Language is the carrier of culture. In different languages and cultures, every word has denotations as well as plenty of cultural connotations. The cultural differences have great effects on the cultural connotation o...Language is the carrier of culture. In different languages and cultures, every word has denotations as well as plenty of cultural connotations. The cultural differences have great effects on the cultural connotation of animal words. This article tries to discuss the cultural connotation of animal words both in English and Chinese from the following aspects: the same animal vehicles with the same or different figurative senses, different animal vehicles with the same figurative sense, and the absence of figurative senses in one language.展开更多
Introduction Among,the many lesson planning paradigms usedin English language teacher education over the last 40 years,PPP has proven to be one of the mostpopular and most durable(see Figure 1)despite regular criticis...Introduction Among,the many lesson planning paradigms usedin English language teacher education over the last 40 years,PPP has proven to be one of the mostpopular and most durable(see Figure 1)despite regular criticism in literature emanating from the Anglophone,centre,of ELT theory.After presenting a brief history of the paradigm andoutlining the main criticisms directed at PPP,especially in the 1990s,I discuss some important rescarch findings from SLA studics sincc the turn of the century that lend support to PPP-typelesson structures.展开更多
文摘Language is the carrier of culture. In different languages and cultures, every word has denotations as well as plenty of cultural connotations. The cultural differences have great effects on the cultural connotation of animal words. This article tries to discuss the cultural connotation of animal words both in English and Chinese from the following aspects: the same animal vehicles with the same or different figurative senses, different animal vehicles with the same figurative sense, and the absence of figurative senses in one language.
文摘Introduction Among,the many lesson planning paradigms usedin English language teacher education over the last 40 years,PPP has proven to be one of the mostpopular and most durable(see Figure 1)despite regular criticism in literature emanating from the Anglophone,centre,of ELT theory.After presenting a brief history of the paradigm andoutlining the main criticisms directed at PPP,especially in the 1990s,I discuss some important rescarch findings from SLA studics sincc the turn of the century that lend support to PPP-typelesson structures.
