期刊：
INTERPRETER AND TRANSLATOR TRAINER,2014年8(1):52-69 ISSN：1750-399X
通讯作者：
Zhang, Junfeng
作者机构：
[Zhang, Junfeng] Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Hubei, Peoples R China.;[Pang, Yingping] Cent China Normal Univ, Sch Foreign Languages, Gen English Dept, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhang, Junfeng] C;Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Hubei, Peoples R China.
关键词：
nature of language;mirroring;functional translation
摘要：
Within a cognitive linguistics perspective, language learning is a mental phenomenon that involves establishing conceptual links between symbols and functions. In view of the nature of language as a set of unique, arbitrary constraints on hearers’ inference, learning a foreign language means learning its particular set of constraints. Using the mother tongue and translating aid language learning, but mirroring (literal translation) alone is not adequate. Both literal and functional translation are needed to facilitate the learners’ conscious efforts to compare, contrast and internalise the L2’s particular constraints and conceptual links in connection with those of L1. Since comparing and contrasting requires a firmly rooted mother tongue conceptual system and a fair amount of knowledge of L2, only advanced learners are suitable candidates for this methodology. As any L2 pedagogy that produces advanced learners still works well, the tripartite translation model that we propose and illustrate here is intended to complement communicative English language teaching methodologies, to fine-tune their accuracy and appropriateness. This model consists of L1 mirroring, L1 reformulation and functional translation back into the L2.
期刊：
FUNCTIONS OF LANGUAGE,2013年20(1):1-30 ISSN：0929-998X
通讯作者：
Wang, Yong
作者机构：
[Wang, Yong] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Hubei, Peoples R China.;[Xu, Jie] Univ Macau, Fac Social Sci & Humanities, Taipa, Macau, Peoples R China.;[Wang, Yong] Cent China Normal Univ, Sch Foreign Languages, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wang, Yong] C;Cent China Normal Univ, Sch Foreign Languages, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
In this article, we examine locational constructions (including existentials, locatives, and possessives) in a number of languages. Morpho-syntactically, locationals resemble or are related to one another in word order, in case marking, and in the choice of verbs. In semantics, the relatedness lies in the definiteness effect, in the locative feature, and in the mutually defining relationship between the semantic elements within each construction. As is recognized by Heine (1997), Stassen (2001) and others, the existential is one of the major sources from which possessives are derived. Basically, possessive constructions are existentials whose locative elements are prototypically human. We argue that locational constructions are relational processes and that they can be integrated into a systemic network with respect to two semantic features, i.e., the definiteness of the existent element and the humanness of the locative element. This systemic relationship between locationals has implications for the description and comparison of languages within the Systemic Functional Grammar framework, particularly where locationals are concerned.
摘要：
In this study, we used the broaden-and-build theory and emotional response theory as the framework to examine the effects of instructors' positive emotions on student engagement and critical thinking in U.S. and Chinese classrooms, as well as the mediating role of students' positive emotions in their relationships. MANOVA results revealed no significant cultural differences in student reports of their instructors' and their own positive emotions across the two cultures, but instructors from both cultures displayed more positive emotions than what students felt or experienced in the classroom. Hierarchical regression analyses results also showed that instructors' positive emotions had positive effects on student behavioral and cognitive engagement and critical thinking in both cultures, but the effects were largely mediated by students' positive emotions. Consequently, this study highlights the importance of instructors' and students' positive emotions in the classroom.
期刊：
Journal of Education for Teaching,2010年36(1):57-73 ISSN：0260-7476
通讯作者：
Yan, Chunmei
作者机构：
[He, Chuanjun; Yan, Chunmei] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
通讯机构：
[Yan, Chunmei] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
关键词：
pre‐service teacher education;teaching practicum;theory and practice
摘要：
This paper reports on a study of Chinese pre‐service teachers' perceived problems in their teaching practicum. Reflective paper‐writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The paper points out that these problems have been caused by the exiting rationalist model of teacher education, and emphasises the need to transform the existing model of teaching practicum. The transformation entails a re‐examination of the existing EFL teacher education programme. The paper argues for setting up a new model that stresses continual interactions between the theoretical and practical components of a course, and close contact and collaborations between universities and schools to improve student teachers' professional development in teaching practicum.
作者机构：
[Liao, Meizhen] Huazhong Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
通讯机构：
[Liao, Meizhen] H;Huazhong Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
关键词：
interruption;criminal courtroom discourse;Chinese legal system and culture;discourse analysis;interruption;criminal courtroom discourse;Chinese legal system and culture;discourse analysis
摘要：
This article is based on a corpus of transcripts of four criminal courtroom trials in China. It investigates interruption in the Chinese criminal courtroom discourse as a highly institutionalized and strongly goal-oriented discourse. The study focuses on the number, functions, causes, and distribution of interruptions as well as their correlation with the Chinese legal system and legal culture. Interruptions in Chinese courtroom trials are substantially asymmetrical in terms of the number, functions, and causes in the sense that prosecutors interrupt the most and defense lawyers the least, with judges being in the middle but somewhat closer to prosecutors. A defendant is the most interrupted party. The dominant side, represented by the judge and the prosecutor, interrupts to exercise control by stretching the Gricean maxims to the extreme. In contrast, a defendant interrupts mainly for cooperation or to insist on their right to speak. I also attempt to explain the imbalance by referring to the Chinese judicial system and legal culture and compare the interruption phenomena in Chinese criminal trials with those I observed in the United States.;This article is based on a corpus of transcripts of four criminal courtroom trials in China. It investigates interruption in the Chinese criminal courtroom discourse as a highly institutionalized and strongly goal-oriented discourse. The study focuses on the number, functions, causes, and distribution of interruptions as well as their correlation with the Chinese legal system and legal culture. Interruptions in Chinese courtroom trials are substantially asymmetrical in terms of the number, functions, and causes in the sense that prosecutors interrupt the most and defense lawyers the least, with judges being in the middle but somewhat closer to prosecutors. A defendant is the most interrupted party. The dominant side, represented by the judge and the prosecutor, interrupts to exercise control by stretching the Gricean maxims to the extreme. In contrast, a defendant interrupts mainly for cooperation or to insist on their right to speak. I also attempt to explain the imbalance by referring to the Chinese judicial system and legal culture and compare the interruption phenomena in Chinese criminal trials with those I observed in the United States.
作者机构：
[Yan, Chunmei; Yan, CM] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
通讯机构：
[Yan, Chunmei] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
关键词：
Longer-term sustainability;Cross-cultural teacher training programmes;Contributing factors;Constraining factors;Measures;Cultural continuity;Mutual adaptation
摘要：
This paper reports on a study that examines decisive factors for longer-term sustainability of cross-cultural teacher training initiatives in China. It focuses on teacher trainees' perspectives of a Sino-British adult education English language teaching project based in Central China. Questionnaires and semi-structured interviews were employed to gather information from the teachers who participated in the programme between 1997 and 2002. Documentation was used as a supplementary method of data collection. The findings indicate that the project has contributed to teachers' professional development in a number of ways. Meanwhile, cross-cultural communication emerged as a salient issue for longer-term sustainability of the programme. The study indicates that cultural communication is of vital importance in implementing cross-cultural programmes, and that mutual understanding and adaptation might help to enhance the viability of such initiatives in China. (C) 2008 Elsevier Ltd. All rights reserved.
摘要：
Cross-cultural validity of teacher immediacy scales is a constant concern in instructional communication research. The present study examines the validity of two existing teacher immediacy scales: the Revised Nonverbal Immediacy Measure (RNIM) and the Chinese Teacher Immediacy Scale (CTIS) in U.S., Chinese, German, and Japanese cultures. Results of confirmatory factor analysis and Pearson correlation provide evidence for the validity of both the RNIM and the CTIS. Overall, both scales are found to have adequate factorial, construct, convergent, and discriminant validity pan-culturally and within culture, despite some slight variations across cultures. Implications and future directions are also addressed.
作者机构：
[Gao, XF] Cent China Normal Univ, Sch Foreign Languages, Dept English, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Gao, XF] C;Cent China Normal Univ, Sch Foreign Languages, Dept English, Wuhan 430079, Hubei, Peoples R China.
摘要：
Hedge is defined as the expression of provisionalness and possibility that makes scientific messages tentative, vague, and imprecise, thereby reducing the force of claims scientists make. Linguistic study of hedges began in the early 1970s in generative semantics. Since then, the focus has shifted from seeking linguistic properties in spoken discourse to analyzing its pragmatic functions in written contextual communication. The purpose of this paper was to analyze hedges in Chinese and English scientific articles from the perspective of contrastive pragmatics. Based on a contextual analysis of 5 Chinese and 5 English scientific articles, selected randomly, from two journals in molecular biology--Science in China and Proceedings of the National Academy of Sciences of the United States of America, there were significant differences between Chinese and English scientific articles in use of hedges.
