Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example （with ＂CIF＂ as the case for analysis）, intro...Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example （with ＂CIF＂ as the case for analysis）, introduces 7 types of dictionary structures （overall structure, frame stzucture/megastrncture, macrostructure, microstzucture, distribution structure, cross-reference stzucture/mediostrncture and access structure）, summarizes the knowledge system of international trade terms （consisting of ＂international trade＂, ＂sets of rules of international trade terms＂, ＂Incoterms 2010＂, and ＂CIF＂）, and illustrates the methods of systematically presenting the knowledge system of international trade terms through dictionary structures in an English-English-Chinese bilingualized business English learners＇ dictionary with Oxford Business English Dictionary for Learners of English （New Edition） as a reference. Such presentation is intended for enhancing business English learners as dictionary users to grasp the knowledge of international trade terms as a whole.展开更多
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 ...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.展开更多
目的探讨医学汉语进阶学习与评测设计在来华医学留学生医学汉语水平考试(Medical Chinese Test,MCT)实践中的应用效果。方法2022年9月—2023年7月,以2018级秋季5~8班130名医学留学生为教学研究对象,通过问卷调查评估留学生医学汉语的学...目的探讨医学汉语进阶学习与评测设计在来华医学留学生医学汉语水平考试(Medical Chinese Test,MCT)实践中的应用效果。方法2022年9月—2023年7月,以2018级秋季5~8班130名医学留学生为教学研究对象,通过问卷调查评估留学生医学汉语的学习和测评应采用从低阶中介语至高阶单语的模式,以配合双语学习者的渐进过程。结果该套学习与测评框架让学习者对源语言理解、中介语言解码、目标语言考核评测结果、学习者双语能力与专业知识学习方面均有提升。观察组学生自学能力、学习兴趣、进阶效果满意度分别为84.6%、83.1%、86.2%,观察组对该套医学汉语进阶学习与评测设计框架整体认可度高。结论该医学汉语进阶学习与评测设计框架在医学汉语学习与评测中有很好的教学效果。展开更多
As language learning advisors become familiar figures in self-access centers,their role in language learner autonomy(LLA)has attracted various researchers’ attention.However,higher education students travelling abroa...As language learning advisors become familiar figures in self-access centers,their role in language learner autonomy(LLA)has attracted various researchers’ attention.However,higher education students travelling abroad to study are less likely to be familiar with advisors, especially if they are from a country where language advisory service is uncommon, such as in China. Nonetheless, we know very little about what these students think about advisors. Therefore,this study aims to investigate the perspectives these students may have on the role of advisors,enabling their learning needs to be better recognised and supported. This case study involves 120 masters’ students originally from China's Mainland on a pre-sessional course at a research institute in the UK,as well as students at the end of their one-year study, employing questionnaires and interviews to collect data.The results show that before the course,over 80% of the students reckon advisors are monitors to supervise them or advisors are teachers to teach them. However, throughout the course,the students gradually realize advisors play complex roles in developing students’ learner autonomy. Additionally, during the first week on the course, 62% of the students perceive learner autonomy as'to study by oneself, without others’ help'. Nevertheless, at the end of their one-year study, 75% of them perceive learner autonomy as'the attitudes and abilities toward life-long learning'. Overall, the findings indicate that the Chinese students’ transition to the British academic culture deepens their perceptions of learner autonomy, and bridges their gap between theory and practice of learner autonomy, but also helps them gain understanding of the complex nature of the advisor roles.展开更多
文摘Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example （with ＂CIF＂ as the case for analysis）, introduces 7 types of dictionary structures （overall structure, frame stzucture/megastrncture, macrostructure, microstzucture, distribution structure, cross-reference stzucture/mediostrncture and access structure）, summarizes the knowledge system of international trade terms （consisting of ＂international trade＂, ＂sets of rules of international trade terms＂, ＂Incoterms 2010＂, and ＂CIF＂）, and illustrates the methods of systematically presenting the knowledge system of international trade terms through dictionary structures in an English-English-Chinese bilingualized business English learners＇ dictionary with Oxford Business English Dictionary for Learners of English （New Edition） as a reference. Such presentation is intended for enhancing business English learners as dictionary users to grasp the knowledge of international trade terms as a whole.
文摘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.
文摘目的探讨医学汉语进阶学习与评测设计在来华医学留学生医学汉语水平考试(Medical Chinese Test,MCT)实践中的应用效果。方法2022年9月—2023年7月,以2018级秋季5~8班130名医学留学生为教学研究对象,通过问卷调查评估留学生医学汉语的学习和测评应采用从低阶中介语至高阶单语的模式,以配合双语学习者的渐进过程。结果该套学习与测评框架让学习者对源语言理解、中介语言解码、目标语言考核评测结果、学习者双语能力与专业知识学习方面均有提升。观察组学生自学能力、学习兴趣、进阶效果满意度分别为84.6%、83.1%、86.2%,观察组对该套医学汉语进阶学习与评测设计框架整体认可度高。结论该医学汉语进阶学习与评测设计框架在医学汉语学习与评测中有很好的教学效果。
文摘As language learning advisors become familiar figures in self-access centers,their role in language learner autonomy(LLA)has attracted various researchers’ attention.However,higher education students travelling abroad to study are less likely to be familiar with advisors, especially if they are from a country where language advisory service is uncommon, such as in China. Nonetheless, we know very little about what these students think about advisors. Therefore,this study aims to investigate the perspectives these students may have on the role of advisors,enabling their learning needs to be better recognised and supported. This case study involves 120 masters’ students originally from China's Mainland on a pre-sessional course at a research institute in the UK,as well as students at the end of their one-year study, employing questionnaires and interviews to collect data.The results show that before the course,over 80% of the students reckon advisors are monitors to supervise them or advisors are teachers to teach them. However, throughout the course,the students gradually realize advisors play complex roles in developing students’ learner autonomy. Additionally, during the first week on the course, 62% of the students perceive learner autonomy as'to study by oneself, without others’ help'. Nevertheless, at the end of their one-year study, 75% of them perceive learner autonomy as'the attitudes and abilities toward life-long learning'. Overall, the findings indicate that the Chinese students’ transition to the British academic culture deepens their perceptions of learner autonomy, and bridges their gap between theory and practice of learner autonomy, but also helps them gain understanding of the complex nature of the advisor roles.
