This paper will focus on some common word order errors that Chinese students make.The author will present a body of contrastive material to illustrate what specific word order errors are in collected writing samples o...This paper will focus on some common word order errors that Chinese students make.The author will present a body of contrastive material to illustrate what specific word order errors are in collected writing samples of Chinese students.Then the er⁃rors will be broken down into certain error types and be analyzed in depth.At the end of this paper,each error type occurrence rate will be calculated and the statistics will be represented in a pie chart.The paper finds out interlingual interference leads to these common errors by Chinese English language learners.展开更多
Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the prop...Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.展开更多
Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example Engli...Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH)is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological,morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category,preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.展开更多
This study collects 3896 errors made by junior middle students in Xining.Then they are classified into interlingual errors and intralingual errors and a macro-analysis is done to discover the possible causes behind th...This study collects 3896 errors made by junior middle students in Xining.Then they are classified into interlingual errors and intralingual errors and a macro-analysis is done to discover the possible causes behind these errors.This research comes to the following conclusions:First,a large number of the errors made by the students are intralingual errors rather than interlingual ones.Secondly,the students at elementary levels produce more interlingual errors than those at intermediate or advanced levels.Conversely,the students at intermediate or advanced levels produce more intralingual errors.Thirdly,errors can have more than one source.展开更多
The Sing-Song Girls of Shanghai is a typical Chinese dialectal literary work.It has been translated into Mandarin(contemporary standard Chinese)and English versions by Eileen Chang,a famous Chinese writer.Dialect tran...The Sing-Song Girls of Shanghai is a typical Chinese dialectal literary work.It has been translated into Mandarin(contemporary standard Chinese)and English versions by Eileen Chang,a famous Chinese writer.Dialect translation is a process involving both intralingual and interlingual translation,in which the strategy of Catford’s Translation Shifts is analyzed with examples in three versions of the novel.His theory is grounded on the sacrifice of“formal correspondence”,which,as a kind of translation strategy,attaches more importance to“semantic equivalence”.This article mainly discusses the application of Gatford’s translation level shifts in translating in dialectal literary works.展开更多
文摘This paper will focus on some common word order errors that Chinese students make.The author will present a body of contrastive material to illustrate what specific word order errors are in collected writing samples of Chinese students.Then the er⁃rors will be broken down into certain error types and be analyzed in depth.At the end of this paper,each error type occurrence rate will be calculated and the statistics will be represented in a pie chart.The paper finds out interlingual interference leads to these common errors by Chinese English language learners.
文摘Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.
文摘Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH)is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological,morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category,preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.
文摘This study collects 3896 errors made by junior middle students in Xining.Then they are classified into interlingual errors and intralingual errors and a macro-analysis is done to discover the possible causes behind these errors.This research comes to the following conclusions:First,a large number of the errors made by the students are intralingual errors rather than interlingual ones.Secondly,the students at elementary levels produce more interlingual errors than those at intermediate or advanced levels.Conversely,the students at intermediate or advanced levels produce more intralingual errors.Thirdly,errors can have more than one source.
文摘The Sing-Song Girls of Shanghai is a typical Chinese dialectal literary work.It has been translated into Mandarin(contemporary standard Chinese)and English versions by Eileen Chang,a famous Chinese writer.Dialect translation is a process involving both intralingual and interlingual translation,in which the strategy of Catford’s Translation Shifts is analyzed with examples in three versions of the novel.His theory is grounded on the sacrifice of“formal correspondence”,which,as a kind of translation strategy,attaches more importance to“semantic equivalence”.This article mainly discusses the application of Gatford’s translation level shifts in translating in dialectal literary works.
