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中国学生对英语名词可数性习得研究 = Acquisition of English count and mass nouns by Chinese EFL learners / ZHANG Xiaopeng; DONG Xiaoli; School of Foreign Languages and Cultures,Beifang University of Nationalities.
// Foreign language teaching and research. 2015, Vol. 47, No.2.
// 外语教学与研究 2013, 第45卷.第4期 2015262-275+321 p. The present study examines the acquisition of English count and mass nouns from the perspective of psycholinguistics,with a view to tapping into the representational properties of English count and mass nouns in the learners’mind.Participants are intermediate and advanced Chinese EFL learners who are invited to finish an editing task and a primed lexical decision task,respectively.Results show that 1)participants’ countability judgments of English nouns are significantly mediated by the semantics of Chinese classifiers,and also task-dependent;2)their access to the countability of English nouns is not an automatic process compared with that of English native speakers.Based on these findings,we hypothesize that Chinese EFL learners,in their understanding of English nouns,are not explicitly aware of the count-mass distinctions,the manifestation of which is likely to be episodic in nature.
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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 2015251-261+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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基于动态系统理论的自由产出词汇历时发展研究 = A longitudinal study on free productive vocabulary development from the Dynamic Systems Theory perspective / ZHENG Yongyan; College of Foreign Languages and Literatures,Fudan 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 2015276-288+321 p. This paper reports a longitudinal study conducted within the framework of Dynamic Systems Theory.We analyzed 128 free compositions produced by 16first-year English major students during an academic year by means of a variety of analysis techniques specific to the Dynamic Systems Theory research(including moving min-max graph,re-sampling,Monte Carlo simulation,moving correlation graph,etc.).It has been found that the learners’ L2free productive vocabulary follows a fluctuating,non-linear and staged developmental pattern.Different dimensions of the lexical richness grow asynchronously:supportive relationships are identified between free productive vocabulary size and lexical sophistication,and between lexical density and variation.The relationship between lexical sophistication and variation shows a support-competition shift at different stages,which is also related to individual learners’ respective developmental stage.
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