Vocabulary has a direct impact on people＇s communication competence. A good mastery of an English word covers its pronunciation, spelling, part of speech, meaning and application. This article will focus only on fact...Vocabulary has a direct impact on people＇s communication competence. A good mastery of an English word covers its pronunciation, spelling, part of speech, meaning and application. This article will focus only on factors affecting the retention and application of a word from the perspective of semantic disparities, different defining angles in English and Chinese, emotional coloring and styles, morphological changes, and collocation. The author hopes that this article will be able to provide some insights into vocabulary teaching.展开更多
This thesis investigates the causes of fossilization in English writing among two groups of English majors as well as the measures to deal with it. The experiment was conducted among 62 English majors from National Un...This thesis investigates the causes of fossilization in English writing among two groups of English majors as well as the measures to deal with it. The experiment was conducted among 62 English majors from National University of Defense Technology, and both their questionnaires and written texts were collected as the source of data analyzed. With data collected from questionnaires and written texts, the study aimed to explore （a） the causal factors leading to fossilization in writing, （b） the strategies to deal with students＇ fossilization. Relevant information was elicited from the questionnaire, written texts. Quantitative data were treated with SPSS for descriptive analysis and correlation analysis. The results indicated that both external and internal factors can lead to fossilization in English writing. The external factors include input, instruction and environment in the learning, and the internal factors incorporate students＇ interest, learning strategy, motivation with their systematic knowledge. Based on the results of the experiment, the author attempts to discuss measures to deal with fossilization.展开更多
Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain.The present study examined the brain response to motor compatibility effect in comprehending action-relate...Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain.The present study examined the brain response to motor compatibility effect in comprehending action-related linguistic materials for participants learning Chinese as a second language(L2).In this study,participants are required to read action-related sentences describing an agent performing two manual actions simultaneously or sequentially by manipulating temporal conjunctions.The sentences with simultaneous actions are marked by Chinese parallel structure一边……一边……(“while”)showing non-congruent motor condition while the sequential action sentences are marked by先……然后……(“after”)showing congruent motor condition.Event-Related Potentials(ERPs)were recorded with the second verb phrase.A larger fronto-central late positivity was observed for the sentences with simultaneous actions rather than the sentences with sequential actions due to body constraints,revealing that late L2 Chinese learners integrate embodied knowledge while processing action-related complex sentence despite demanding more cognitive resources,and longer processing time.展开更多
文摘Vocabulary has a direct impact on people＇s communication competence. A good mastery of an English word covers its pronunciation, spelling, part of speech, meaning and application. This article will focus only on factors affecting the retention and application of a word from the perspective of semantic disparities, different defining angles in English and Chinese, emotional coloring and styles, morphological changes, and collocation. The author hopes that this article will be able to provide some insights into vocabulary teaching.
文摘This thesis investigates the causes of fossilization in English writing among two groups of English majors as well as the measures to deal with it. The experiment was conducted among 62 English majors from National University of Defense Technology, and both their questionnaires and written texts were collected as the source of data analyzed. With data collected from questionnaires and written texts, the study aimed to explore （a） the causal factors leading to fossilization in writing, （b） the strategies to deal with students＇ fossilization. Relevant information was elicited from the questionnaire, written texts. Quantitative data were treated with SPSS for descriptive analysis and correlation analysis. The results indicated that both external and internal factors can lead to fossilization in English writing. The external factors include input, instruction and environment in the learning, and the internal factors incorporate students＇ interest, learning strategy, motivation with their systematic knowledge. Based on the results of the experiment, the author attempts to discuss measures to deal with fossilization.
文摘Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain.The present study examined the brain response to motor compatibility effect in comprehending action-related linguistic materials for participants learning Chinese as a second language(L2).In this study,participants are required to read action-related sentences describing an agent performing two manual actions simultaneously or sequentially by manipulating temporal conjunctions.The sentences with simultaneous actions are marked by Chinese parallel structure一边……一边……(“while”)showing non-congruent motor condition while the sequential action sentences are marked by先……然后……(“after”)showing congruent motor condition.Event-Related Potentials(ERPs)were recorded with the second verb phrase.A larger fronto-central late positivity was observed for the sentences with simultaneous actions rather than the sentences with sequential actions due to body constraints,revealing that late L2 Chinese learners integrate embodied knowledge while processing action-related complex sentence despite demanding more cognitive resources,and longer processing time.
