Cohesion Theory and Its Implications for English Reading Teaching

According to College English Curriculum Requirements (2007), reading is the main training aim of our college English teaching. And for the college graduates, reading is the main way through which they ...     

Logical inferences in discourse analysis

Cohesion and coherence are two important characteristics of discourses. Halliday and Hasan have pointed out that cohesion is the basis of coherence and coherence is the premise of forming discourse. Th...     

Development of lexical tone awareness in Chinese children with and without dyslexia

This paper describes two studies that examined the lexical tone awareness of Chinese children both with and without dyslexia at different primary school ages.Study 1 examined the contributions of lexical tone awareness to distinguish children with and without dyslexia with respect to their Chinese character reading skills. Two hundred and seventy Chinese children participated in Study 1. Ninety of these were children with dyslexia (equally recruited from second, fourth, and sixth grades). Moreover, ninety children functioned as a chronological-age control group, and an additional ninety children functioned as a reading-level control group. The participants were tested for nonverbal intelligence, Chinese character reading, and cognitive-linguistic skills and lexical tone awareness. Our results revealed a later developmental ceiling in Chinese children with dyslexia than in those without dyslexia. Furthermore, children’s lexical tone awareness could serve to distinguish children with dyslexia from typically developing children in all primary school years.Study 2 compared the lexical tone awareness and Chinese character reading skills of Chinese children with dyslexia both before and after introducing the Perceptual Training Method. The participants in this study consisted of all the participants with dyslexia from Study 1, and the measurements were the Chinese character reading test and the lexical tone awareness task from Study 1. Our results revealed that only second-grade children with dyslexia gained substantially from the training on both lexical tone awareness and character naming, whereas those in the fourth grade obtained a significant improvement only on lexical tone awareness.     

Query expansion with terms selected using lexical cohesion analysis of documents

We present new methods of query expansion using terms that form lexical cohesive links between the contexts of distinct query terms in documents (i.e., words surrounding the query terms in text). The link-forming terms (link-terms) and short snippets of text surrounding them are evaluated in both interactive and automatic query expansion (QE). We explore the effectiveness of snippets in providing context in interactive query expansion, compare query expansion from snippets vs. whole documents, and query expansion following snippet selection vs. full document relevance judgements. The evaluation, conducted on the HARD track data of TREC 2005, suggests that there are considerable advantages in using link-terms and their surrounding short text snippets in QE compared to terms selected from full-texts of documents.     

语篇衔接分析在大学英语阅读教学中的运用

衔接理论作为系统功能语言学研究的一大成果,具有强大的实践指导作用;本文拟以该理论为基础,阐述语篇衔接分析对大学英语阅读教学的积极意义,并对语篇衔接分析在大学英语阅读教学中的运用进行重点探讨。     

模因论指导下的大学英语词块教学模式探索

语言接受能力和产出能力的不平衡是困扰我国大学英语教学的难题。鉴于有效的词块教学是促进学生语言产出能力发展的重要途径,尝试以模因论为借鉴,从模因传播周期的特点出发,结合二语信息加工的过程,探索模因论指导下的大学英语词块教学模式,为切实提高大学生的英语综合应用能力提出教学新思路。     

词汇空缺现象的认知和历时解释

根据D．A．Cruse提出的三种词汇语义结构关系分析了英汉语中的某些词汇空缺现象，并从认知的心理突显、感知突显和原型特征以及语言的历时性来解释这些词汇空缺现象。     

大学英语词汇隐喻的调查及教学对策

本文在对非英语专业学生词汇隐喻测试调查的基础上,提出了隐喻在英语教学中的具体实践：教师应引入相关的文化联想挖掘语义的深层含义、重视习语和词汇扩展义讲解。     

双通路瀑布式模型：二语阅读的新理论

“双通路瀑布式模型”是在“双通路模型”的基础上发展起来的一种新的阅读理论,主要研究阅读过程所涉及的认知机制及其运作,提出了单词识别的两大类通路,对二语学习有很强的关涉性。但目前国内鲜有介绍双通路瀑布式模型的文献。通过探讨双通路瀑布式模型的演变过程及其主要观点可以发现,该模型对于二语学习很有启发,有利于从新的视角为二语教学提供参考与借鉴。     

解析PKS背诵模式的认知优势——基于思维导图和词块的应用

PKS背诵模式从语言学和认知心理学的角度对背诵重新解析.该模式以词块为关键词作为背诵的基本单位,以图片表达词块帮助学习者形成视觉映像,利用思维导图管理词块,再辅助以视听读结合的输入方式,寓背诵于娱乐,激发学习者的学习动机,提高背诵效率.PKS背诵有着强大的认知优势,词块可以清除理解障碍,思维导图可以促进背诵图式的建构,二者结合拥有强大的助记功能.该模式的应用有利于培养学习者的想象力和自主学习能力.