The Grammatical Categorization of Mandarin在/zài:Spatiality,Temporality and Semantic Construal

Mandarin在(pinyin:zài)is the most frequently used character in representing spatial and temporal relationship.Current studies mostly focus on its lexical meaning and syntactic structure while cognitive features of its grammatical categories have been neglected.This paper investigates into the categorization of zài by conducting a morphosyntactic test among College English majors in China.The results show that:prototypes are organizing the grammatical categories of zài at all levels in terms of intra-categorial gradience;the semantic construal of zài construction could significantly influence the accuracy of the grammatical categorization of zài;the syntactic structure can provide viable cue for the identification of grammatical categories of zài;spatiality,temporality and the status of existing are three essential semantic features encoded by zài,the concurrence of which leads to various degree of inter-categorial vagueness,indicating a conflict between the rigid grammatical classification and the indeterminate nature of the grammatical functions of zai,suggesting the necessity to reconsider the efficacy of applying indiscriminately the Anglo-Saxon grammar into the study of Chinese spatial-temporal constructions.

The Correlation between Explicit Grammatical Knowledge,Implicit Grammatical Knowledge and Reading Comprehension Ability of Senior High School Students

The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.

语法一致(grammatical conaord)与概念一致(notional concord)

根据“概念一致”的原则,there's+复数名词是“'s”用法的一种发展趋势。

The Study of Chinese Poem Translation from the Perspective of Ideational Grammatical Metaphor

The study aims to make a comparative study of 3 translated versions of Niao Ming Chien written by Chinese ancient poet Wang Wei from the perspective of ideational grammatical metaphor for the purpose of finding out how grammatical metaphor can provide a peculiar insight to the translation of Chinese poems.

On the Grammatical Unaccountability of English Lexical Collocation from the Perspective of Pragmatics

As for the English lexical collocation,there has been a great amount of researches conducted by Chinese and foreign scholars.However,less people has offered the explanation in allusion to the collocation which isn't confined to the grammatical domain.Therefore,the thesis aims to depart from the research of the grammatical unaccountability of the lexical collocation to deeply investigate the reason of it from the point view of etymology,semantics,pragmatics and cultural category by taking"female secretary" as an example.In addition,the thesis intends to search for an effective learning way to help learners improve their learning efficiency and use the English lexicon correctly as a native speaker.

The Grammatical Features of Song Lyrics of Bruno Mars——On Examples of4 Number-one Singles on the Billboard Hot 100

Music,as an informal variety of language,is an indispensable component of culture,which has permeated into every corner of society,with an extreme intimate tie with people’s everyday life.Song lyrics,the carrier of music,are the representation of the style of this language variety,music.Once song lyrics are written,not matched with the melody,they acquire the independent value of literature.As a result,stylistic features of song lyrics are certainly different from those features of poetry,prose,novel,etc.Therefore,it is of necessity and importance to study the stylistic features of song lyrics.Bruno Mars,as a singer and songwriter,is now regarded as one of the most successful solo artists in all over the world.He participates in the creation of his songs.This paper,from the point of stylistics,aims at the analysis of the grammatical features of the pop songs of Bruno Mars on examples of 4 number-one singles on th e Billboard Hot 100.

Understanding the Gap between Grammatical Knowledge and Competence: An Exploratory Practice

As an Exploratory Practice conducted in the micro-context of language classrooms,this study aims to establish an ex?plicit understanding of the gap between students’grammatical knowledge and competence.Through integrating the“work for understanding”into the existing pedagogical procedures,both students and the teacher contributed some insightful explanations to this puzzle.With these underling reasons brought to surface,the main players of the classrooms can make some contextually ap?propriate changes to their classroom life.

Grammatical and Lexical Errors in Students＇ English Composition Writing： The Case of Three Senior High Schools （SHS） in the Central Region of Ghana

This is a qualitative study aimed at finding the lexical and grammatical errors students of three Senior High Schoolsin the Central Region of Ghana commit in their essay writing. The study also sought to examine the frequency ofthe errors and what can be done to improve the teaching of L2 （English） writing in the Senior High School. Thestudy used a corpus of essay writings of 150 second year students. The schools and the participants werepurposively selected. The data were analyzed using the content analysis approach. The study identified that thelexical errors in the students＇ writing were due to homophone problems and semantic lexical errors. Thegrammatical errors identified were agreement errors, tense errors, singular-plural （number） errors, prepositionalerrors, and article errors. The study also found that the most frequently committed grammatical error was tenseerrors followed by agreement errors. The implications of these findings to the teaching of English writing are thatteachers where possible should have understanding of both the L1 and L2 of the students and teachers shouldexplicitly teach for transfer, have adequate knowledge of how to identify students＇ writing errors, and use effectiveteaching strategies to improve students＇ English writing. Additionally, teachers should serve as models of usingappropriate English for students to emulate and also create a conducive classroom environment for students toparticipate in class activities. Lastly, teachers should create more opportunities for students to write.

The Grammatical Constraints on Code-switching in Fortress Besieged

This paper analyzes the grammatical structures of code-switching in Qian Zhongshu 's famous work-Fortress Besieged and two conclusions are reached: In this novel, the matrix language Chinese plays a dominant role in the mixed constituents, lexically, morphologically and syntactically while in the matrix language islands and the embedded language islands, constituents respectively follow the grammatical rules of the matrix language-Chinese and the embedded language-English or French.

The Influence of Grammatical Metaphor upon Input in SLL

Grammatical Metaphor differs from traditional metaphor in terms of lexical density and structural complesity.It casts a big influence on Input in SLL due to difficulties in comprehensibility.

Grammatical Ambiguity in English

In English, ambiguity often causes trouble and difficulty. This paper aims at introducing some strategies for dealing with various cases of ambiguity by its grammatical characters and some methods to absolve the grammatical ambiguity.

An Analysis on English Grammatical Ambiguity and Lexical Ambiguity

Ambiguity exists in English as it exists in other natural languages,which leads to people's misunderstanding some sentences in some conditions,so it has an impact on the communication of people.Generally speaking,English ambiguity is divided into 3 classifications:phonetic ambiguity,lexical ambiguity and grammatical ambiguity.This paper intends to analyses English grammatical ambiguity and lexical ambiguity,and aims to make the English learners to know this complicated phenomenon wholly,so that English learners can express themselves accurately in writing,speaking and reading.

Cognitive Views on the Representation and Acquisition of L2 Grammatical Knowledge

The role of implicit and explicit learning,depth of processing and elaboration as well as involvement load hypothesis in second language grammatical acquisition were examined in this paper.We conclude that psychologists have associated better learning with depth of processing,or degree of elaboration.The Involvement Load Hypothesis can be conceived as a first attempt to stimulate researchers as well as practitioners to operationalize traditional general labels into task-specific components.

Analysis of Common Grammatical“Errors”in Learner English of China's Mainland

By examining twenty TOEFL mock writings from Shenzhen high school students,this paper attempts to have a further analysis on learner English in China with regard to its common grammatical"errors"and their possible underlying causes.Some common grammatical errors include misuse of past tense,word class,existential structure,and also topic comment sentence,most of which are due to transfer of Chinese.

From Theoretical Grammar to Grammatical Competence:An Empirical Study

In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.

论语义发生学理论的哲学涵义

韩礼德和麦迪逊在创立语义发生学理论时明确反对本质主义认识论而推崇建构主义思想,与20世纪西方科学哲学界本质主义(或实证主义)和建构主义两大阵营的争鸣相呼应。语义发生学理论继承了欧洲功能主义语言观,其核心要义在于从社会文化视角探讨语言与现实的关系这一经典命题,阐释了建构主义思想的深刻性。随着系统功能语言学的代表人物将语义发生学理论应用于科技语类、语言规划、生物学和社会学等跨学科领域的研究,该学派的适用性以及相关理论发展的巨大潜势得到了充分彰显。

基于多语法改错证据的英语语法校对

为了实现高精度的英语语法校对,建立一套基于多语法改错假设的神经验证网络(VERNet)模型。通过该模型对语法改错假设和所输入的每一条句子加以拼接,基于各项假设之间的交互关系来获取语法改错证据。为证实该模型的有效性,在实验中通过VERNet模型对三个通用语法改错数据集进行校对处理。实验研究发现,该模型的语法改错质量显著优于各种不同类型的主流英语语法校对模型。