A Discussion of Foreign Language Listening Problems and Their Causes among Intermediate EFL learners in Chinese universities

Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years.The Foreign Language(FL)listening problems gradually reveal when students attend to the Listening Course in universities or colleges.This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson's three-model of language comprehension[9]as well as the factors affecting listening comprehension in Foreign Language in general,aiming at the illustration of the necessity on one of the bottom-up processes-the Spoken Word Recognition(SWR).The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed,providing a general background on English listening teaching in Chinese context.Three possible foreign language listening problems and their causes are proposed,followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.

A Corpus-Based Study on the Acquisition of the Modal Adverb Fanzheng by Foreign Learners of Chinese

This study investigates foreign learners＇ acquisition of the Chinese modal adverb fanzheng on the basis of interlanguage corpus. We find that the sentences written by foreign learners of Chinese （hereafter simplified as FLC） with the wordfanzheng are quite similar to those by Chinese native speakers in the distribution of the syntactic categories, semantic types, semantic functions, pragmatic or discourse functions. These characterize basically the wordfanzheng as one of the modal adverbs in such three aspects as syntax, semantics and pragmatics. Most of the FLCs study the basic meanings and typical contexts of the wordfanzheng at primary stage, and later the functions emphasizing reasons, summary or explaining, and then the function of textual cohesion at the intermediate and advanced stage. The main causes of errors reflect that the FLCs are not able to differentiate the usage offanzheng and that of other causal or adversative conjunctions.

A Study on the Compilation of Dictionaries for Teaching Chinese as a Foreign Language Based on the Second Language Acquisition Theory

This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.

A Study on Translation Strategies Used in Metaphor Boxes in Macmillan English-Chinese Dictionary for Advanced Learners

Macmillan English Dictionary for Advanced Learners(MEDAL) applied conceptual metaphor theory to practical lexicogra-phy systematically for the first time, namely, setting Metaphor Box. In the wake of MEDAL, Macmillan English-Chinese Dictionary for Advanced Learners was published based on the English blueprint. Due to different experience and thinking ways between Chi-nese and English, it is not easy for users to understand and translate the metaphors boxes without the help of proper translationstrategies. As an authoritative bilingual version for learners, it provided a template of understanding and translating metaphors.Thus, studying its strategies used in translating the metaphors boxes will be helpful for learners to understand and translate meta-phors in language learning. On the basis of strategies suggested by other researchers and case analysis, three main strategies usedin translating the Metaphor Boxes in the dictionary will be proposed.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

Interlanguage Fossilization in Chinese EFL Writing --An Empirical Research of 20 English Major Students

This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.

Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners of Chinese

This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language） as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.

国际中文教育资源建设背景下的对外中文词典编纂研究

对外中文词典是中文二语学习者自主学习的必备工具,也是国际中文教育基础资源的重要组成部分。国际中文教育资源发展要求对外中文词典应立足现有成果,以词典用户为中心,凸显词典的外向型和学习型特征。针对词典使用率低、数字化滞后的现实困境,我们需要吸收语言学、词典学等学科的前沿理论,借鉴其他辞书、教学资源的数字化经验,不断完善对外中文词典的编纂实践和推广工作。同时,应利用科技赋能,加快对外中文词典数字化转型的步伐;抓住“中文+职业技能”教育趋势带来的机遇,丰富词典类型,为新形势下国际中文学习者多元的资源需求提供精准服务。

汉语融媒体学习词典的现状及发展趋势

融媒体学习词典是突破传统纸本辞书向用户中心化、信息数字化、媒体多元化方向发展的多模态电子词典,是当代词典学界重点研究的对象。就目前我国汉语融媒体学习词典的发展态势来看,正在积极搭建融媒体词典理论体系,聚焦以理论指导编纂的模式路径,已开发出以用户为本位的“JUZI汉语”、《当代汉语学习词典》等内、外向型融媒体词典。汉语融媒体学习词典的研究取得了一定的成绩,但仍然存在很多问题。汉语融媒体学习词典未来发展要坚持“以用户为中心”的基本原则,要强化汉语融媒体学习词典建设相关理论研究,要密切关注面向汉语融媒体学习词典的资源整合利用、多媒体多模态信息库的构建与实现、汉语融媒体学习词典原型平台的设计与实现、基于生成词库理论的词语关键语义特征挖掘及词典融媒体环境等问题。

外向型汉英词典中医术语释义研究——以马礼逊《五车韵府》为例

外向型汉英词典的释义是母语非汉语学习者查询频率最高的信息。如何编纂高质量的释义,一直是词典界关注的焦点。文章研究《五车韵府》中医术语的释义原则和方式,发现马礼逊主要遵循了浅显易懂原则和实用性原则,释义方式以词汇释义、解释性释义和范畴性释义为主。本研究对中医术语在语文词典中的释义模式研编具有一定的价值,也对外向型汉英词典的中国文化负载词释义研究具有借鉴作用。

学习者视角下留学生古代汉语学习接受研究——基于学前调查与学后调查的分析

为了探究外国留学生对古代汉语课程的学习难度预期,掌握留学生古代汉语的学习难点及对古代汉语的学习接受情况,进行了古汉语课程学前与学后两项问卷调查。学前问卷调查分析了学习者的汉语学习策略,掌握学生对古汉语课程的难度期待与学习期待,了解学习者的古文基础。学后问卷调查从八个方面对学习者古代汉语课学习接受情况做出了调查,分别为:1.课程总体难度认同;2.古代汉语课程学习内容兴趣分布及古汉语篇章接受情况;3.中国古代思想内容的接受情况;4.古代汉语课程学习难点及语法知识点接受情况;5.选篇中成语故事和寓言故事接受情况;6.朗读学习策略接受情况;7.翻译学习策略接受情况;8.课程自我评价及课程学习满意度情况。

基于物性结构理论的材料因子表述与配列研究——以《当代汉语学习词典》定义式释义为例

物性结构理论为词汇表征提供了基本范式,同时为名物词所用定义式释义方式“种差”的选用与配列提供了研究手段。文章对《当代汉语学习词典》定义式释义进行研究,以含材料因子的定义式释义为研究对象,发现在材料因子的表述模式上,《当代汉语学习词典》存在着多样化的特点;在材料因子与其他释义因子组合的配列框架上,《当代汉语学习词典》虽选用多种配列框架,但内部存在着较强的规律性。

《商务馆学汉语词典》与《现代汉语词典》动物词条释义表征对比研究

不同类型的词典对同一词语进行释义时,其语义特征的内容选择与形式呈现都应有别,从而与词典的类型相契合。本文选取《现代汉语词典》(第七版)和《商务馆学汉语词典》分别为理解型词典和学习型词典的代表,以词典中对动物词条释义为研究对象,从义项设置、语义特征、释义元语言等多个角度进行对比分析,以期展示类型不同的词典在释义上的差异,探求词典释义与词典类型契合的规律。

外向型汉语学习词典的供需错位和出路

外向型汉语学习词典存在“需求大出版多而用户少”的供需错位,其主要原因是缺乏用户意识,更谈不上用户中心,以检索查检方式、收词规模、可理解性和词典介质四个维度为例分析用户需求和已有词典的错位,可以得出汉语学习词典欲走出困境,须做到:(1)在理念上从“编者中心”切实转向“用户中心”;(2)词典生产手段要实现电子化、数据化、融媒化、平台化,充分利用融媒词典编纂和使用平台创造机会使用户全程“参与”词典的编纂和完善,实现编者和用户的角色融合;(3)词典研究方法上应加强定量研究和实证研究,充分利用用户查询数据为词典优化提供支撑;(4)词典评价环节也应站在用户的角度为“用户中心”保驾护航。

韩国藏近代汉语词汇集《译语类解》

韩国所藏文献《译语类解》在司译院的掌管下刊印于1690年,是以学习汉语口语为目的编撰的汉朝对译词汇集,加上《译语类解补》共收录近7000条词语。论文对该文献的成书背景、编排体例、释义特点及收词特点进行了详细的分析和介绍,并总结出该文献在近代汉语音韵、文字、词汇以及汉外学习词典编撰等方面的主要研究价值。“辞书体现民族的集体记忆”,《译语类解》作为汉朝对译词汇集承载着中韩两国民族的集体记忆,是研究清代初期中韩两国语言文化的重要资料。

外向型汉语学习词典配例难度控制原则及编写建议——以《当代汉语学习词典》为例

本文采用定量研究的方法对《当代汉语学习词典》配例语言进行了考察。《当代汉语学习词典》545个被释词的配例用词中,超纲词占比9%,配例难度控制整体较好。甲、乙、丙、丁、超纲,这五级被释词的配例用词难度分布相差无几,说明在整部词典配例难度控制方面着力较多,但在为不同等级被释词选择配例用词时难度控制意识不强,对于初、中级用户,配例的可理解性稍弱。基于定量统计,本文针对外向型学习词典配例难度控制,提出≤i原则,即配例用词难度不应高于被释词难度。如每一级别被释词的配例用词都遵循了该原则,整部词典配例难度就可以得到控制;但即便控制了整部词典配例难度,也不能保证每一级别被释词的配例难度都能低于被释词。文章最后提出实现该原则的一些具体建议。

海外汉语教师课堂话语使用和学习者参与:社会文化理论视角

学习者参与课堂互动被看作是第二语言习得的必要条件。本文基于社会文化理论框架,考查了海外汉语教师话语使用特点及其对学习者参与课堂师生互动的影响。微观跟踪变化分析结果显示,当教师话语重塑学习者语言表达、提供互动空间和让学习者参与问题解决,教师话语激发了学习者在认知上参与意义建构,调节学习者跨越个人最近发展区,进而推动第二语言能力发展。然而,当教师话语限制学习者对第二语言输出进行反思和打断学习者话语表达时,教师话语阻碍了学习者对课堂互动的参与,进而失去了学习机会。这一反思性研究有助于提高教师语言使用意识,使其营造更有利于第二语言习得的课堂互动。同时,对优化汉语师资培训也具有一定启示,如把实践反思纳入其中以更好地帮助汉语教师改善教学技能,提高教学水平。

基于“用日语讲述中国故事”的公众号开发与运营的研究

思想政治教育是我国特色社会主义教育的核心,传播中国传统文化、让世界了解中国故事是每一个人的使命。如今网络发展极其迅速,在当前全球化的趋势之下,各国之间不断加强文化交流,公众号、应用软件等网络平台层出不穷,作为传播形式受到广泛应用。一方面,拓展了中国故事的传播渠道,另一方面,外语学习者也可以通过公众号了解、研究中国文化。该文将从“用日语讲述中国故事”此类网络平台的发展现状出发,采用提出问题、分析问题、解决问题的方法,总结新的想法与平台运营优化策略,探讨如何保障“用日语讲述中国故事”此类公众号的优质发展。

全球汉语学习者语料库建设方案

本文在对汉语中介语语料库建设情况进行较为全面、深入的考察的基础上,提出"全球汉语学习者语料库"的建设构想,具体介绍了该语料库的内容、建设原则、建库方式与步骤和主要特点。文章倡议学界共同努力,建设一个最大最好的汉语中介语语料库,实现最充分的资源共享,为全球的汉语教学与研究服务。

韩国、印尼留学生汉字识别中形音义的激活

该研究采用基于语义的和基于语音的启动范畴判断作业,在不同的SOA条件下,考察了中级汉语水平韩国和印尼留学生高频汉字识别中形音义信息激活的相对时间进程。结果表明,表意文字背景的韩国留学生高频汉字识别中形音义信息激活的时序是字形—字义—字音,拼音文字背景的印尼留学生高频汉字识别中形音义信息激活的时序是字形—字音—字义;高频汉字的语音激活是自动的,印尼留学生的语音激活要早于韩国留学生。母语的认知加工特点影响中级汉语水平留学生高频汉字识别形音义激活的时间进程。