Using British National Corpus(BNC)as the reference corpus and Chinese Learner's English Corpus(CLEC)as the observed corpus,this paper attempts to analyze synonyms in Chinese learners5 English based on"event&q...Using British National Corpus(BNC)as the reference corpus and Chinese Learner's English Corpus(CLEC)as the observed corpus,this paper attempts to analyze synonyms in Chinese learners5 English based on"event"and tcaffair.?,By comparing the frequency,colligation,collocates,and semantic prosody of the two words in BNC,it is found that"event"and“affaiT”differ from each other in terms of frequency and semantic prosody.The same comparison is made between BNC and CLEC.It is found that Chinese learnersJ English vocabulary is rather small,and there is no significant difference in the semantic prosody of the two words between English native speakers and Chinese English learners except that Chinese English learners have a misunderstanding about"love affair,which may be attributed to their negligence of semantic prosody in the process of learning.展开更多
By dividing English learners in Chinese university context into intermediate and advanced level learners, the essay argues that fluency rather than accuracy is needed for most university students. It further discusses...By dividing English learners in Chinese university context into intermediate and advanced level learners, the essay argues that fluency rather than accuracy is needed for most university students. It further discusses some suitable teaching methods in both contexts respectively to balance this pair of objective focus.展开更多
This paper is based on the assumption that semantic categories vary from one language to another and prototypes of semantic categories are culture-specific. Prototypicality has its effects in acquisition of second for...This paper is based on the assumption that semantic categories vary from one language to another and prototypes of semantic categories are culture-specific. Prototypicality has its effects in acquisition of second foreign language vocabulary. The author hypothesizes that focal member words and basic level words are acquired earlier than non-focal member words and words on other levels of lexical hierarchies when prototypes of the target language correspond to those of the mother tongue in the same semantic categories. The results of a vocabulary test on beginner, intermediate and advanced learners of English as foreign language confirm the hypothesis. The paper concludes that learning a second foreign language means, to an extent, learning to categorize the worm in a different way, and prototypic effects should be given due attention in vocabulary instruction.展开更多
English pronunciation is being unduly neglected or even ignored in some of our colleges anduniversities.Its role and necessity are not yet generally realized,and English phonetic courses areusually left to chance or g...English pronunciation is being unduly neglected or even ignored in some of our colleges anduniversities.Its role and necessity are not yet generally realized,and English phonetic courses areusually left to chance or given no place in our teaching or learning.The result is as Baker(1982,pl)states:‘advanced students find that they can improve all aspects of their proficiency in English excepttheir pronunciation,and mistakes which have been repeated for years are impossible to eradicate.’The long-term solution to this problem,I would suggest,is to have a compulsory phonetic coursebccause an active command of pronunciation will help promote the entire learning process.展开更多
There exist differences between the usages of prepositions in English and Chinese, not only for the different cultural backgrounds, but for the different cognitive models. The use of English prepositions is a great ch...There exist differences between the usages of prepositions in English and Chinese, not only for the different cultural backgrounds, but for the different cognitive models. The use of English prepositions is a great challenge for Chinese English learners (CELs). This essay discusses the misuse of the English spatial preposition IN by CELs, using the data collected from Chinese Learner English Corpus (CLEC) against other corpora such as BNC, FLOB, FROWN as reference corpora. The statistical data, such as Frequency and Type/Token Ratio (TTR) of IN, shows that the overuse of IN is typical for Chinese English learners, and it also offers a reasonable explanation for the misuse of IN using the image schema in cognitive metaphor theory (CMT). The polysemy of the spatial preposition IN can be divided into different image schemas. Chinese English learners can avoid preposition misuse with the help of image-schemas.展开更多
文摘Using British National Corpus(BNC)as the reference corpus and Chinese Learner's English Corpus(CLEC)as the observed corpus,this paper attempts to analyze synonyms in Chinese learners5 English based on"event"and tcaffair.?,By comparing the frequency,colligation,collocates,and semantic prosody of the two words in BNC,it is found that"event"and“affaiT”differ from each other in terms of frequency and semantic prosody.The same comparison is made between BNC and CLEC.It is found that Chinese learnersJ English vocabulary is rather small,and there is no significant difference in the semantic prosody of the two words between English native speakers and Chinese English learners except that Chinese English learners have a misunderstanding about"love affair,which may be attributed to their negligence of semantic prosody in the process of learning.
文摘By dividing English learners in Chinese university context into intermediate and advanced level learners, the essay argues that fluency rather than accuracy is needed for most university students. It further discusses some suitable teaching methods in both contexts respectively to balance this pair of objective focus.
文摘This paper is based on the assumption that semantic categories vary from one language to another and prototypes of semantic categories are culture-specific. Prototypicality has its effects in acquisition of second foreign language vocabulary. The author hypothesizes that focal member words and basic level words are acquired earlier than non-focal member words and words on other levels of lexical hierarchies when prototypes of the target language correspond to those of the mother tongue in the same semantic categories. The results of a vocabulary test on beginner, intermediate and advanced learners of English as foreign language confirm the hypothesis. The paper concludes that learning a second foreign language means, to an extent, learning to categorize the worm in a different way, and prototypic effects should be given due attention in vocabulary instruction.
文摘English pronunciation is being unduly neglected or even ignored in some of our colleges anduniversities.Its role and necessity are not yet generally realized,and English phonetic courses areusually left to chance or given no place in our teaching or learning.The result is as Baker(1982,pl)states:‘advanced students find that they can improve all aspects of their proficiency in English excepttheir pronunciation,and mistakes which have been repeated for years are impossible to eradicate.’The long-term solution to this problem,I would suggest,is to have a compulsory phonetic coursebccause an active command of pronunciation will help promote the entire learning process.
文摘There exist differences between the usages of prepositions in English and Chinese, not only for the different cultural backgrounds, but for the different cognitive models. The use of English prepositions is a great challenge for Chinese English learners (CELs). This essay discusses the misuse of the English spatial preposition IN by CELs, using the data collected from Chinese Learner English Corpus (CLEC) against other corpora such as BNC, FLOB, FROWN as reference corpora. The statistical data, such as Frequency and Type/Token Ratio (TTR) of IN, shows that the overuse of IN is typical for Chinese English learners, and it also offers a reasonable explanation for the misuse of IN using the image schema in cognitive metaphor theory (CMT). The polysemy of the spatial preposition IN can be divided into different image schemas. Chinese English learners can avoid preposition misuse with the help of image-schemas.
