As one of the most important features of natural language, the ambiguity of the language has aroused widespread attention in the early Western scholars. Today, the growing number of experts, scholars have committed sy...As one of the most important features of natural language, the ambiguity of the language has aroused widespread attention in the early Western scholars. Today, the growing number of experts, scholars have committed systematic exploration and research of vague language, and thus producing the fuzzy edge between discipline and linguistics —— Fuzzy Linguistics. Looking at the current fuzzy linguistics research, we can broadly divide it from the research point of view, into semantic ambiguity, pragmatic vagueness, syntactic blur, discourse vague and other directions. Undoubtedly, these types of studies approach from different angles can inevitably produces a cross, which is based on the analysis of the vague language to explore pragmatic functions as this paper.展开更多
This study investigates how Chinese logogriphs are comprehended by learners of Chinese as a foreign language(CFL)with different Chinese proficiencies and cultural backgrounds.Eighty-eight CFL learners from four cultur...This study investigates how Chinese logogriphs are comprehended by learners of Chinese as a foreign language(CFL)with different Chinese proficiencies and cultural backgrounds.Eighty-eight CFL learners from four cultures(South Koreans,Southeast Asians,Western Caucasians and Arabs)were divided into two Chinese proficiency groups according to their HSK scores,and 15 L1 Chinese speakers also took part in the experiment as a control group.The participants were asked to write down how they interpreted Chinese logogriphs in questionnaires.An ANOVA analysis was conducted to examine the effects of Chinese proficiency and cultural background on logogriph comprehension.The results indicate that the accuracy of logogriph comprehension and the frequency of adopting logogriph-solving strategies positively correlated with the learners’Chinese proficiency,and that those with higher proficiency used more linguistic and cultural knowledge of the target language.As for cultural influence,Western Caucasians tended to think more visually than the other three cultural groups,and South Koreans and Southeast Asians were better at activating Chinese semantic knowledge.The closer the CFL learners’culture is to Chinese culture,the more similar strategies they adopted to those of L1 Chinese participants.Moreover,the participants’Chinese proficiency and cultural background show an interactive effect on their logogriph comprehension,with the former factor having a greater influence than the latter in this process.展开更多
In the process of learning a language, the language communication from the perspective of applied linguistics cannot exist without certain cultural tendency. Practice proves that an appropriate introduction of the bac...In the process of learning a language, the language communication from the perspective of applied linguistics cannot exist without certain cultural tendency. Practice proves that an appropriate introduction of the background culture having a certain relationship with language environment can enrich the knowledge structure of students, and effectively remove the obstacles in the process of English language communication, so that the cognitive ability is improved. In this paper, applied linguistics as well as the concept of cultural introduction teaching theory is briefly elaborated, and the necessities of cultural introduction teaching and the signiflcances of English cultural introduction teaching are analyzed, and also some rules necessary to follow in the introduction teaching of English culture are introduced, and then the implementation strategies are discussed, so as to provide a reference for a large number of educational workers.展开更多
In a case study investigating Chinese EFL university majors＇ perceptions of a portfolio-based writing assessment （PBWA） project, English majors were sampled to find out whether the portfolio method made them more i...In a case study investigating Chinese EFL university majors＇ perceptions of a portfolio-based writing assessment （PBWA） project, English majors were sampled to find out whether the portfolio method made them more interested in writing and/or improved their writing process and writing strategies. Four sophomores were chosen from among an experimental group at a local university in China. Analysis of data from student journals, interviews and reflective essays showed that taking part in portfolio writing empowered them to take charge of their own learning and motivated them to write better. The students welcomed PBWA as a fairer assessment tool than timed, one-shot essay tests. They held more interest in English writing, improved their writing strategies and shifted their attention from products of writing to process of writing and, thus, preferred scores from PBWA as a more satisfactory indicator of their writing ability.展开更多
文摘As one of the most important features of natural language, the ambiguity of the language has aroused widespread attention in the early Western scholars. Today, the growing number of experts, scholars have committed systematic exploration and research of vague language, and thus producing the fuzzy edge between discipline and linguistics —— Fuzzy Linguistics. Looking at the current fuzzy linguistics research, we can broadly divide it from the research point of view, into semantic ambiguity, pragmatic vagueness, syntactic blur, discourse vague and other directions. Undoubtedly, these types of studies approach from different angles can inevitably produces a cross, which is based on the analysis of the vague language to explore pragmatic functions as this paper.
文摘This study investigates how Chinese logogriphs are comprehended by learners of Chinese as a foreign language(CFL)with different Chinese proficiencies and cultural backgrounds.Eighty-eight CFL learners from four cultures(South Koreans,Southeast Asians,Western Caucasians and Arabs)were divided into two Chinese proficiency groups according to their HSK scores,and 15 L1 Chinese speakers also took part in the experiment as a control group.The participants were asked to write down how they interpreted Chinese logogriphs in questionnaires.An ANOVA analysis was conducted to examine the effects of Chinese proficiency and cultural background on logogriph comprehension.The results indicate that the accuracy of logogriph comprehension and the frequency of adopting logogriph-solving strategies positively correlated with the learners’Chinese proficiency,and that those with higher proficiency used more linguistic and cultural knowledge of the target language.As for cultural influence,Western Caucasians tended to think more visually than the other three cultural groups,and South Koreans and Southeast Asians were better at activating Chinese semantic knowledge.The closer the CFL learners’culture is to Chinese culture,the more similar strategies they adopted to those of L1 Chinese participants.Moreover,the participants’Chinese proficiency and cultural background show an interactive effect on their logogriph comprehension,with the former factor having a greater influence than the latter in this process.
文摘In the process of learning a language, the language communication from the perspective of applied linguistics cannot exist without certain cultural tendency. Practice proves that an appropriate introduction of the background culture having a certain relationship with language environment can enrich the knowledge structure of students, and effectively remove the obstacles in the process of English language communication, so that the cognitive ability is improved. In this paper, applied linguistics as well as the concept of cultural introduction teaching theory is briefly elaborated, and the necessities of cultural introduction teaching and the signiflcances of English cultural introduction teaching are analyzed, and also some rules necessary to follow in the introduction teaching of English culture are introduced, and then the implementation strategies are discussed, so as to provide a reference for a large number of educational workers.
基金part achievements of the project "Reform of Reading-to-writing courses of English Major" supported by Guangdong Province Higher Educational Reform Essential Project(2013)the education reform project of Southern Medical University
文摘In a case study investigating Chinese EFL university majors＇ perceptions of a portfolio-based writing assessment （PBWA） project, English majors were sampled to find out whether the portfolio method made them more interested in writing and/or improved their writing process and writing strategies. Four sophomores were chosen from among an experimental group at a local university in China. Analysis of data from student journals, interviews and reflective essays showed that taking part in portfolio writing empowered them to take charge of their own learning and motivated them to write better. The students welcomed PBWA as a fairer assessment tool than timed, one-shot essay tests. They held more interest in English writing, improved their writing strategies and shifted their attention from products of writing to process of writing and, thus, preferred scores from PBWA as a more satisfactory indicator of their writing ability.
