Rhetorical devices are kinds of literal form of expressions.Their application is to make the idea more striking and effective,for they have the strength to express and illustrate.An appropriate rhetorical device appea...Rhetorical devices are kinds of literal form of expressions.Their application is to make the idea more striking and effective,for they have the strength to express and illustrate.An appropriate rhetorical device appeals to the imagination,gives us vivid pictures and makes the written English impressive and interesting.For this reason,written English often uses various rhetorical devices to improve the readability and attract readers' attention and to arouse readers' interest of reading their materials.This paper mainly discusses common rhetorical devices in written English so as to help readers understand the written materials better.展开更多
Spoken language and written language serve different functions in communication.It’s necessary for English teachers to know the differences between them in order to teach effectively.This thesis analyzes the differen...Spoken language and written language serve different functions in communication.It’s necessary for English teachers to know the differences between them in order to teach effectively.This thesis analyzes the differences between spoken language and written language in four respects and their influence in English teaching.展开更多
It is clear that uses of written language are more restricted than those of spoken language. Speech formed a part of human society long before the invention of writing, and even today, the majgority of the many thousa...It is clear that uses of written language are more restricted than those of spoken language. Speech formed a part of human society long before the invention of writing, and even today, the majgority of the many thousands of languagesspoken all over the world have no written form. Nor do all the speakers of these languages that do have written forms ever have the opportunity to展开更多
This study intends to identify the perceived difficulties of Chinese ESL students writing in English and their possible solutions.In particular,it aims to study the similarities and differences between the perceptions...This study intends to identify the perceived difficulties of Chinese ESL students writing in English and their possible solutions.In particular,it aims to study the similarities and differences between the perceptions of Chinese ESL students and their ESL teachers.A total of 20 informants,consisting of ten Chinese ESL students and ten ESL teachers,evaluated three compositions written by Chinese ESL students.Both Student Evaluators and Teacher Evaluators were interviewed in order to have an in-depth understanding of their perceptions.展开更多
As one of the most frequent words in the English language,the study of NEED has attracted the attention of linguists in the late decades.Nonetheless,none of the previous research had ever examined the diachronic varia...As one of the most frequent words in the English language,the study of NEED has attracted the attention of linguists in the late decades.Nonetheless,none of the previous research had ever examined the diachronic variation of NEED in American English from 1810s to 2000s as this study did,thus not in a position to make a comprehensive observation of NEED variation.The present study is based on a well-balanced corpora-Corpus of Historical American English(COHAE)1 to investigate the diachronic change of NEED in written American English.Moreover,intra-linguistic and extra-linguistic factors were analyzed to provide reasonable explanations for the differences in frequency.The aim was to improve the understanding of the development and variation of NEED usage in American English.The study suggests that before the 1900s,NEED as a model and verb in American English shows a distinct and complex picture different from that in the British English,but it shows similar development since then.It also finds that need to is undergoing grammaticalization.Another finding worth noting is that NEED undertakes degrammaticalization on the one hand and experiences regrammaticalization on the other hand.展开更多
目的 结合不同的文本向量化方法和分类模型,评估中英文对照的X线影像学报告在分类任务中的一致性。方法 提取Medical Information Mart for Intensive Care(MIMIC)数据集中的X线影像报告并翻译为中文,使用Doc2vec、词频-逆文档频率算法...目的 结合不同的文本向量化方法和分类模型,评估中英文对照的X线影像学报告在分类任务中的一致性。方法 提取Medical Information Mart for Intensive Care(MIMIC)数据集中的X线影像报告并翻译为中文,使用Doc2vec、词频-逆文档频率算法、双向编码器表示(Bidirectional Encoder Representation from Transformers,BERT)等方法对文本进行向量化,利用随机森林、卷积神经网络(Convolutional Neural Networks,CNN)、 TextCNN、Softmax等算法和模型完成分类任务。利用一致率和Kappa值对中英文对照的影像学报告的分类结果进行一致性评价。结果 在二分类任务下,中英文版本影像学报告分类一致率可以达到0.7~0.9,Kappa值为0.3~0.7,其中BERT-Softmax模型可以得到一致率为0.922,Kappa值为0.724;在三分类任务下,中英文版本的影像学报告分类一致率可以达到0.6~0.7,Kappa值可以达到0.3~0.4;在五分类任务下,BERTSoftmax得到中英文文本分类一致率为0.744,Kappa值为0.638。结论 X线影像报告的中英文版本在分类任务中具有较高的一致性,且一致性与文本向量化方法、分类模型性能及具体分类任务有关。展开更多
中国英语笔头输出能力等级量表研制的关键是建构适当的描述语及确定分级描述接口级点。本文通过捋顺国外学者对语言输出能力评价的构念,释义《欧洲语言共同参考框架:学习、教学、评估》(Common European Framework of Reference for Lan...中国英语笔头输出能力等级量表研制的关键是建构适当的描述语及确定分级描述接口级点。本文通过捋顺国外学者对语言输出能力评价的构念,释义《欧洲语言共同参考框架:学习、教学、评估》(Common European Framework of Reference for Languages:Learning,Teaching,Assessment,CEFR)产出型评价体系。参考欧洲诊断性语言测验(DIALANG)和欧洲语言测试学会(ALTE)的The CEFR Grids for Writing的对接模具进行能力标准的目标、要求、内容及文本的全方位对接实验。经数据因子分析,获取对接载荷度最高达到0.966。根据载荷度获取拟对接等级(或称目标等级),将我国英语考纲描述语揉进CEFR相关描述语,确立"目标分级描述语"接点,以便后期进行量表化处理。展开更多
文摘Rhetorical devices are kinds of literal form of expressions.Their application is to make the idea more striking and effective,for they have the strength to express and illustrate.An appropriate rhetorical device appeals to the imagination,gives us vivid pictures and makes the written English impressive and interesting.For this reason,written English often uses various rhetorical devices to improve the readability and attract readers' attention and to arouse readers' interest of reading their materials.This paper mainly discusses common rhetorical devices in written English so as to help readers understand the written materials better.
文摘Spoken language and written language serve different functions in communication.It’s necessary for English teachers to know the differences between them in order to teach effectively.This thesis analyzes the differences between spoken language and written language in four respects and their influence in English teaching.
文摘It is clear that uses of written language are more restricted than those of spoken language. Speech formed a part of human society long before the invention of writing, and even today, the majgority of the many thousands of languagesspoken all over the world have no written form. Nor do all the speakers of these languages that do have written forms ever have the opportunity to
文摘This study intends to identify the perceived difficulties of Chinese ESL students writing in English and their possible solutions.In particular,it aims to study the similarities and differences between the perceptions of Chinese ESL students and their ESL teachers.A total of 20 informants,consisting of ten Chinese ESL students and ten ESL teachers,evaluated three compositions written by Chinese ESL students.Both Student Evaluators and Teacher Evaluators were interviewed in order to have an in-depth understanding of their perceptions.
文摘As one of the most frequent words in the English language,the study of NEED has attracted the attention of linguists in the late decades.Nonetheless,none of the previous research had ever examined the diachronic variation of NEED in American English from 1810s to 2000s as this study did,thus not in a position to make a comprehensive observation of NEED variation.The present study is based on a well-balanced corpora-Corpus of Historical American English(COHAE)1 to investigate the diachronic change of NEED in written American English.Moreover,intra-linguistic and extra-linguistic factors were analyzed to provide reasonable explanations for the differences in frequency.The aim was to improve the understanding of the development and variation of NEED usage in American English.The study suggests that before the 1900s,NEED as a model and verb in American English shows a distinct and complex picture different from that in the British English,but it shows similar development since then.It also finds that need to is undergoing grammaticalization.Another finding worth noting is that NEED undertakes degrammaticalization on the one hand and experiences regrammaticalization on the other hand.
文摘目的 结合不同的文本向量化方法和分类模型,评估中英文对照的X线影像学报告在分类任务中的一致性。方法 提取Medical Information Mart for Intensive Care(MIMIC)数据集中的X线影像报告并翻译为中文,使用Doc2vec、词频-逆文档频率算法、双向编码器表示(Bidirectional Encoder Representation from Transformers,BERT)等方法对文本进行向量化,利用随机森林、卷积神经网络(Convolutional Neural Networks,CNN)、 TextCNN、Softmax等算法和模型完成分类任务。利用一致率和Kappa值对中英文对照的影像学报告的分类结果进行一致性评价。结果 在二分类任务下,中英文版本影像学报告分类一致率可以达到0.7~0.9,Kappa值为0.3~0.7,其中BERT-Softmax模型可以得到一致率为0.922,Kappa值为0.724;在三分类任务下,中英文版本的影像学报告分类一致率可以达到0.6~0.7,Kappa值可以达到0.3~0.4;在五分类任务下,BERTSoftmax得到中英文文本分类一致率为0.744,Kappa值为0.638。结论 X线影像报告的中英文版本在分类任务中具有较高的一致性,且一致性与文本向量化方法、分类模型性能及具体分类任务有关。
文摘中国英语笔头输出能力等级量表研制的关键是建构适当的描述语及确定分级描述接口级点。本文通过捋顺国外学者对语言输出能力评价的构念,释义《欧洲语言共同参考框架:学习、教学、评估》(Common European Framework of Reference for Languages:Learning,Teaching,Assessment,CEFR)产出型评价体系。参考欧洲诊断性语言测验(DIALANG)和欧洲语言测试学会(ALTE)的The CEFR Grids for Writing的对接模具进行能力标准的目标、要求、内容及文本的全方位对接实验。经数据因子分析,获取对接载荷度最高达到0.966。根据载荷度获取拟对接等级(或称目标等级),将我国英语考纲描述语揉进CEFR相关描述语,确立"目标分级描述语"接点,以便后期进行量表化处理。
