Download or read book The Use of L1 Cognitive Resources in L2 Reading by Chinese EFL Learners written by Shiyu Wu and published by Routledge. This book was released on 2016-05-20 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effects of L1 cognitive resources on L2 reading e.g. the effects of L1 reading ability, the ability in L1 mental-structure building, L1 cognitive use in L2 reading, and other related cognitive mechanisms and capacities of EFL learners in China. It integrated test-based and product-oriented as well as VPA-based (verbal protocol analysis) and process-oriented experiments to address the problems of reading in a second language. This book provides several theoretical, methodological and pedagogical insights, including the multidimensional nature of L2 reading and Vygotskyan sociocultural theory as a suitable L2 reading framework, combined approaches on L2 studies, and the rewarding active use of L1 cognitive resources in L2 learning.
Download or read book Assessing Listening for Chinese English Learners written by Pan Zhixin and published by Taylor & Francis. This book was released on 2016-12-08 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports in detail the newly developed Communicative Listening Comprehension Test (CLCT) for the National College English Test (CET) of China. Following the principles of communicative testing in general and test construction approach proposed by Bachman and Palmer (1996) in particular, the project develops CLCT for CET-4 and CET-6. The research begins with the construction of frameworks of listening task characteristics and communicative listening ability. Subsequently, based on a survey of Chinese college students' English listening needs and an analysis of listening tasks in influential English listening course books and public tests, CLCT-4 and CLCT-6 test specifications are developed. Finally, sample papers are produced and a series of posteriori studies are conducted to examine the difficulty and usefulness of the newly developed notes-completion task type in two CLCT tests. As an example of successful integration of communicative testing theories and test construction practice, this research provides valuable insights into listening test development for other large-scale tests.
Download or read book SLA Applied written by Brian Tomlinson and published by Cambridge University Press. This book was released on 2021-05-20 with total page 421 pages. Available in PDF, EPUB and Kindle. Book excerpt: This singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors' and students' real-life experiences in the classroom, and stimulates reflection and creativity through the inclusion of Readers' Tasks in every chapter. This engaging and relevant text is suitable for students in Applied Linguistics or TESOL courses, trainee teachers, researchers, and practitioners.
Download or read book A Corpus Study of Collocation in Chinese Learner English written by Yuanwen Lu and published by Taylor & Francis. This book was released on 2016-12-08 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on two corpora: LOCNESS (Louvain Corpus of Native English Essays) and MLC (Non-English major Mainland Chinese Learner Corpus), this book explores the grammatical and lexical collocations of Chinese learner English. As one of the first systematic studies to investigate collocations in Chinese learner English based on learner corpora, this book provides significant implications for foreign language teaching and learning.
Download or read book Patterns and Meanings of Intensifiers in Chinese Learner Corpora written by Chunyan Wang and published by Taylor & Francis. This book was released on 2016-12-01 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intensification plays a major role in spoken and written interaction, enabling the writer or speaker to express different levels of commitment. This book explores the patterns and meanings of intensifiers in Chinese learner English by ways of comparison with native English. The study is conducted within the theoretical framework of Firthian contextual theory of meaning, Sinclairian model of Extended Units of Meaning (EUM) and Hunston's pattern grammar. The method of contrastive inter-language analysis (CIA) is adopted and the intensifier collocations in learner English and native English are explored by means of quantitative and qualitative analyses of corpora data. This book is the first attempt to investigate the patterning and meaning features of intensifiers systematically with the corpora data in Chinese learner English. Readers will obtain a relatively complete picture of how Chinese learners use intensifiers to realize their attitudinal meanings.
Download or read book Critical Pragmatic Studies on Chinese Public Discourse written by Xinren Chen and published by Routledge. This book was released on 2019-09-16 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public discourse constitutes the language environment of a town or a city, which forms part of the social environment of a country or a region. Based on extensive first-hand data collected from public places, mass media and the Internet, this monograph attempts critical pragmatic studies of public discourse in the contemporary Chinese context. By applying pragmatic theories and analytical instruments to the analysis of the data, including business names, advertisements, public signs and notices, and news, the book showcases such discursive practices as personalization and subjectivization and reveals such social problems as unhealthy social mentalities, “pragmatic traps”, suspect discrimination, and vulgarity. It exemplifies a way of combining the Critical Discourse Analysis (CDA) approach and the pragmatic approach with a clear focus on the pragmatic issues. This book will not only be a necessary addition to the academic discipline of pragmatics in general, and critical pragmatics in particular, but also lay bare the problems existing in the use of public discourse and suggest several ways to improve such use. While it addresses the Chinese data only, the proposed analyses may contribute to international readers’ understanding of public discourse in contemporary China and serve as a reference for similar researches worldwide.
Download or read book Complementarity Between Lexis and Grammar in the System of Person written by Pin Wang and published by Routledge. This book was released on 2016-10-04 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book investigates the lexico-grammatical complementarity in language in its construal of person as a semantic system. Given the vast and wide spectrum of resources for expressing distinctions in the assignment of person roles in language, this book presents person-related system networks covering a rich range of semantic features. It also studies the system of person in relation to other major semantic systems instead of regarding it as one isolated component of language parallel to gender, number, case, etc. Systemic features of person are in turn realized by lexicogrammar, whose components, lexis and grammar form a relationship of complementarity in the process of transforming human experience into meaning. Person-related meaning can be either realized by lexical means, i.e. entity, process, quality, or grammatical means, i.e. pronouns, clitics, affixes, zero forms. Besides, such meaning is also found to be realized at some indeterminate areas along the lexis-grammar continuum. A special feature of this book is that it observes the lexicalization and grammaticalization of person based on evidence from a variety of languages. Readers will be presented a comprehensive look into the meaning of person and will be encouraged to reflect on its realization in their own languages.
Download or read book Language Policy written by Bingjun Yang and published by Taylor & Francis. This book was released on 2016-11-18 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Appendix 2 Non-standard language in Lu Xun's works: Zi and Ci -- Appendix 3 Old words gaining new meanings in cyber space -- Appendix 4 Old words restructuring semantic relations -- References -- Index
Download or read book On Aesthetic and Cultural Issues in Pragmatic Translation written by Xiuwen Feng and published by Routledge. This book was released on 2016-07-15 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the cross-cultural advertising communication and aesthetic issues of brands and brand slogans. Based on the pragmatic translating theories and case studies of a few classic brand translations, the book puts forward the Three Aesthetic Principles of translating brands. The book special features the cultural in addition to the business aspect of introducing China Time-honored Brands to foreign markets. Readers will learn about the great importance of the aesthetic issues and cultural communications in translating brands and brand slogans through this book.
Download or read book written by and published by 清華大學出版社. This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Ben shu jie he yu yan ce shi,Er yu xie zuo he ren zhi xin li xue fang mian de li lun he yan jiu fang fa,Xuan qu mu yu(zhong wen)Xie zuo shui ping,Xie zuo ji qiao,Wai yu(ying yu)Yu yan shui ping yi ji gong zuo ji yi guang du wei zi bian liang,Yi xian shi tiao jian xia de ying yu xie zuo wei ying bian liang,Dui ying xiang zhong guo xue sheng ying yu xie zuo de ren zhi yin su jin xing le yan jiu he tan tao.
Download or read book The Use of First and Second Language in Chinese University EFL Classrooms written by Yi Du and published by Springer. This book was released on 2016-08-23 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences of four Chinese EFL teachers who were teaching non-English major students at four different proficiency levels. It examines these four teachers' actual use of L1 and L2, including the distribution of their L1 and L2 use; the circumstances, functions and grammatical patterns of their language use; and their language use across different frames of classroom discourse. It also explores their attitudes and beliefs regarding this issue in depth, as well as their own perceptions of and reasons for their language use and possible influencing factors. Through its detailed analysis of the teachers' language use, as well as their respective beliefs and decision-making techniques, this book contributes to L2 teachers' professional development and L2 teaching in general, especially with regard to establishing a pedagogically principled approach to L1 and L2 use.
Download or read book The Palgrave Handbook of Chinese Language Studies written by Zhengdao Ye and published by Springer Nature. This book was released on 2022-07-30 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new major reference work provides a comprehensive overview of linguistic phenomena in a variety of Sinitic languages in a global context, highlighting the dynamic interaction between these languages and English. This “living reference work” offers a window into the linguistic sphere in China and beyond, and showcases the latest research into diverse and evolving linguistic phenomena that have resulted from intensified interactions between the Sinophone world and other lingua-spheres. The Handbook is divided into five sections. The chapters in Section I (New Research Trends in Chinese Linguistic Research) present fast-growing research areas in Chinese linguistics, particularly those undertaken by scholars based in China. Section II (Interactions of Sinitic Languages) focuses on language-contact situations inside and outside China. The chapters in Section III (Meaning, Culture, Translation) explore the meanings of key cultural concepts, and how ideas move between Chinese and English through translation across various genres. Section IV (New Trends in Teaching Chinese as a Foreign Language) covers new ideas and practices relating to teaching the Chinese language and culture. The final section, Section V (Transference from Chinese to English), explores dynamic interactions between varieties of Chinese and varieties of English, as they play out in multilingual sites and settings
Download or read book Teaching and Researching Reading written by William Peter Grabe and published by Routledge. This book was released on 2013-11-26 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts. In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 29 projects for teacher adaptation and use, as well as numerous new or substantially expanded resource materials that can be used for both action research and classroom instruction. Learning aids featured throughout the volume include · key concept boxes and a glossary of key terms · quote boxes highlighting critical issues in the field · resource lists of relevant journals, books and websites Fully revised throughout, with a range of new exemplary L1 and L2 research studies and an entirely new chapter on the move from research implications to instructional applications, this second edition of Teaching and Researching Listening is an invaluable resource for teacher trainers, practicing teachers, materials writers and researchers alike.
Download or read book Reading Acquisition of Chinese as a Second Foreign Language Volume II written by Linjun Zhang and published by Frontiers Media SA. This book was released on 2023-10-26 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognition Cognition and L2 Reading written by Lawrence Jun Zhang and published by . This book was released on 1999 with total page 996 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading in Chinese as an Additional Language written by Liu Li and published by Taylor & Francis. This book was released on 2022-12-29 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader’s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development—how to learn and teach Chinese characters. The second part examines various learners’ reading comprehension subskills, as well as the evolution of learners’ literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students’ Chinese literacy acquisition. This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.
Download or read book LEARNING TO READ IN 2 LANGUAGE written by Kar-Man Kathy Shum and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Learning to Read in Two Languages: Chinese and English" by Kar-man, Kathy, Shum, 沈嘉敏, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Can children's early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross-language relationships between Chinese (L1) and English (L2) among87 elementary school children in Hong Kong were explored in a longitudinal study. Chinese word reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (Grade 1), with age and nonverbal IQ taken into account, were significant concurrent and longitudinal predictors of English word reading, and text-level reading and writing skills across ages 7 to 10. These three measures in Chinese together accounted for 16-28% of unique variance in the English literacy tasks across the three-year period. Moreover, children who showed word reading difficulties in Chinese at Grade 1 also performed significantly worse than average Chinese readers in English reading and related cognitive tasks later on, especially on phonological tasks. Results in this study provided evidence for cross-language transfer of cognitive-linguistic abilities between two distinctly different orthographies. L1 markers underlying reading difficulties in both L1 and L2 can help identify L2 learners at risk for later reading problems, even when their L2 proficiency is too limited to render proper identification. This may in turn facilitate better allocation of educational resources and targeting of early intervention programs. Based on the finding that Chinese word reading fluency was one of the strongest longitudinal predictors of English literacy development, an intervention study was conducted to explore whether repeatedly reading aloud a variety of written symbols can improve word reading fluency performance in Chinese and English. Fifty-nine Grade 2 Hong Kong Chinese children were randomly assigned to either computer-based training on repeated oral reading of digits, alphabetical letters, Chinese characters, and English words, without corrective feedback (experimental group), or online arithmetic games (control group). Reading-aloud training conducted twice a week for 7 weeks significantly improved word reading fluency in both Chinese and English, in contrast to the control group. By contrast, the experimental and control groups did not differ significantly for improvement in word reading accuracy and in the rapid naming of digits and letters. Implications for possible mechanisms underlying the observed intervention effects of repeated oral reading are discussed. Subjects: Reading, Psychology of
