该研究回顾准术语"tourism"词源、在学术研究中的概念变迁及其中文翻译现状,发现"tourism"各种概念都大多被翻译为中文词汇"旅游",但二者概念体系并不是完全对应关系。"旅游"一词对应的三个概...该研究回顾准术语"tourism"词源、在学术研究中的概念变迁及其中文翻译现状,发现"tourism"各种概念都大多被翻译为中文词汇"旅游",但二者概念体系并不是完全对应关系。"旅游"一词对应的三个概念"游客行为维度的概念""经济维度概念"和"多元系统整合现象"在"tourism"对应的概念体系中都有对应项,"tourism"表达的概念之一(tourism as a study of…)与中文的"旅游研究/旅游学"这一名词对应,但在"旅游"一词诸多学术定义及其表达的概念中还找不到对应项。二者所表达概念的非对应项为解决"tourism"或"旅游"概念含混提供了一个跨语言的解决思路——使用同义替代性的单义词语对"tourism"或"旅游"所表达的不同概念进行差异化命名,以形成一词一义的旅游研究术语。展开更多
This research is based on the framework of social constructivism,utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of C...This research is based on the framework of social constructivism,utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of Chinese characters and English alphabets.Through comparative analysis of the ideation of English letters(pictogramme)and the origin of Chinese characters,known as the"Six Categories Theory,"we discover their alignment in terms of social,traditional,and cultural aspects.This suggests that different ethnic groups share common features in terms of life experience,learning cognitive development,and thinking habits.This study also finds that the origins of English letters and Chinese characters share similar linguistic features in their methods of constructing letters/characters,such as pictographic,ideographic,and semantic characteristics.Exploring these commonalities contributes to promoting learning and communication between Chinese and English characters.Additionally,by focusing on socio-cultural aspects,traditional customs,and cognitive learning,this study aims to break away from the traditional linguistic research approach that solely focuses on language differences.This provides a broader perspective and richer dimensions for Chinese and English language learning,facilitating the development of cross-linguistic and cross-cultural communication.展开更多
Language transfer is one of the most significant aspects of cross-linguistic influ-ence.It can be divided into two types:positive and negative,the beneficial and det-rimental use of one language's acquired charact...Language transfer is one of the most significant aspects of cross-linguistic influ-ence.It can be divided into two types:positive and negative,the beneficial and det-rimental use of one language's acquired characteristics in another.This study aims to investigate the L1(Chinese)influence on Hong Kong ESL learners'acquisition of conjunctions and whether the use of L1 has an impact on this influence.An online questionnaire combining questions about students'English learning experience and a grammatical judgement task was sent to a government-funded secondary school in Hong Kong and completed by 79 students.Evidence of both positive and negative transfer from Chinese to English was found by testing six conjunctions or conjunc-tion pairs:although...but,because...so,not only...but also,either...or,neither...nor,.and despite.The results suggest that Chinese is likely to have an impact on students'acquisition of conjunctions,and the use of Chinese in English classes can worsen negative transfer and boost positive transfer.The degree of transfer might increase when more Chinese is used in class.To alleviate the impact of Chinese transfer and to provide more effective L2 teaching,monitoring the use of L1 and regular evalua-tion might be useful.Teachers can also adjust the amount of Chinese used according to the students'English proficiency level.展开更多
Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.Th...Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.展开更多
Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching...Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.展开更多
This paper presents an overview of some cross-linguistic influences in multilingual language acquisition on both syntax and lexical level from Gabrys Baker's new book.
This critique gives a brief summary of Cross-Linguistic Influence on Word Search in Tip-of-the-Tongue States and ana-lyzes its strengths and weaknesses from theoretical and methodological perspectives. Apart from crit...This critique gives a brief summary of Cross-Linguistic Influence on Word Search in Tip-of-the-Tongue States and ana-lyzes its strengths and weaknesses from theoretical and methodological perspectives. Apart from critically reviewing the article, thispaper draws inspiration from it with respect to mental lexicon, and proposes that this article can be a research model for studies of L2 influence on the retrieval of L1 in tip-of-the-tongue states in relation to cross-linguistic influence.展开更多
Much of the early research has been made to investigate the influence of the first language(L1) or the languages that learners already know,on the second language(L2) acquisition(SLA).When researchers referring to ...Much of the early research has been made to investigate the influence of the first language(L1) or the languages that learners already know,on the second language(L2) acquisition(SLA).When researchers referring to 'Cross-linguistic Influences' phenomenon,phrases like 'Language transfer,Linguistic interference,the role of mother tongue,Native language influence,and language mixing' are often used,and the one most commonly employed is language transfer.(Odlin,2003,p.436).In this paper,author mainly discusses language transfer.展开更多
In today's academic field, the motivation for distinguishing between the effected and the affected objects has received scant attention. This article attempts to probe into this question by citing the related cros...In today's academic field, the motivation for distinguishing between the effected and the affected objects has received scant attention. This article attempts to probe into this question by citing the related cross-linguistic evidence to justify such a distinction. It concludes that some grammatical constructions or linguistic phenomena across languages cannot be well interpreted without the framework of effected-/affected-object dichotomy. Both types of objects show prototypical properties of direct objects, and they are complementary in the realization of direct-objecthood.展开更多
文摘该研究回顾准术语"tourism"词源、在学术研究中的概念变迁及其中文翻译现状,发现"tourism"各种概念都大多被翻译为中文词汇"旅游",但二者概念体系并不是完全对应关系。"旅游"一词对应的三个概念"游客行为维度的概念""经济维度概念"和"多元系统整合现象"在"tourism"对应的概念体系中都有对应项,"tourism"表达的概念之一(tourism as a study of…)与中文的"旅游研究/旅游学"这一名词对应,但在"旅游"一词诸多学术定义及其表达的概念中还找不到对应项。二者所表达概念的非对应项为解决"tourism"或"旅游"概念含混提供了一个跨语言的解决思路——使用同义替代性的单义词语对"tourism"或"旅游"所表达的不同概念进行差异化命名,以形成一词一义的旅游研究术语。
文摘This research is based on the framework of social constructivism,utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of Chinese characters and English alphabets.Through comparative analysis of the ideation of English letters(pictogramme)and the origin of Chinese characters,known as the"Six Categories Theory,"we discover their alignment in terms of social,traditional,and cultural aspects.This suggests that different ethnic groups share common features in terms of life experience,learning cognitive development,and thinking habits.This study also finds that the origins of English letters and Chinese characters share similar linguistic features in their methods of constructing letters/characters,such as pictographic,ideographic,and semantic characteristics.Exploring these commonalities contributes to promoting learning and communication between Chinese and English characters.Additionally,by focusing on socio-cultural aspects,traditional customs,and cognitive learning,this study aims to break away from the traditional linguistic research approach that solely focuses on language differences.This provides a broader perspective and richer dimensions for Chinese and English language learning,facilitating the development of cross-linguistic and cross-cultural communication.
文摘Language transfer is one of the most significant aspects of cross-linguistic influ-ence.It can be divided into two types:positive and negative,the beneficial and det-rimental use of one language's acquired characteristics in another.This study aims to investigate the L1(Chinese)influence on Hong Kong ESL learners'acquisition of conjunctions and whether the use of L1 has an impact on this influence.An online questionnaire combining questions about students'English learning experience and a grammatical judgement task was sent to a government-funded secondary school in Hong Kong and completed by 79 students.Evidence of both positive and negative transfer from Chinese to English was found by testing six conjunctions or conjunc-tion pairs:although...but,because...so,not only...but also,either...or,neither...nor,.and despite.The results suggest that Chinese is likely to have an impact on students'acquisition of conjunctions,and the use of Chinese in English classes can worsen negative transfer and boost positive transfer.The degree of transfer might increase when more Chinese is used in class.To alleviate the impact of Chinese transfer and to provide more effective L2 teaching,monitoring the use of L1 and regular evalua-tion might be useful.Teachers can also adjust the amount of Chinese used according to the students'English proficiency level.
文摘Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.
文摘Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.
文摘This paper presents an overview of some cross-linguistic influences in multilingual language acquisition on both syntax and lexical level from Gabrys Baker's new book.
文摘This critique gives a brief summary of Cross-Linguistic Influence on Word Search in Tip-of-the-Tongue States and ana-lyzes its strengths and weaknesses from theoretical and methodological perspectives. Apart from critically reviewing the article, thispaper draws inspiration from it with respect to mental lexicon, and proposes that this article can be a research model for studies of L2 influence on the retrieval of L1 in tip-of-the-tongue states in relation to cross-linguistic influence.
文摘Much of the early research has been made to investigate the influence of the first language(L1) or the languages that learners already know,on the second language(L2) acquisition(SLA).When researchers referring to 'Cross-linguistic Influences' phenomenon,phrases like 'Language transfer,Linguistic interference,the role of mother tongue,Native language influence,and language mixing' are often used,and the one most commonly employed is language transfer.(Odlin,2003,p.436).In this paper,author mainly discusses language transfer.
文摘In today's academic field, the motivation for distinguishing between the effected and the affected objects has received scant attention. This article attempts to probe into this question by citing the related cross-linguistic evidence to justify such a distinction. It concludes that some grammatical constructions or linguistic phenomena across languages cannot be well interpreted without the framework of effected-/affected-object dichotomy. Both types of objects show prototypical properties of direct objects, and they are complementary in the realization of direct-objecthood.
