The present study examines affective meaning of pronouns （in Russian） represented by the semantic differential. Of direct relevance to the present study is the theory of affective meaning propounded by Osgood. Two h...The present study examines affective meaning of pronouns （in Russian） represented by the semantic differential. Of direct relevance to the present study is the theory of affective meaning propounded by Osgood. Two hypotheses were tested. According to a ＂magnitude＂ hypothesis, affective dimensions （each of evaluation, potency, and activity taken separately） differ in their magnitude across pronouns I, My, Me, and They. A ＂structural＂ hypothesis stated that the affective dimensions yield latent factors across （the generality） and within （the concept-scale interaction） the pronoun concepts. Repeated-measures analysis of variance （1-way ANOVA） and confirmatory factor analysis were employed to process data. It was found that each of the evaluation and potency measures yield a significant magnitude change across the pronouns, but there was indicated no significant change across the pronouns with respect to the activity dimension. Therewith, the pronoun My gained a salient value and the pronoun They the smallest value. Using confirmatory factor analysis five models were tested. Among them one model was good fit to the data. It engaged a four-factor solution resulted in that four pronouns are latent affective distinct but related factors and the evaluation, potency, and activity are their indicators.展开更多
Transfer plays an important role for language learners in second language acquisition. In regards to tautology, there are many differences between Chinese and English. This paper surveys the transfer of tautology from...Transfer plays an important role for language learners in second language acquisition. In regards to tautology, there are many differences between Chinese and English. This paper surveys the transfer of tautology from Chinese to English among English learners at three levels. The statistical results show that transfer does exist and there are significant differences between the three levels of subjects. The author also presents suggestions for English teachers to help learners avoid transfer of tautology from Chinese to English in the process of language learning.展开更多
文摘The present study examines affective meaning of pronouns （in Russian） represented by the semantic differential. Of direct relevance to the present study is the theory of affective meaning propounded by Osgood. Two hypotheses were tested. According to a ＂magnitude＂ hypothesis, affective dimensions （each of evaluation, potency, and activity taken separately） differ in their magnitude across pronouns I, My, Me, and They. A ＂structural＂ hypothesis stated that the affective dimensions yield latent factors across （the generality） and within （the concept-scale interaction） the pronoun concepts. Repeated-measures analysis of variance （1-way ANOVA） and confirmatory factor analysis were employed to process data. It was found that each of the evaluation and potency measures yield a significant magnitude change across the pronouns, but there was indicated no significant change across the pronouns with respect to the activity dimension. Therewith, the pronoun My gained a salient value and the pronoun They the smallest value. Using confirmatory factor analysis five models were tested. Among them one model was good fit to the data. It engaged a four-factor solution resulted in that four pronouns are latent affective distinct but related factors and the evaluation, potency, and activity are their indicators.
文摘Transfer plays an important role for language learners in second language acquisition. In regards to tautology, there are many differences between Chinese and English. This paper surveys the transfer of tautology from Chinese to English among English learners at three levels. The statistical results show that transfer does exist and there are significant differences between the three levels of subjects. The author also presents suggestions for English teachers to help learners avoid transfer of tautology from Chinese to English in the process of language learning.
