This paper is to explore the syntactic features and thought patterns among English,Chinese and the Shui language,discussing this topic from macroscopic,giving a brief contrast and comparison on macroscopic of English,...This paper is to explore the syntactic features and thought patterns among English,Chinese and the Shui language,discussing this topic from macroscopic,giving a brief contrast and comparison on macroscopic of English,Chinese and the Shui language.展开更多
The syntactic characteristics of existential sentences (ES) in Chinese and English are systematically discussed. Chinese existential sentences have three major components: A, B, and C, i.e., the locative phrase, the e...The syntactic characteristics of existential sentences (ES) in Chinese and English are systematically discussed. Chinese existential sentences have three major components: A, B, and C, i.e., the locative phrase, the existential verb, and the existential noun phrase. English existential sentences consist of the expletive “there”, existential verb, existential noun or noun phrase and locative phrase. In terms of syntactic characteristics, similarities and dissimilarities coexist. When translating ES in Chinese and English, some important skills are needed, such as replacement of locative phrase, addition or deletion of “there”, adjustment of verbs, and the change of determiners before the existential noun.展开更多
Chinese and English are two very different languages; the former belongs to the Sino-Tibetan Language Family and the latter the Indo-European Language Family. In terms of textual organization, they show substantial di...Chinese and English are two very different languages; the former belongs to the Sino-Tibetan Language Family and the latter the Indo-European Language Family. In terms of textual organization, they show substantial differences. Chinese is mainly a pragmatic, paratactic and topic-prominent language, while English a grammatical, hypotactic and subject-prominent language. This thesis gives a contrastive study of two problems in English and Chinese. They are repeated references to the same thing and parallel structure. In this way, the translation work will be more succinct and smooth.展开更多
Surface structure and deep structure first come up with by Chomsky is an innovative action in linguistics. Despite the arguments involved around surface structure and deep structure, it is instructional to English-Chi...Surface structure and deep structure first come up with by Chomsky is an innovative action in linguistics. Despite the arguments involved around surface structure and deep structure, it is instructional to English-Chinese translation to some degree and its scientific connotation is meaningful to deepen language study and construct related disciplinary both in theory and practice.展开更多
This paper,beginning with the two types of four-character structures,illustrates the advantages of four-character structures.The key point lies in the usage of four-character structures in literary E-C translation and...This paper,beginning with the two types of four-character structures,illustrates the advantages of four-character structures.The key point lies in the usage of four-character structures in literary E-C translation and examples are employed to explain the point.At last,this paper puts out the points for attention in using four-character structures in literary E-C translation.展开更多
Tag question is often used in English conversation,but it is also a very complicated syntactic structure in English which becomes the difficulty of English learners.Tag question involves various grammatical factors.A ...Tag question is often used in English conversation,but it is also a very complicated syntactic structure in English which becomes the difficulty of English learners.Tag question involves various grammatical factors.A full linguistic analysis of tag questions includes the classification,construction and meanings of intonations of the tag questions in English.The study of tag question aims at providing substantial contribution to the teaching and learning of English syntax.展开更多
Although the theoretical distinction between implicit and explicit knowledge of a second language has long been recognized,minimal documented description exists of the development of the two types of knowledge in L2 l...Although the theoretical distinction between implicit and explicit knowledge of a second language has long been recognized,minimal documented description exists of the development of the two types of knowledge in L2 learners due to the difficulty in finding separate measures of the two types.To address this gap,this study first investigated the construct validity of the four tests developed by R.Ellis(2005)intended to distinguish between the two knowledge types:anoral imitation test,a timed grammaticality judgment test(G J T),an untimed GJ T and a metalinguistic knowledge test.The four tests,all examining 17 English grammatical structures,were administered to 88 native speakers of Chinese studying English as their major at the first three year levels in a Chinese university.The results from a confirmatory factor analy sis(CFA)confirmed the two-factor solution for the implicit/explicit model proposed in R.Ellis(2005).Repeated measures ANOVA was then used to reveal develop mental trends of the two knowledge types in the EFL learners across the three y ear levels.The results showed that learners at higher year level(or higher proficiency level)generally had higher level of both implicit and explicit knowledge of grammatical structures,and overall,the Chinese EFL learners possessed hig her level of exp licit knowledge than implicit knowledge.With regard to individual grammatical structures,the results of this study confirmed R.Ellis(2006b)finding that the level of difficulty of grammatical structures varied according to whether it was implicit or explicit knowledge of the structures involved.展开更多
The present study, using Discourse Analysis method, makes a comparative study of the interactive features of two groups of college English teaching classes, one instructed by native speakers of English, the other by C...The present study, using Discourse Analysis method, makes a comparative study of the interactive features of two groups of college English teaching classes, one instructed by native speakers of English, the other by Chinese teachers of English. It has been found that TST (Teacher-Student-Teacher) structure occurs more frequently in the classes taught by Chinese teachers of English. It is suggested that Chinese teachers put their classes under stricter control than native English teachers do.展开更多
文摘This paper is to explore the syntactic features and thought patterns among English,Chinese and the Shui language,discussing this topic from macroscopic,giving a brief contrast and comparison on macroscopic of English,Chinese and the Shui language.
文摘The syntactic characteristics of existential sentences (ES) in Chinese and English are systematically discussed. Chinese existential sentences have three major components: A, B, and C, i.e., the locative phrase, the existential verb, and the existential noun phrase. English existential sentences consist of the expletive “there”, existential verb, existential noun or noun phrase and locative phrase. In terms of syntactic characteristics, similarities and dissimilarities coexist. When translating ES in Chinese and English, some important skills are needed, such as replacement of locative phrase, addition or deletion of “there”, adjustment of verbs, and the change of determiners before the existential noun.
文摘Chinese and English are two very different languages; the former belongs to the Sino-Tibetan Language Family and the latter the Indo-European Language Family. In terms of textual organization, they show substantial differences. Chinese is mainly a pragmatic, paratactic and topic-prominent language, while English a grammatical, hypotactic and subject-prominent language. This thesis gives a contrastive study of two problems in English and Chinese. They are repeated references to the same thing and parallel structure. In this way, the translation work will be more succinct and smooth.
文摘Surface structure and deep structure first come up with by Chomsky is an innovative action in linguistics. Despite the arguments involved around surface structure and deep structure, it is instructional to English-Chinese translation to some degree and its scientific connotation is meaningful to deepen language study and construct related disciplinary both in theory and practice.
文摘This paper,beginning with the two types of four-character structures,illustrates the advantages of four-character structures.The key point lies in the usage of four-character structures in literary E-C translation and examples are employed to explain the point.At last,this paper puts out the points for attention in using four-character structures in literary E-C translation.
文摘Tag question is often used in English conversation,but it is also a very complicated syntactic structure in English which becomes the difficulty of English learners.Tag question involves various grammatical factors.A full linguistic analysis of tag questions includes the classification,construction and meanings of intonations of the tag questions in English.The study of tag question aims at providing substantial contribution to the teaching and learning of English syntax.
基金supported by the National Social Science Foundation of China (1 0BYY035 )National Research Centre for FL Education Foundation (Z GWY J Y JJ 2010A30)
文摘Although the theoretical distinction between implicit and explicit knowledge of a second language has long been recognized,minimal documented description exists of the development of the two types of knowledge in L2 learners due to the difficulty in finding separate measures of the two types.To address this gap,this study first investigated the construct validity of the four tests developed by R.Ellis(2005)intended to distinguish between the two knowledge types:anoral imitation test,a timed grammaticality judgment test(G J T),an untimed GJ T and a metalinguistic knowledge test.The four tests,all examining 17 English grammatical structures,were administered to 88 native speakers of Chinese studying English as their major at the first three year levels in a Chinese university.The results from a confirmatory factor analy sis(CFA)confirmed the two-factor solution for the implicit/explicit model proposed in R.Ellis(2005).Repeated measures ANOVA was then used to reveal develop mental trends of the two knowledge types in the EFL learners across the three y ear levels.The results showed that learners at higher year level(or higher proficiency level)generally had higher level of both implicit and explicit knowledge of grammatical structures,and overall,the Chinese EFL learners possessed hig her level of exp licit knowledge than implicit knowledge.With regard to individual grammatical structures,the results of this study confirmed R.Ellis(2006b)finding that the level of difficulty of grammatical structures varied according to whether it was implicit or explicit knowledge of the structures involved.
文摘The present study, using Discourse Analysis method, makes a comparative study of the interactive features of two groups of college English teaching classes, one instructed by native speakers of English, the other by Chinese teachers of English. It has been found that TST (Teacher-Student-Teacher) structure occurs more frequently in the classes taught by Chinese teachers of English. It is suggested that Chinese teachers put their classes under stricter control than native English teachers do.
