"不是A而是B"结构与"not A but B"结构是汉英典型的具有更正义的正反浓缩对照结构。本文从句法、语义与语用三个维度系统探讨了汉英这两个更正型结构的异同点:两者均表达语义更正、元语更正义和反预期的语用特点,..."不是A而是B"结构与"not A but B"结构是汉英典型的具有更正义的正反浓缩对照结构。本文从句法、语义与语用三个维度系统探讨了汉英这两个更正型结构的异同点:两者均表达语义更正、元语更正义和反预期的语用特点,具有类似的构式演变与压制作用,但在句法与构式化程度方面存在差异。展开更多
This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was signif...This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.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
The paper is devoted to the description of possible approaches to designing materials for computer-assisted testing of metalinguistic competence of the intending foreign language teachers. By metalinguistic competence...The paper is devoted to the description of possible approaches to designing materials for computer-assisted testing of metalinguistic competence of the intending foreign language teachers. By metalinguistic competence we here mean the learners’ comprehension of such fundamental concepts of linguistic theory as: grammatical and lexical meanings and their types, the concepts of grammatical form and grammatical category, homonyms and synonyms,展开更多
文摘This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.
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The paper is devoted to the description of possible approaches to designing materials for computer-assisted testing of metalinguistic competence of the intending foreign language teachers. By metalinguistic competence we here mean the learners’ comprehension of such fundamental concepts of linguistic theory as: grammatical and lexical meanings and their types, the concepts of grammatical form and grammatical category, homonyms and synonyms,
