注重双向交流 提高学生的英语交际能力

通过双向式教学法的引进 ,把以教师为主的传统教学模式转变为以学生为中心的新模式 ,提高了学生的英语交际能力。

Progress and prospect of critical discourse analysis

The present paper reviews the theoretical framework and analytic methods of Critical Discourse Analysis （CDA） and then introduces the latest development of CDA from the perspectives of linguistic anthropology, cognitive linguistics and corpus linguistics. The prospect of CDA is accordingly advanced.

Corpora research of language transfer

The paper firstly reviews the developments of language transfer research. Utilizing the results supplied by CEM and AntConc, the present writer conducts analyses of the lexicai errors committed by the students in TEM-8 test and reveals the contributions to SLA and EFL language teaching that language transfer may make.

Language Style Reflected by Tourist English Hypertext

Corpus-based linguistic approach is one of the most used text studies. Nowadays, stylistic analysis has been adopted to shed new light on tourism English. The topic is to apply the language theory--the stylistic analysis to the tourist text analysis, to discover the style essence of Tourist English Hypertext. The stylistic features include graphological analysis of Tourist English Hypertext, lexical features in hypertext, syntactical analysis of Tourist English Hypertext. It summarizes online Tourist English Hypertext information with some typical samples, with the methods of examples and analysis. It aims to offer an in-depth insight into the stylistic features of online tourism English texts, helping people to grasp the key points of the online information when they are browsing the information on the Internet. So this paper both enlarges the application of the stylistic analysis and presents summary for online tourist information.

Authenticity and College Oral English Teaching

This paper aims to explore how to bring authenticity into oral English class. By discussing a number of conversational features which are prominent in every day interaction, but are lacking in the standard English material our students are learning every day, we suggest that everyday conversation is different from standard written English, so taking standard written English as a model in our oral English class is not feasible. We believe that applying CL （corpus linguistics） and CA （conversation analysis） into oral English classroom to design the learning material and classroom tasks is a good way to enhance the authenticity of language learning.

Discourse analysis： Analysis of cohesive devices in Russell＇s Views on Life

This paper is on the basis of the systemic functional grammar, which is established by British linguist M. A. K. Halliday. It mainly explores its ideas of cohesive devices and gives the analysis of the short essay Russell＇s Views on Life. By doing this, the author hopes her analysis of the cohesive devices can be helpful and meaningful both to a discourse from different perspectives and also to the language learning.

Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students

It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.

On Foreign Language Creation and Rootless Back Translation -A Case Study of Snow Flower and the Secret Fan

With Adaptation Theory as its theoretical basis, this research makes comparison between Lisa See＇s original version of Snow Flower and the Secret Fan and Xin Yuanjie＇s Chinese translation based on a self-compiled manual annotation English-Chinese bilingual corpus. It aims at exploring the choice of language and the choice of translation method in the foreign language creation and rootless back-translation of Snow Flower and the Secret Fan, discussing whether these choices adapt to the source language or the target language, and finding out the communicative effects they have achieved. The preliminary results show that： the choice of language and the choice of translation method in Foreign Language Creation mainly adapt to the target language to make easier for the target English readers to understand and partly adapt to the source language to keep local flavor; the choice of language and the choice of translation method in rootless back translation mainly adapt to the target language to make the translation authentic, accurate and smooth, and adaption to source language will lead to translationese. This research sheds new light on this special kind of writing and translation.

College English Teaching Materials in China： A Critical Review

Quality English language teaching （ELT） materials play a key role in achieving teaching objectives. This paper first provides a brief historical overview of the development of college English teaching materials in China. Then by investigating studies on college English teaching materials for non-English major students from different perspectives, suggestions are proposed to provide guidance for effective ELT materials writing and evaluation： （1） Language corpora, providing empirical data concerning language usage, have a distinctive advantage in ELT materials writing and evaluation; （2） principles for ESP materials writing are developed; and （3） a systematic approach combining qualitative analysis with quantitative analysis to materials evaluation is suggested to ensure the validity and reliability of materials evaluation

Hidden Markov Models for Automatic Speech Recognition

In this paper the authors look into the problem of Hidden Markov Models （HMM）： the evaluation, the decoding and the learning problem. The authors have explored an approach to increase the effectiveness of HMM in the speech recognition field. Although hidden Markov modeling has significantly improved the performance of current speech-recognition systems, the general problem of completely fluent speaker-independent speech recognition is still far from being solved. For example, there is no system which is capable of reliably recognizing unconstrained conversational speech. Also, there does not exist a good way to infer the language structure from a limited corpus of spoken sentences statistically. Therefore, the authors want to provide an overview of the theory of HMM, discuss the role of statistical methods, and point out a range of theoretical and practical issues that deserve attention and are necessary to understand so as to further advance research in the field of speech recognition.

The Relationship of Learning Strategies and Styles on Language Learning

This study investigates the relationship of learning strategies and styles on language learning and shows how different learning materials according to students＇ adoptions of them. And it especially focuses on analyzing and understanding how M.I. （Multiple Intelligences）, as a strategy, influence on language learning. For research method, this study adopts the observations of the classroom teachings and interviews with the students. As a result, the findings show that first, there are not enough clear explanation on relationship of strategies and styles, but overall, certain factors as verbal-linguistic and interpersonal intelligences help language learners improve their language ability. Second, the use of learning strategies has a positive effect on language learning. Third, the use of learning strategies can be trained and encouraged in language classrooms. Fourth, the appropriate learning materials should be selected according to learners＇ strategies and styles so that learning is more effective and successful. Finally, the implications of these findings are discussed.

Development of a Sourcebook Using Neuro-Linguistic Programming Technique in Teaching English as a Second Language

This paper is an analysis of a sourcebook using Neuro-Linguistic Programming technique. The main objective is to determine the effectiveness of the sourcebook in teaching English as a second language. Specifically, it aimed to know the visual materials, aural presentations, and semi-abstract thoughts that would encourage the learners to actively participate in classroom discussions; the methods to be adapted; and the steps involved in the preparation of the sourcebook. It was found that most student-respondents strongly react to pictures, to feelings and sensations, and to ideas. The sourcebook must be prepared in the form of a content-based instructional material. It must include drills that would give ample approaches to develop among the learners good sense of collaborative learning, integrative global language proficiency, and contextual communicative competence in meaningful situations. Moreover, the sourcebook must use both print and non-print teaching aids as supporting materials.

On the Practice of Pedagogic Corpus Linguistics With Secondary School Iranian English Language Learners

The gap between the theories of second language acquisition and their practice in materials development has been a controversial issue in the field of applied linguistics. Recently, the findings of corpus linguistics have narrowed the gap. However, their practice, especially in the realm of vocabulary acquisition, has encountered pedagogic problems in the classroom because the authentic nature of the words in corpus-based examples was beyond the level of learners＇ comprehension which paves the way for the practice of pedagogic corpus linguistics. Therefore, the purpose of this study was to practice pedagogic corpus linguistics, and mainly data-driven learning, with the first year secondary school English language learners in Iran in terms of their vocabulary acquisition. To do so, 28 students participated in the study. Examples from the British National Corpus for the main words of each unit of their course book, Prospect 1, were presented to them in a course of 16 sessions. Those which were beyond their understanding were eliminated and those comprehensible for them, the pedagogic ones, were selected based on their reports regarding the comprehensibility of each corpus-based example.

Culture： What to Teach and How to Teach It in an EFL Class

This paper discusses the question of the teaching of culture in an EFL （English as a Foreign Language） class. With the open door policy, an increasing number of people in China are learning English or some other language for various purposes. However, they often experience the frustration of failure in communication with foreigners which can sour relationships or business due to their ignorance of the target culture associated with the language they are learning or have learned. Therefore, teaching culture in foreign language classes and learning a second culture while learning a second language have become new slogans, or to be exact, new tasks in the field of English language teaching in China. But how to teach and what to teach remain problematic. The author holds that ＂central code＂ of a culture, i.e., people＇s way of life should be the focus in EFL teaching. Then choosing appropriate and authentic material containing aspects of culture is of great importance. Greater importance should be attached to mass media and multimedia materials and approaches. At the same time, attention should be paid to the cultural behaviour or belief of EFL teachers so as to make more effective teaching

Perspectives of Chunk Analyses

This paper reviews three main perspectives of chunk analyses： traditional phraseological, psycholinguistic, and corpus linguistic perspectives. Traditional phraseological perspective focuses on syntactic and semantic aspects of chunks and its most important criteria of chunk identifications and classifications are compositionality and frozenness/fixedness. Psycholinguistic perspective focuses on the psychological salience of chunks and its most important criterion of identifying a chunk is whether it is processed as a whole unit. Corpus linguistic perspective focuses on frequencies of chunks and its identification of chunks is done on the basis of frequency counts. All of the three perspectives have tapped into the phenomenon of multi-word combinations and yielded fruitful findings on the use of chunks in aspects of quantitative, syntactic, semantic, functional, and psychological features; however, each has their pros and cons

English Language Corpora as a Secondary ELT Resource for Indian Learners

The author proposes here for utilizing ELC （English Language Corpora） as a secondary resource for developing ELT （English Language Teaching） materials for teaching English to Indian learners. We argue for using ELC as one of the most authentic representative collections of modem English language from where we extract necessary linguistic data, information, and examples to develop basic as well as additional resources of ELT, such as, text books, reference materials, syllabuses, grammar books, dictionaries, and terminology databases, etc., for Indian learners. Keeping the requirements of individual learners in mind we propose to customize materials to make these maximally useful within the broader scheme of CALT （Computer Assisted Language Teaching）. In our view, ELT resources developed from ELC are more useful for Indian learners, because ELC represents diversified varieties of usage of modem English in real situations, which Indian learners need to assimilate to be at par with others across the globe. Also ELC-based ELT resources are more interesting and beneficial to Indian learners, if instructors carefully utilize these resources keeping in mind the requirements of learners. If Indian ELT learners want to compete in global frame, then utilization of ELC-based ELT resources is the most useful solution, which we can ignore at the cost of our own peril.

The Functional Approach： Material and Methods

From 1970 onwards, Halliday worked on the functional aspect of grammar. He mentioned the language as a form of ＂doing＂ rather than a form of ＂knowing＂. He believes that language is what it is because it has to serve certain function. In other words, social demands on language have helped to shape its structure. This theory distinguishes linguistic behavior potential from actual linguistic behavior. That means the speaker can do many things in certain language： making an invitation, expressing hope, inquiry, agreement, refuse and etc. Therefore EFL teaching is to develop the abilities to communicate with others, that is, listening, speaking, reading, writing and translating. This paper wants to discuss Halliday＇s theory about the functional approach and how to make good use of it to the language leaming and teaching.

The Applicability in Selection of American sitcoms as Materials for Teaching English listening and speaking

English Sitcoms are widely welcomed by teachers and students, but it has been debatable whether they are suitable for teaching material in English teaching. Though in these sitcoms spoken English with full-filled humor is the main feature, there is still a long distance between real and Actors＇ lines. Through English spoken feature, we take American popular long sitcom ＂Friends＂ and ＂Big Bang＂ as the example, combined the analysis of real spoken language in the sitcom in order to dig out the suitability when we need to select appropriate teaching material.

The study about how to improve the classroom control ability

Classroom teaching is a basic approach to complete the teaching mission, is also a key link to ensure the quality of teaching. The discretion of the teacher classroom control ability is the key to the success of classroom teaching. Ability to improve depends on teachers＇ language skills and demonstrate ability to improve, to delve into teaching material carefully to strengthen their own learning ability, to master a variety of teaching methods, pay attention to details of classroom teaching, teachers＇ teaching creativity into full play.

URI Online Judge： A New Interactive Learning Approach

The URI online judge is a new online tool created with the main purpose of making programming practice more dynamic, interesting and stimulating for those who have just entered into the art of programming. The URI online judge allows problem corrections in real time, interactivity between users, besides it allows flexibility in the choice of the programming language and it makes some supporting materials available. During the short time in which the tool has being used we have observed that it is a very good tool for self-study. As users of programming portals, the authors noticed some details that would be important to be implemented in a new tool, such as the separation of problems by categories. Another fundamental detail is the fact that this tool is available in two languages （Portuguese and English）. This might facilitate the learning process for beginners, both locally and globally.