大学生英语语义韵意识的培养策略研究

研究发现大学生英语写作中存在许多混淆和误用英语语义韵的问题．因此在认真分析其成因的基础上主要从三个方面提出培养和提高大学生英语语义韵意识的策略及方法：强化大学生的语义意识,减弱母语负迁移;提高大学生的认知意识,避免语内错误;加强超语段意识,减少语用错误。从而实现培养学生良好的英语交际能力的教学目标。     

在英语写作中用好逗号提高学生写作才能

标点符号的准确使用能够使表达内容更加清晰,从而达到传递情感的目的,因此,写作中标点符号使用的准确与否显得格外重要。对于刚开始学习英语写作的学生来说,他们经常会混淆英语与汉语中标点符号的用法,甚至会出现滥用标点的现象。这主要是因为英语与汉语写作中标点符号的用法有很大的差异,所以对初学者来讲,标点符号的使用在写作中是一个难点。在标     

浅析英语写作中易被忽视的标点符号问题

提高英语写作能力,不能忽视英语标点符号的正确使用。文中作者结合自身英语写作教学实践,对学生不易掌握的英语标点符号的用法进行了阐述,同时对学生在写作中发生的标点符号错误进行了剖析,旨在帮助英语学习者提高对英语标点符号的使用能力。     

上下义关系在英语写作中的应用

词汇之间普遍具有一定的语义关系,目前存在四种常见的语义关系:近义关系、反义关系、一词多义关系和上下义关系。英语写作中存在一些明显的问题,比如缺乏足够的词汇量、语篇结构不完整、中心意思不明确、文章结构松散等问题。该文主要是研究上下义关系在英语写作中的应用,具体阐述了上下义关系可以帮助建立合理的篇章结构,增强文章的衔接度;并且选用精确的、具体的和多样化的上下义词可以避免写作中词汇的重复,从而提高英语写作的质量。     

上下义关系在英语写作中的应用

词汇之间普遍具有一定的语义关系,目前存在四种常见的语义关系：近义关系、反义关系、一词多义关系和上下义关系。英语写作中存在一些明显的问题,比如缺乏足够的词汇量、语篇结构不完整、中心意思不明确、文章结构松散等问题。该文主要是研究上下义关系在英语写作中的应用,具体阐述了上下义关系可以帮助建立合理的篇章结构,增强文章的衔接度;并且选用精确的、具体的和多样化的上下义词可以避免写作中词汇的重复,从而提高英语写作的质量。     

英语写作常见标点错误例析

标点符号从创始起就是文字、书面语的有机组成部分,在英语书面表达中起着分隔、指明、替代等不可或缺的作用。因此,英文写作除了需要掌握基本的句型结构、语法规则和一定量的词汇外,还必须掌握标点符号的正确用法。拟对英语写作中常见的标点错误进行例析。     

细节决定成败——例析标点符号在英语高考解题中的作用

<正>英语中的标点符号看似貌不惊人,微不足道,实则"八仙过海,各显神通"。标点符号在语义结构中扮演和发挥至关重要的角色和作用,它的特殊功能涵盖在高中英语的各个题型当中。题干中一个小小的标点符号可以起到提示功能、断句功能。若能仔细观察,注意这个细节特征,分析语境,将有助于确定答案,尤其是在名词     

深层语义结构分析与英语名词的理解和翻译

英语名词在语境句中往往可作为事件中的某个语义角色表达一类事件,而隐去包括深层结构中核心动词在内的其他应有的语义角色。这在汉语看来是不可接受的,有的甚至根本无法理解和翻译。文章拟从深层语义结构分析的角度探讨英语名词的理解和翻译方法,以指导翻译实践。     

大学英语写作教学中课堂导入的知识建构研究：语义波视角

大学英语课堂教学的知识建构是当今的研究热点,但当今学者们的研究重心大多集中于阅读课,对写作课关注有限。基于Maton的语义波理论,该文选取了12个写作课堂导入实例,对大学英语教师写作课程导入语义重力的变化加以探讨。结果显示：1)在写作课程导入阶段,教师多采用说明类话语,该类话语具有高语义重力,因此该阶段教师语义重力的增强比远大于减弱比。2)教师语义重力的增强比从记叙文写作教学到说明文写作教学,再到议论文与描写文逐步递增,这种变化与文体属性及学生认知有关。该研究由点及面,为英语课堂教学的研究提供了新视角,对英语写作教学有一定启示作用。     

大学英语记叙文的知识建构研究：语义波理论视角

文章基于语义波理论(Maton,2013)和语类理论(Martin&Rose,2008),以出版的大学生英语记叙文范文30篇为语料（讲述文和观察文各15篇）,通过分析讲述文和观察文在各自纲要式结构语义密度的变化,以考查大学英语记叙文的知识建构。研究发现,从词汇层面上看,讲述文和观察文在定向(orientation)、描述(record)和态度阶段(attitude)中语义密度都较低,表明文章中有大量语义密度低的普通词来描述事件。此外,语义密度在态度阶段最高,这一阶段使用了语义密度高的主题词来表达作者的情感、判断和鉴赏。该研究揭示了大学英语记叙文的知识建构过程,有利于大学英语教师在教学中根据英语记叙文的类型和其在各自纲要式结构中语义密度的特点为学生提供写作指导,以提高大学生英语记叙文写作能力。     

维吾尔族学生汉语标点符号书写和使用偏误分析

本文对维吾尔族学生汉语标点符号书写情况进行了调查,概括维吾尔族学生常用汉语标点符号的使用和书写偏误类型,分析了各类偏误产生的原因,并如何改进维吾尔族学生汉语标点符号教学提出了建议。     

维吾尔族学生汉语习得过程中标点符号使用的偏误

本文对维吾尔族学生汉语标点符号书写情况进行了调查,概括维吾尔族学生常用汉语标点符号的使用和书写偏误类型,分析了各类偏误产生的原因,并如何改进维吾尔族学生汉语标点符号教学提出了建议。     

Story writing skills of adults with a history language-impairment

The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment. It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation. The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar, punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults with LI showed no difference from the comparison group in the length of their stories as measured by total number of words. The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood.     

Reliability and validity of rubrics for assessment through writing

This experimental project investigated the reliability and validity of rubrics in assessment of students’ written responses to a social science “writing prompt”. The participants were asked to grade one of the two samples of writing assuming it was written by a graduate student. In fact both samples were prepared by the authors. The first sample was well written in terms of sentence structure, spelling, grammar, and punctuation; however, the author did not fully answer the question. The second sample fully answered each part of the question, but included multiple errors in structure, spelling, grammar and punctuation. In the first experiment, the first sample was assessed by participants once without a rubric and once with a rubric. In the second experiment, the second sample was assessed by participants once without a rubric and once with a rubric. The results showed that raters were significantly influenced by mechanical characteristics of students’ writing rather than the content even when they used a rubric. Study results also indicated that using rubrics may not improve the reliability or validity of assessment if raters are not well trained on how to design and employ them effectively.     

lol: new language and spelling in instant messaging

Written communication in instant messaging, text messaging, chat, and other forms of electronic communication appears to have generated a “new language” of abbreviations, acronyms, word combinations, and punctuation. In this naturalistic study, adolescents collected their instant messaging conversations for a 1-week period and then completed a spelling test delivered over instant messaging. We used the conversations to develop a taxonomy of new language use in instant messaging. Short-cuts, including abbreviations, acronyms, and unique spellings were most prevalent in the instant message conversation, followed by pragmatic signals, such use of emoticons, emotion words, and punctuation, and typographical and spelling errors were relatively uncommon. With rare exceptions, notably true spelling errors, spelling ability was not related to use of new language in instant messaging. The taxonomy provides an important tool for investigating new language use and the results provide partial evidence that new language does not have a harmful effect on conventional written language.     

Canny Writers: Tyneside dialect and the writing of secondary school students

The issue of writing in accordance with the conventions of standard English usage is one which is becoming increasingly prominent, with changes in the National Curriculum in English reflecting concerns about correctness in language. The present study examines the writing of a group of Year 11 pupils to examine the nature of the deviance of their writing from standard English patterns and, in particular, to assess the impact of non‐standard dialect forms on their written work. Errors in writing are seen to be very largely attributable to difficulties with such aspects of the system as punctuation, spelling and other orthographic features. There is evidence of non‐standard dialect influences on grammar and vocabulary but these are relatively slight, and, it is argued, should not be the prime concern of teachers interested in meeting the demands of the National Curriculum with regard to writing.     

大学英语主题写作名词搭配错误认知——基于小型音体美专业主题写作语料库

基于小型音体美专业主题写作语料库,名词为中心语的搭配结构错误可分为名字中心语错误和修饰语错误两大类。中英语法层面和语义层面的差异是造成这一错误的深层认知原因。英语教师应针对以上错误进行重点讲解,启发学生利用英文的语义表达习惯和特殊语法结构进行名词词组修饰,以减少此类错误的发生。     

汉语标点符号的象似性探析

标点符号是在将口头语言记录成文字的过程中产生的。在现实语境中,我们的口头对话是有停顿的,并且带有丰富的感情色彩。对话交际是动态的,而文字是静止的。标点符号是书面文字的辅助系统,其使用不是任意的,它在很大程度上与话语中的时间和感情的表达是密切相关的,有着象似性。从认知象似性观点出发,动态地认知标点符号所传达的意义,可以更好地把握人的认知能力与语言表达之间的关系。     

Macroscopic linguistic features of the Chinese writing of deaf individuals

Deaf individuals usually face more challenges in reading and writing, because they are often deprived of adequate spoken input from their infancy. Research on the language features of deaf individuals’ writing is abundant. However, their language structures have as yet been unexplored. In order to address this subject, this article uses the holistic approach of complex network theory. This study builds three syntactic dependency networks, the intent being to capture the macroscopic linguistic features in writing of deaf individuals. Three networks are constructed: one is created from a treebank of texts produced by deaf individuals, and the other two are created from two treebanks of spoken and written language samples produced by hearing people. A dependency‐based theory of syntax is used. The results indicate that the language system of individuals with deafness is structurally similar to that of hearing people, especially to that of their spoken language, but individuals with deafness tend to have lower language proficiency in both syntactic and lexical aspects. The rigid use of function words and less diversity of vocabulary might be part of the reason for the observed differences.