《通俗文》性质略论

《通俗文》是东汉末服虔所撰中国古代第一部俗语词辞书,在小学史与辞书史上具有重要地位与价值然而由于这部书早已亡佚,有关研究一直不够深入,对此书性质的认识还存在一些分歧文章通过将《通俗文》的佚文与《说文》《方言》《玉篇》《正续一切经音义》《现代汉语词典》《汉语大词典》等古今辞书进行比较, 发现这部书所收语词不是方言, 而是民族共同语(通语)?不是专门收新字新词或冷僻俗字,而是东汉末正在使用的常用字词,其中有源自古汉语者,有源自方言者,当然更有大量的新字新词?因此认为《通俗文》的性质与《现代汉语词典》相类似。

Geospatial Semantic Interoperability Based on Ontology

In GIS field, great varieties of information from different domains are involved in order to solve actual problems. But usually spatial information is stored in diverse spatial databases, manipulated by different GIS platforms. Semantic heterogeneity is caused due to the distinctions of conception explanations among various GIS implements. It will result in the information obtaining and understanding gaps for spatial data sharing and usage. An ontology-based model for spatial information semantic interoperability is put forward after the comprehensive review of progress in ontology theory, methodology and application research in GIS domain.

Incommensurability in Second Language Acquisition Approaches

Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative research methods. Other researchers regard the social context of activity as an essential characteristic of learning and teaching. These groups of researchers make use of qualitative research methods like case study, grounded theory, narrative inquiry, and ethnography. There are many other routes that SLA researchers have taken, but the two just mentioned are perhaps the most predominant ones and the ones that are most easily contrasted. The present paper explores the disparity between the different research paths from the perspective of philosophy of science echoing the notion of incommensurability. In this paper the author argues that the differences between different SLA perspectives are not only commensurable but wholesome for the development of SLA.

Work-related Stress for Female English Teachers： School of Foreign Languages （SFL）, Xi＇an Jiaotong University （XJTU）

This paper focuses on the female English teachers＇ work-related stress in the School of Foreign Languages, Xi＇an Jiaotong University. A survey produced some results that are worth studying. The teachers in this special group are keeping their heavy-burdened teaching job by finding ways to escape their work-related stress and at the same time trying to save face. Answers to the questionnaire have proved that Chinese cultural characteristics have been deeply rooted in the SFL teaching staff even though they have accepted and learned western culture over a period of many years.

Computer-based Test of Spoken English Translation Accuracy Evaluation System with Wireless Mobile Terminal

In order to improve the accuracy of spoken English translation evaluation and artificial intelligence, the design of wireless mobile terminal lest of spoken English translation accuracy evaluation system is researched. The system uses four layer construction design as wireless information collection layer, the mobile terminal information fusion layer, network data transmission layer, human computer interactive application layer. The original collection of computer-based spoken English translation information is taken based on host computer communication sensing information processing technology, Bus data transmission of English translation accuracy evaluation system is taken based on B/S structure, the test design process and remote scheduling information fusion are constructed based on LabWindows/CVl and B/S structure mining system, information data processing and cross compiler operation of the spoken English translation test evaluation system are completed in application layer, in the embedded kernel and on the wireless mobile terminal, the evaluation system is developed. The test results show that the integrated scheduling ability of spoken English translation test information system designed in this paper is better than traditional method, the cost time is less, and the control quality of the system is high.

A COMPARATIVE STUDY OF BUSINESS ENGLISH MAJORS' GENERAL ENGLISH AND BUSINESS ENGLISH VOCABULARY LEARNING STRATEGIES

This thesis is based on O'Malley and Chamot's classification of L2 vocabulary learning strategies and other scholars' studies. Through a questionnaire, vocabulary tests, and interviews with business English learners, the author conducted an investigation into various kinds of vocabulary learning strategies employed by Business English majors in General English and Business English study. The subjects participating in this investigation are 95 third year Business English majors from our college. Detailed analyses of both the quantitative and qualitative data have yielded the findings: 1) The frequency of some General English learning strategies and Business English learning strategies employed by Business English majors coincides, but the difference between General English learning strategies and Business English learning strategies employed by the subjects is apparent. More English learning strategies are obviously used in General English learning than in Business English learning. 2) There is a certain correlation between vocabulary learning strategies and vocabulary size of General English and Business English, and capable Business English learners tend to positively transfer English learning strategies employed in General English learning into Business English learning. Based on analyses and results, the thesis suggests that Business English learners should be specially trained for English learning strategies. Specialized courses offered should be designed to help students without any professional knowledge organize mental schema associated with specific vocabularies, and to help specialized vocabularies enlarge rapidly. Business English learners can positively transfer General English learning strategies into Business English learning, and thereby smoothly transform General English learning into Business English learning.

English as a Lingua Franca: A New Approach for English Language Teaching in China?

Research on English as a lingua franca(ELF)has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF.This article provides an overview of current research on teaching English as a lingua franca.It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching.Concrete proposals of how to incorporate ELF-informed teaching into English language teaching(ELT)classrooms are presented.Then controversies in the debate are summarized.They are:A lack of ELF-informed textbooks;a lack of ELF-informed assessment;and a lack of qualified teachers.It then reviews recent publications dealing with these controversies.This is followed by a discussion about the research on ELF-informed teaching in the Chinese context.This article argues that research on the practicality of ELF-informed teaching should start with prospective English users,such as students in China’s Business English Program.It concludes with some suggestions for future research and practice on ELF-informed teaching in China.

"Nativeness" and Intelligibility:Impacts of Intercultural Experience Through English as a Lingua Franca on Chinese Speakers' Language Attitudes

This paper investigates the impacts of intercultural experience through English as a lingua franca （ELF） on language attitudes, with the focus on Chinese speakers＇ narratives of ELF experience in relation to their views of Englishes. The data retrieved through 769 questionnaires and 35 interviews with Chinese users of English revealed the impacts in four aspects. First, the lack of ELF experience helps to maintain the assumption that conformity to native English is necessary for interactants to understand each other. Second, ELF experience triggers the question about the exclusive connection between nativeness and intelligibility. Third, it raises challenges to the exclusive relevance of native English for successful intercultural communication. Fourth, it helps to develop an awareness of intercultural communication strategies as important for communicative effectiveness in the context of the diversity of English. Attitudes revealed in the four aspects all point to a concern with the issue what is intelligible English. This paper thus discusses intelligibility in relation to （non-） nativeness and the role of intercultural experience in making sense of the issue of intelligibility, which leads to the exploration of pedagogical implications of this study.

Intelligibility and Segmental Phoneme Repair Strategies in English-as-a-Lingua-Franca Interactions among Chinese and Japanese Speakers of English

This is a qualitative study of the types of segmental repair that maintain mutual intelligibility in English-as-a-Lingua-Franca interactions among Chinese and Japanese speakers of English （Jenkins, 2000; Matsumoto 2011; O＇Neal 2015a, 2015b, 2015c, 2015d, 2016, in press）. Repair refers to a set of practices through which conversation participants stop the ongoing action to attend to actual or potential problems 1：o the maintenance of mutual intelligibility （Schegloff, 2007; N^meth, 2012）. Although anything can potentially be a problem to the maintenance of mutual intelligibility, this study focuses only on instances of the repair of segmental phonemes so that the pronunciation remains mutually intelligible. Using conversation analytic methodology to examine a corpus of repair sequences concerning pronunciation among Chinese and Japanese students at a Japanese university, this study claims that three segmental repair strategies are used in the interactions to maintain mutually intelligible pronunciation： segmental phoneme modification, segmental phoneme insertion, and segmental phoneme deletion.