英文摘要
作者：
A Study on Colligations of BE in Chinese EFL Learners’ Written Production， by LI Xinli， p.6
This study attempts to examine the colligational use of BE in Chinese EFL learners’ written production in the corpus-based CIA approach. It is found that Chinese EFL learners underuse the inflected forms of BE， they use much smaller variety of different types of colligations and they heavily resort to static verbs in their colligations； besides， the colligations of passive structure are not found in their top sequences. It is also found that the use of BE is correlated with the learners’ L2 proficiency. High-proficiency learners tend to underuse BE and the realizations of their colligations resemble chunks. Learners of different levels are found to have difficulty with the colligational combination of aspects and voices. The reasons are found to be related with L1 transfer， language teaching and the avoidance strategy. The method of extracting colligations in this study may be beneficial to corpus-based studies of colligations.
A Study of the Correlation between Lexical Competence and Cognitive Style on Tibetan College Students， by HE Zhu & DANZENG Sangbu & DA Hongqi， p.29
This article reports on a study investigating the relationship between lexical competence and cognitive style. This study， investigated 180 Tibetans and 80 Hans college students in our university， presents the variety of “Field Independence—Dependence” through Cognitive Style Figure Test. From the perspective of measuring lexical competence， this paper tests 260 students based on “Vocabulary Levels Test” and vocabulary depth. The analysis indicates that： （1） There are significant differences in cognitive style between Tibetans and Hans； （2） A certain correlation exists between disparate cognitive style and lexical competence. This study suggests that teachers should adroitly guide students according to their cognitive style in order to improve Tibetan students’ lexical competence in the university.
Text-reading Theories and Cultivation of Cross-culture Abilities， by WANG Fei， p.78
Text-reading theories reveal the track of recognition， memorization and logic reasoning in reading. It is of great guidance to the cultivation of students’ cross-culture abilities by analyzing the vocabulary， context， and course style in the reading.
Study on Negotiated Interaction in Classrooms of Central Asian Students in Xinjiang， by LI Xuemin & QUAN Hongling， p.113
The present study employs the analytical interaction system modified by Boulima and the measuring methods proposed by Brock， to probe into the teacher-student negotiated interaction in TCFL classrooms for Central Asian students in Xinjiang. The results show that in the process of classroom teacher-student communication， the percentage of negotiated interaction was far less than that of the non-negotiated interaction； negotiation of meaning occurred most frequently among the three sub-types of negotiation； the number of sentence nodes was the highest in the students’ immediate oral output after the act of comprehension check was conducted by the teacher； there was student-initiated negotiation， but with rather low proportion when compared to the teacher-initiated negotiation.
A Comparative Study of the Perceptions Concerning English Grammar between Teachers and Students from Chinese Vocational Colleges， by WU Jidong & JIANG Aiping， p.116