中国应用语言学


  • A RESEARCH INTO THE EFFECT OF BACKGROUND KNOWLEDGE ON BUSINESS ENGLISH READING COMPREHENSION

    <正> With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount inBusiness English teaching and learning.And their reading abilityis often assessed by a text of reading comprehension.However,from my experience as a college teacher ofBusiness English,I have noticed some problems among studentswho have little knowledge of business.They seem to readBusiness English materials at a slower rate and with lessunderstanding than general English materials.Then there is the question:is Business English reading"simply"a problem of language competence? Or are there anyother more important factors?This article is an investigation into the effect of backgroundknowledge on Business English reading comprehension.Thestudy attempts to assess to what extent L2 readers might beaffected because of their lack of a background schematapresupposed by the author by comparing the test results of twopassages comparable in language lightness or heaviness.Morecomparable passages like these can be used in investigating intothe rival effects of background knowledge and linguisticcompetence.The implications of comprehension theory for L2pedagogy are discussed and suggestions for Business Englishteaching is put forward.

    2001年03期 2-5+11页 [查看摘要][在线阅读][下载 159K]
    [下载次数:420 ] |[阅读次数:47 ] |[引用频次:0 ]
  • REEXAMINING THE ROLE OF INPUT AND THE FEATURES OF OPTIMAL INPUT——(Ⅰ)Role of Input:Why Is Input Essential for Learning to Take Place?

    <正> The paper examines the role of input from a psychologicalperspective.By exploring the relation between language andthought,and the functions of memory,the paper aims to revealthat language,as a medium of thought,cannot be isolatedfrom thought in the thinking process.Therefore,input in thetarget language is to enable the learner to think in that language.Another idea borrowed from Psychology is the phenomenon offorgetting,which is resulted from interference.We argue thatproviding sufficient input for the learner is one of the effectiveways to minimize the degree of interference.The role of input isthen seen as the following:(1)fighting off mother tongueinterference;(2)internalizing L2 grammar;(3)defossilizingand maintaining interlanguage competence;(4)learningvocabulary in context.

    2001年03期 6-11页 [查看摘要][在线阅读][下载 214K]
    [下载次数:119 ] |[阅读次数:55 ] |[引用频次:3 ]
  • WHAT DO MIDDLE SCHOOL STUDENTS BRING TO ENGLISH LEARNING?——A QUESTIONNAIRE INVESTIGATION REPORT

    <正> This paper reports on an investigation conducted in thePearl River Delta Region of Guangdong Province.Theinvestigation was intended to collect data about middle schoolstudents'motivation for English learning,their views on thedifficulty of learning the language,their learning methods andexpectations for teacher roles.In light of the investigationfindings,four points are summed up.First,there is a seriousloss of junior middle school students'interest in Englishlearning.In other words,the higher the grade,the fewer thestudents interested in learning the language.Second,Englishgrammar is a universal problem for most students.However,they tend to have different difficulties at different learningstages.Third,most junior middle school students are well awareof their own responsibilities for successful learning,but they donot necessarily know how to learn effectively.Finally,juniormiddle school students stress teacher roles not only as instructorbut as helper,and have made great demands on the teacher'steaching methods.

    2001年03期 12-16页 [查看摘要][在线阅读][下载 172K]
    [下载次数:223 ] |[阅读次数:62 ] |[引用频次:1 ]
  • 我国外语界的大喜事——中国英语教学研究会即将加入国际应用语言学学会

    <正> 多年以来我国外语界前辈一直在争取加入国际应用语言学学会(International Association ofApplied Linguistics,简称 AILA),但由于种种原因始终未能如愿。在多方的努力下,这一夙愿终于实现了。今年五月在北京举行的第三届中国英语教学国际研讨会期间,与会代表一致认为我国应用语言学研究发展很快,取得了很大的成绩,应该努力争取参加国际上这一权威性的应用语言学组织,以便更好地与国际上的同行进行学术交流,推动国内的应用语言学和外语教学研究。与会代表讨论了以什么名义参加AILA.由于我国尚未成立应用语言学学会,因此无法使用中国应用语言学学会的名义,而 AILA 对于一

    2001年03期 16页 [查看摘要][在线阅读][下载 44K]
    [下载次数:41 ] |[阅读次数:88 ] |[引用频次:0 ]
  • INVESTIGATION OF WORD KNOWLEDGE OF CHIENSE STUDENTS

    <正> This paper examines Chinese students'knowledge ofderivational suffixation,word association as well as vocabularysize.Results show that students master noun suffixes better thanadjective suffixes.As to word associations,students producedmore syntagmatic associations than paradigmatic associations.This research also found a significant correlation betweenvocabulary size and paradigmatic associations.At last,byinvestigating the relationship between the three aspects of wordknowledge,the author tries to apply this relationship to secondlanguage acquisition.

    2001年03期 17-20页 [查看摘要][在线阅读][下载 137K]
    [下载次数:35 ] |[阅读次数:45 ] |[引用频次:0 ]
  • CHINESE LEARNERS'STRATEGIES FOR ENGLISH VOCABULARY LEARNING

    <正> This thesis focuses mainly on vocabulary learning strategies,which is one of the most difficult areas for Chinese learners.Having investigated through questionnaires,discussed andsummarized respectively the five steps in vocabulary learning,the authors put forward some factual statements about the mostdifficult aspects in vocabulary commanding.In addition,theauthors suggest some theoretical basis for the solutions to theseaspects.When talking about vocabulary learning,Payne made aformal study in its strategies by ESL students.Based on Payne'sdata,Brown and Payne(1994)did an analysis that resulted in amodel where the strategies fall into five steps:(1)havingsources for encountering new words;(2)getting a clear image,either visual or auditory or both,for the forms of the newwords;(3)learning the meaning;(4)making a strong memoryconnection between forms and meanings;and(5)using thewords.In order to further describe in which step(s)do Chineselearners have troubles we have designed some questionnaires.The informants are 174 average non-English majors,learning"College English".They are from both science and artdepartments.They came from all over the country,so they aretypical in a way.Sex and whether they are good or bad studentsor whether they are science or art students are not taken asinvestigating elements since what we want to know is a generalphenomenon among average learners.

    2001年03期 21-23页 [查看摘要][在线阅读][下载 101K]
    [下载次数:341 ] |[阅读次数:53 ] |[引用频次:0 ]
  • QUESTIONNAIRE

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    2001年03期 24-25页 [查看摘要][在线阅读][下载 31K]
    [下载次数:27 ] |[阅读次数:20 ] |[引用频次:0 ]
  • LEARNER REFLECTION IN PORTFOLIO ASSESSMENT

    <正> The traditional English teaching method makes students feeltoo serious,nervous and formal.Learner reflection in portfolioassessment can increase opportunities for dialogues betweenteachers and students about curriculum goals and learnerprogress,which is very important to provide a healthy,harmonious and democratic situation in English teaching forstudents.This paper analyses some benefits of learner reflectionin portfolios and focuses on how to design reflective tasks for theportfolio.It is obvious that learner reflection is good for bothteachers and students to improve their teaching and studyingmethods as well as to enhance the teaching quality.

    2001年03期 26-28页 [查看摘要][在线阅读][下载 110K]
    [下载次数:116 ] |[阅读次数:53 ] |[引用频次:2 ]
  • 最新消息

    <正> 《中国英语教学(三)》(第三届中国英语教学国际研讨会文集)已由胡文仲教授主编完成,将于明年出版。本文集共收录从与会宣读的500多篇论文中精选的64篇论文。文集目录可在中国英语教学研究会网站(www.elt-china.org)查到。以下是该书的序言。

    2001年03期 28页 [查看摘要][在线阅读][下载 37K]
    [下载次数:14 ] |[阅读次数:37 ] |[引用频次:0 ]
  • HOW TO ACHIEVE AUTHENTICITY IN THE L2 CLASSROOM

    <正> The first part of the essay deals with the term authenticity.Next,it proceeds to discuss how materials,course books,andthe activities are used in the classroom and also whichmethodology is chosen.Then it covers"true"authenticity andthe discussion of the possibility of the realization of themthrough the material,and activities and methodology.Finally aconclusion is drawn.

    2001年03期 29-32页 [查看摘要][在线阅读][下载 131K]
    [下载次数:46 ] |[阅读次数:47 ] |[引用频次:0 ]
  • INTONATION:IMPLICATION AND APPLICATION IN TEFL IN CHINA

    <正> This paper stresses the significant pedagogical function ofintonation in spoken English.It also provides a brief review onits current application in teaching English as a foreign language(TEFL)in China.Effective intonation teaching not only has aneffect on facilitating an acquisition of"intelligiblepronunciation"but also has an underlying implication formaking a"whole-person learner involvement"in learningprocess.This paper outlines an approach practiced in Chinatoday.It is based on the basic nuclear tone patterns proposed byQuirk and others in order to promote oral English teachingthrough intonation awareness training.With the learners'attention transferred from segmental sound or meaning tosuprasegmental tone(intonation),the melodic feature of thelanguage is most salient,which greatly motivates the learner'sinterest,involvement and autonomy,therefore,accelerating anacquisition of oral communicative competence.

    2001年03期 33-35页 [查看摘要][在线阅读][下载 80K]
    [下载次数:107 ] |[阅读次数:57 ] |[引用频次:1 ]
  • FUNCTIONS OF DISCOURSE MARKERS IN LISTENING COMPREHENSION

    <正> The frequent use of discourse markers in conversationsproduces some constraints on listener's interpretation of anutterance.Researches on discourse markers are predominantlybased on discourse analysis.This paper discusses the relationshipbetween discourse markers and coherence relations of a discourseand,from a pragmatic point of view,the functions of discoursemarkers and their effect on the production and understanding ofan utterance in listening comprehension.The author attempts toexplore them in some pragmatic and conversational contexts andargues that the multifunctionality of discourse markers makes itpossible for the listener to achieve a higher level ofunderstanding.

    2001年03期 36-39页 [查看摘要][在线阅读][下载 110K]
    [下载次数:214 ] |[阅读次数:50 ] |[引用频次:0 ]
  • APOLOGY,ACQUISITION THROUGH COMPARISON

    <正> This paper demonstrates a teaching method of combiningspeech act theory and multimedia facilities performance in aspoken English class for Chinese students by a non-native teacherat tertiary level.The combination makes possible audio-visualcomparison between Chinese and English strategies and forms forrealizing speech acts.This comparative method may become anew model of teaching spoken English as a foreign language fornon-native English teachers since they can fully utilize"nativepresentation"through multimedia facilities,which in turnmakes speech acts theory more applicable since multimediapresentation has proved in class much more effective indemonstrating how a speech act is done than listening alone.Byusing this method,students will be more aware of culturaldifferences,enabling them to consciously switch speech act setsat the same time they switch languages through classroomactivities.This demonstration will focus on one speech act,apology.

    2001年03期 40-42页 [查看摘要][在线阅读][下载 99K]
    [下载次数:76 ] |[阅读次数:52 ] |[引用频次:0 ]
  • A STUDY OF HEDGING IN ACADEMIC DISCOURSE AND ITS PEDAGOGICAL IMPLICATIONS

    <正> Hedging is a common practice in academic discourse.Thisarticle investigates the underlying reasons for the use of hedging,its linguistic representations,and its pedagogical applications.

    2001年03期 43-45页 [查看摘要][在线阅读][下载 116K]
    [下载次数:77 ] |[阅读次数:70 ] |[引用频次:2 ]
  • APPROPRIATE FEEDBACK:AN IMPORTANT ASPECT OF IMPROVING STUDENTS'WRITING SKILLS

    <正> There have been numerous studies on the effectiveness ofwriting feedback in recent years,but so far we have found verylittle evidence of improvement in the overall quality of students'writing.So,this article tries to investigate the most effectiveforms of feedback.First,the importance of feedback is stated.Then,three questions are put forward to see whether teachers'feedback really matches students'preferences or not.On thesequestions,two case studies are carried out among the second-yearstudents in Huazhong University of Science and Technology(HUST).We have made an equivalent time-sample design.Thefirst design is made at the middle of the semester,in which thefirst questionnaire is administered to inquire about the types offeedback the students prefer to receive,and the first sampling ofthe teacher's feedback is made to show any discrepancy betweenteacher's feedback and the learners'interest.Then,the ways ongiving appropriate feedback are given to teachers.The seconddesign is made at the end of the semester,in which anotherquestionnaire is constructed to obtain what students havebenefited from teachers'feedback,and another sampling is doneto see the changes in teachers'feedback and students'improvements.Finally,this article tries to explore effectiveways on giving appropriate feedback.

    2001年03期 46-50页 [查看摘要][在线阅读][下载 157K]
    [下载次数:123 ] |[阅读次数:84 ] |[引用频次:3 ]
  • TO WRITE IS TO CREATE A COHERENT TEXT

    <正> The major symptoms concerning learners'writing problemsare presented thus:the discontinuity of both cohesion andcoherence.This paper primarily focuses on the two main causesof the problems:(1)the alternative uses of different registers(AUODR)and(2)an indirect approach(IA)used to developtopics by learners of English.

    2001年03期 51-54页 [查看摘要][在线阅读][下载 126K]
    [下载次数:34 ] |[阅读次数:39 ] |[引用频次:3 ]
  • TEACHING INTENSIVE READING WITHIN THE FRAMEWORK OF MODERN PSYCHOLINGUISTICS

    <正> Many students have difficulties in obtaining the globalmeanings of texts.This paper proposes some suggestions on howto help students reach a deeper understanding of texts in intensivereading classrooms within the framework of modernpsycholinguistics.It mainly discusses the important effect ofprior knowledge on further understanding and provides threemethods to help solve this problem:make good use of pre-reading activities;enrich the students'background information;and analyze the structure of texts.

    2001年03期 55-59页 [查看摘要][在线阅读][下载 137K]
    [下载次数:131 ] |[阅读次数:54 ] |[引用频次:0 ]
  • PEER REVISION OF WRITING IN L2 CLASSROOM

    <正> Peer revision,a supplementary strategy to teacher revisionof writing in L2 classroom,makes passive receivers of teacherrevision become active revisers,enabling students to involve inmore motivated language learning.Benefits of peer revision andits implications for teacher and student roles are discussed.Thisarticle also tentatively analyzes ways of preparing students foreffective peer revision.

    2001年03期 60-62页 [查看摘要][在线阅读][下载 105K]
    [下载次数:66 ] |[阅读次数:38 ] |[引用频次:0 ]
  • TRAINING STRATEGIES FOR LISTENING SUB-TEST IN IELTS

    <正> The listening sub-test in IELTS is divided into four sections:section one and two test candidates'survival skills in the U.K.;section three and four,candidates'study skills,Ih trainingpractice,the instructor may divide the listening material intotwo parts.In the first part—survival English,culturalbackground knowledge of daily life in the U.K.should be takenas the training focus.Dialogues concerning a new arrival's dailyactivities in the U.K.may be chosen as listening material.Thesecond part,Academic English training is the most challengingtask.To understand a university lecture or academic interview,a good command of academic vocabulary is essential,so theinstructor should design some exercises to help students memorizeacademic vocabulary.The training focus for the academicEnglish part is the skill of grasping the main points of a lecture orinterview.Students should show how to write outlines andsummaries.Gap-fill and T&F&N forms may be adopted forsummary and outline training.

    2001年03期 63-64页 [查看摘要][在线阅读][下载 68K]
    [下载次数:85 ] |[阅读次数:59 ] |[引用频次:1 ]
  • Guide For Contributors

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    2001年03期 65页 [查看摘要][在线阅读][下载 18K]
    [下载次数:18 ] |[阅读次数:12 ] |[引用频次:0 ]
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