structures, not like Italian, Hungarian or Greek.展开更多
This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The ...This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The reason the author believes dual language programs could benefit all is due to the fact that if done properly, it should promote bilingualism, respect, and equity for all students in the school. Dual language programs are relatively new in the United States. These programs aim to create bilingual, bicultural students without sacrificing these students＇ success in school or beyond. The goals of dual language are to provide high-quality instruction for language-minority students and to provide instruction in a second language for English-speaking students. Schools teach children through content, with teachers adapting their instruction to ensure children＇s comprehension and using content lessons to convey vocabulary and language structure. Striving for a balance of half language minority students and half English speaking students in each classroom, dual language programs also aim to teach cross-cultural awareness. Programs vary in terms of the amount of time they devote to each language, which grade levels they serve, how much structure they impose for the division of language and curriculum, and what populations they serve.展开更多
This paper is a quantitative analysis of the role of awareness in English prepositional structure learning in relation to Schmidt's noticing hypothesis about processing the target language form. The purpose is to ...This paper is a quantitative analysis of the role of awareness in English prepositional structure learning in relation to Schmidt's noticing hypothesis about processing the target language form. The purpose is to identify the long-perplexing problem that Chinese students are reluctant to produce English prepositional structure in their writing. The research is a controlled experiment in a translation-based setting which provides empirical support for the claim that the level of awareness plays a crucial role in the learners' intake and written production the target form. The implication is that a more explicit pedagogical approach may be necessary.展开更多
文摘There are three probabilities to claim that Mandarin Chinese has multiple Determiner Phrase （DP） structures： （1） Simpson （2001） takes “de” in nominal phrase as the head of the structure： “Zhangsan de shu” is a DP and “de” is the head D. In this theory, when “de” and demonstratives like “this/that” appear in the same structure, there is going to be a multiple DP structure. （2） Huang, Li ＆ Li （2008） take both pronouns and demonstratives as the heads of the appositive structures like “tamen zhe sange haizi”. In this opinion, Mandarin Chinese has Split-D structures like Italian, Hungarian and Greek. （3） It seems that a Mandarin DP could have double heads D when two determiners both appear in the same structure. In “renhe zhe lei wenti”, the determiners “renhe” and “zhe” both appear. The structure is going to be analyzed as a multiple DP or a Split-D structure. However, the paper proves that Mandarin Chinese has no multiple DP structures, not like Italian, Hungarian or Greek.
文摘This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The reason the author believes dual language programs could benefit all is due to the fact that if done properly, it should promote bilingualism, respect, and equity for all students in the school. Dual language programs are relatively new in the United States. These programs aim to create bilingual, bicultural students without sacrificing these students＇ success in school or beyond. The goals of dual language are to provide high-quality instruction for language-minority students and to provide instruction in a second language for English-speaking students. Schools teach children through content, with teachers adapting their instruction to ensure children＇s comprehension and using content lessons to convey vocabulary and language structure. Striving for a balance of half language minority students and half English speaking students in each classroom, dual language programs also aim to teach cross-cultural awareness. Programs vary in terms of the amount of time they devote to each language, which grade levels they serve, how much structure they impose for the division of language and curriculum, and what populations they serve.
文摘This paper is a quantitative analysis of the role of awareness in English prepositional structure learning in relation to Schmidt's noticing hypothesis about processing the target language form. The purpose is to identify the long-perplexing problem that Chinese students are reluctant to produce English prepositional structure in their writing. The research is a controlled experiment in a translation-based setting which provides empirical support for the claim that the level of awareness plays a crucial role in the learners' intake and written production the target form. The implication is that a more explicit pedagogical approach may be necessary.
