Dòng Nội dung
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中国英语学习者学术写作中标示名词的功能与立场研究 = Investigating the function and the stance of signaling nouns in Chinese EFL learners’ English academic writing / ZHOU Hui; LIU Yongbing; School of Foreign Languages,Northeast Normal University // Foreign language teaching and research. 2015, Vol. 47, No.2. // 外语教学与研究 2013, 第45卷.第4期
2015
251-261+321 p.

This study,following a corpus approach,compares the signaling nouns in the Master theses of Chinese EFL learners and their native counterparts.The discourse functions and the authorial stance constructed by the nouns are analyzed both quantitatively and qualitatively.Data analyses show that compared with their native counterparts,Chinese English learners used more signaling nouns in general.Specifically,they used fewer RESEARCH,EVIDENCE and IDEA nouns,but more ARGUMENT and TEXT nouns than their counterparts.The three major functions—semantic,cognitive and linking functions,are realized in both corpora;however,in the learner corpus,there exists divergence in the linking function.As for stance-taking,Chinese EFL learners’ academic writings fall short of objective stance,critical reasoning and clear authorial stance,which tends to weaken the academic function and stance of self-promotion and persuasiveness.
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英语介词学习与概念迁移——以常用介词搭配与类联接为例. /c张会平, 刘永兵. // Foreign language teaching and research. 2013, Vol. 45, No.4. // 外语教学与研究 2013, 第45卷.第4期
2013.
tr. 568-580.

This study identifies the systematic features of the three most frequently used English prepositions in the writing corpus of the Chinese English beginners compared with those of the German - speaking English beginners from a conceptual transfer perspective. The identified systematic features are analyzed by means of their collocation and colligation and discussed in terms of two levels of conceptual transfer (the lexical level and grammatical level) within the Conceptual Transfer Framework in English Learning. Through detailed analyses, it is found that conceptual transfer errors made by Chinese beginning learners of English were high in frequency and systematic, regular and unique. These findings support the conceptual transfer framework developed in this study.