In the teaching of Chinese-English（C-E） translation, the cultivation of students＇ awareness of context is very important. As far as word-rendering in C-E translation is concerned, contextual analysis can help stude...In the teaching of Chinese-English（C-E） translation, the cultivation of students＇ awareness of context is very important. As far as word-rendering in C-E translation is concerned, contextual analysis can help student solve such problems as the precise comprehension of the SL（source language） words, the translation of vague words and polysemous words, the conveyance of implicature and non-correspondence of word meaning.展开更多
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
Competence and performance is an important pair of concepts in linguistics. Ever since their originality, they have aroused sufficient attention of the linguists. Many linguists have contributed a lot in their attempt...Competence and performance is an important pair of concepts in linguistics. Ever since their originality, they have aroused sufficient attention of the linguists. Many linguists have contributed a lot in their attempt to illustrate the concepts and clarification of them. A proper understanding of them can help the readers to gain more insight into the linguistics. What the linguist, Chomsky, originally meant by using competence and performance is somewhat different from what the current linguists mean by using them. The distance and distinction between competence and performance meant by Chomsky is also different from that meant by current linguists. That＇s to say there is some development of competence and performance since they were put forward. The shift is a gradual one, yet a very significant one. It reflects the linguists＇ effort to try to describe and categorize language learners＇ ability and their attempt to make use of them and measure them. This process actually narrows the distance and gap not only between theory and practice, but also between competence and performance. And at the same time, it reflects the linguists＇ frustration and confusion caused by the abstraction and complexity of them. By consulting the literature, the paper tries to follow their development step by step. The paper also points out some assumptions used by linguists when applying competence and performance. At the end of paper, it points out some implications to language teaching, which is important to language teachers and learners.展开更多
In consideration of the confused debates about the value of nominalization, this paper tries to explore the original generation of nominalization and analyze its use in poetry. This paper attempts to explore the gener...In consideration of the confused debates about the value of nominalization, this paper tries to explore the original generation of nominalization and analyze its use in poetry. This paper attempts to explore the generation of nominalization from a comprehensive point of view, to distinguish between ＂primary nominalization＂ and ＂ideological nominalization＂, to trace the root of primary nominalization, and to analyze the use of primary nominalization in poetry. Based on these analyses, this paper points out that primary nominalization in poetry is more consonant with the Green grammar, with the undivided, holistic ecological worldview and has ecological significance. However, the ideological nominalization in some other nonliterary formal style is an obstacle to the solution to environment problem, and so we should understand the function of nominalization with its contexts and pay more attention to poetic language.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
This study investigates the effects of exposure frequency and contextual richness in reading on the acquisition of different aspects of vocabulary knowledge. An intact class of 35 second- year English majors read an a...This study investigates the effects of exposure frequency and contextual richness in reading on the acquisition of different aspects of vocabulary knowledge. An intact class of 35 second- year English majors read an adapted story, with the target pseudo words highlighted, and then took ten carefully sequenced vocabulary tests. The test scores were subjected to multiple regression analyses. Follow-up semi-structured interviews were also conducted. The findings show that （a） frequency and contextual richness were closely related to vocabulary knowledge of spelling, grammar and syntax, with frequency playing a more influential role than contextual richness; （b） contextual richness contributed exclusively to gains in meaning and paradigmatic association, while frequency did not exert much influence in this regard; （c） knowledge of spelling and grammar was probably implicitly acquired, whereas word meaning gains required both explicit attention and conscious processing.展开更多
This study investigates the role of morphological awareness in ESL vocabulary acquisition. Participants were 198 Chinese college students enrolled in a joint program which required them to study in China for the first...This study investigates the role of morphological awareness in ESL vocabulary acquisition. Participants were 198 Chinese college students enrolled in a joint program which required them to study in China for the first two years and then study in the U.K. to complete their degrees. They completed a total of four paper-and-pencil tests： morpheme discrimination, morpheme recognition, vocabulary size test （VST） and word associates test （WAT）. We drew upon path analysis to explore the interconnected relationships among multiple explanatory variables （facets of morphological awareness） and outcome variables （facets of vocabulary knowledge）. The results demonstrated that English derivational awareness was strongly predictive of both ESL vocabulary breadth and ESL vocabulary depth, and that preexisting ESL vocabulary breadth could enhance the relation between derivational awareness and ESL vocabulary depth. To summarize, these results indicate that an improved English derivational awareness not only helps to expand ESL vocabulary size but can also consolidate learners＇ deep understanding of word properties, which will in turn assist them to establish connections with other associative words and phrases.展开更多
文摘In the teaching of Chinese-English（C-E） translation, the cultivation of students＇ awareness of context is very important. As far as word-rendering in C-E translation is concerned, contextual analysis can help student solve such problems as the precise comprehension of the SL（source language） words, the translation of vague words and polysemous words, the conveyance of implicature and non-correspondence of word meaning.
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Competence and performance is an important pair of concepts in linguistics. Ever since their originality, they have aroused sufficient attention of the linguists. Many linguists have contributed a lot in their attempt to illustrate the concepts and clarification of them. A proper understanding of them can help the readers to gain more insight into the linguistics. What the linguist, Chomsky, originally meant by using competence and performance is somewhat different from what the current linguists mean by using them. The distance and distinction between competence and performance meant by Chomsky is also different from that meant by current linguists. That＇s to say there is some development of competence and performance since they were put forward. The shift is a gradual one, yet a very significant one. It reflects the linguists＇ effort to try to describe and categorize language learners＇ ability and their attempt to make use of them and measure them. This process actually narrows the distance and gap not only between theory and practice, but also between competence and performance. And at the same time, it reflects the linguists＇ frustration and confusion caused by the abstraction and complexity of them. By consulting the literature, the paper tries to follow their development step by step. The paper also points out some assumptions used by linguists when applying competence and performance. At the end of paper, it points out some implications to language teaching, which is important to language teachers and learners.
文摘In consideration of the confused debates about the value of nominalization, this paper tries to explore the original generation of nominalization and analyze its use in poetry. This paper attempts to explore the generation of nominalization from a comprehensive point of view, to distinguish between ＂primary nominalization＂ and ＂ideological nominalization＂, to trace the root of primary nominalization, and to analyze the use of primary nominalization in poetry. Based on these analyses, this paper points out that primary nominalization in poetry is more consonant with the Green grammar, with the undivided, holistic ecological worldview and has ecological significance. However, the ideological nominalization in some other nonliterary formal style is an obstacle to the solution to environment problem, and so we should understand the function of nominalization with its contexts and pay more attention to poetic language.
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.
文摘This study investigates the effects of exposure frequency and contextual richness in reading on the acquisition of different aspects of vocabulary knowledge. An intact class of 35 second- year English majors read an adapted story, with the target pseudo words highlighted, and then took ten carefully sequenced vocabulary tests. The test scores were subjected to multiple regression analyses. Follow-up semi-structured interviews were also conducted. The findings show that （a） frequency and contextual richness were closely related to vocabulary knowledge of spelling, grammar and syntax, with frequency playing a more influential role than contextual richness; （b） contextual richness contributed exclusively to gains in meaning and paradigmatic association, while frequency did not exert much influence in this regard; （c） knowledge of spelling and grammar was probably implicitly acquired, whereas word meaning gains required both explicit attention and conscious processing.
文摘This study investigates the role of morphological awareness in ESL vocabulary acquisition. Participants were 198 Chinese college students enrolled in a joint program which required them to study in China for the first two years and then study in the U.K. to complete their degrees. They completed a total of four paper-and-pencil tests： morpheme discrimination, morpheme recognition, vocabulary size test （VST） and word associates test （WAT）. We drew upon path analysis to explore the interconnected relationships among multiple explanatory variables （facets of morphological awareness） and outcome variables （facets of vocabulary knowledge）. The results demonstrated that English derivational awareness was strongly predictive of both ESL vocabulary breadth and ESL vocabulary depth, and that preexisting ESL vocabulary breadth could enhance the relation between derivational awareness and ESL vocabulary depth. To summarize, these results indicate that an improved English derivational awareness not only helps to expand ESL vocabulary size but can also consolidate learners＇ deep understanding of word properties, which will in turn assist them to establish connections with other associative words and phrases.
