文學研究
作者：
Linguistic Analysis of Individual Differences in Foreign Language Learning, by ZHANG Bao & LIU Xinrong, p.4
There actually exists the academically disadvantaged group on campus of our country, which arouses close attention from linguists and sparks study on the individual differences in English learning. Generally, factors leading to the differences fall into two categories: emotional and cognitive. The paper analyzes the differences between individuals in foreign language learning from the angle of linguistics. Admitting the existence of the differences, based on the linguistic theory, the paper points out the necessary respect for the differences in teaching setting and provides some effective ways for the present college English teaching.
Meaning is Paramount—Application of Communicative Approach to Intensive Reading Course of English Majors, by BAI Lifang, p.11
This paper illustrates with examples the three stages of communicative approach in intensive reading class of English majors, namely, preparation, guided interaction and assimilation. By comparison with the traditional approach of "paraphrase + structure analysis", this paper analyzes the advantages of communicative approach, including focus on meaning, priority to strategy teaching, encouragement to students' participation, cultivation of their interests in reading and improvement of reading ability.
Interlanguage in English Academic Papers and its Enlightenment of ESP Teaching, by GONG Wenning & REN Jing, p.26
International academic and technological exchange and information globalization make it necessary for Chinese scientific workers to write academic papers in English. This paper analyzes the interlanguage in English academic papers by Chinese scientific workers and its enlightenment of ESP teaching in hope of improving both Chinese scientific workers' ability to write academic papers in English and the effectiveness of ESP teaching.
The comprehensive Illustration of Theory Construction in Second Language Acquisition, by ZHANG Kai & WANG Huimin, p.33
Apart from the fundamental problem of research methodology, other problems make progress in the construction of a theory of SLA difficult: the proliferation of theories, contradictions among theories, and, most important of all, confusion about the domain and objectives of a theory of SLA. This paper attempts to seek a comprehensive introduction to the main theories and key problems in the construction of a theory from the aspects of approaches, scope, forms and evaluations. It is suggested that various theories be converged to offer a multidimensional explanation of SLA in a complementary manner.
The Arbitrariness and Iconicity of Linguistic Signs and Its Illumination in ELT, by HUANG Bin & MAO Meina, p.74
The arbitrariness of linguistic signs has long been controversial in academic circles both at home and abroad. In recent years, with the development of iconicity, some scholars begin to de-emphasize or reject the existence of semiotic arbitrariness to over-emphasize or assert the existence of semiotic iconicity. The author of this paper, however, holds that this view is harmful to the understanding of the relationship between the arbitrariness and iconicity of linguistic signs, and advocates, through an analysis of their relationship approached from the theory of self-organization and prototype theory, that the relationship between the arbitrariness and iconicity of linguistic signs is dialectic. The theory of iconicity is firmly based on the theory of arbitrariness and both theories can exist within the same unity, which, seeming opposing, are complementary to each other. In addition, the realization of the dialectic relationship between the arbitrariness and iconicity of linguistic signs is of great pragmatic significance in ELT, which can make English language teaching and learning much more meaningful.
On the Relationship of Primary School Learners' Personality Traits, Learning Strategies and Their English Achievement, by XU Yuyan & WU Sa, p.104
Employing revised personality inventory and Strategy Inventory for Language Learning, this paper mainly explores the characteristics of personality traits and learning strategies of 408 primary school pupils. Based on the general survey of personality traits and learning strategies of the subjects, the study analyzes the correlation among their personality traits, learning strategies and English achievement. The major findings are: Conscientiousness is the most common trait of the participants; the overall frequency of using learning strategies is rather low among participants; correlation of different degrees exists among the learners' personality traits, learning strategies and English achievement. The paper also offers some suggestion for primary school English teaching and learning according to the findings.