Acquisition of english articles by chinese university students
Toronto, ON
Department of Computer Science University of Toronto 10 King's College Road Toronto, ON Canada M5S 3G4
Suzanne Stevenson
We propose the use of multilingual corpora in the automatic classi cation of verbs. We extend the work of (Merlo and Stevenson, 2001), in which statistics over simple syntactic features extracted from textual corpora were used to train an automatic classi er for three lexical semantic classes of English verbs. We hypothesize that some lexical semantic features that are di cult to detect super cially in English may manifest themselves as easily extractable surface syntactic features in another language. Our experimental results combining English and Chinese features show that a small bilingual corpus may provide a useful alternative to using a large monolingual corpus for verb classi cation.
Confessions of an English Opium-Eater
TO THE READER
I here present you, courteous reader, with the record of a remarkable period in my life: according to my application of it, I trust that it will prove not merely an interesting record, but in a considerable degree useful and instructive. In THAT hope it is that I have drawn it up; and THAT must be my apology for breaking through that delicate and honourable reserve which, for the most part, restrains us from the public exposure of our own errors and infirmities. Nothing, indeed, is more revolting to English feelings than the spectacle of a human being obtruding on our notice his moral ulcers or scars, and tearing away that "decent drapery" which time or indulgence to human frailty may have drawn over them; accordingly, the greater part of OUR confessions (that is, spontaneous and extra-judicial confessions) proceed from demireps, adventurers, or swindlers: and for any such acts of gratuitous self-humiliation from those who can be supposed in sympathy with the decent and self-respecting part of society, we must look to French literature, or to that part of the German which is tainted with the spurious and defective sensibility of the French. All this I feel so forcibly, and so nervously am I alive to reproach of this tendency, that I have for many months hesitated about the propriety of allowing this or any part of my narrative to come before the public eye until after my death (when, for many reasons, the whole will be published); and it is not without an anxious review of the reasons for and against this step that I have at last concluded on taking it.
英语儿歌 tick tock time
英语儿歌 tick tock timeTick Tock Time: The Enchanting World of English Nursery RhymesTime is a precious commodity, a fleeting moment that slips through our fingers like grains of sand. Yet, in the world of children's literature, time takes on a whimsical and captivating form, often expressed through the rhythmic and melodic verses of nursery rhymes. One such rhyme, the iconic "Tick Tock," has enchanted generations of young minds, inviting them to embark on a journey through the enchanting realm of time.The charm of "Tick Tock" lies in its simplicity and universality. The repetitive nature of the phrase "tick tock" mimics the steady heartbeat of a clock, creating a sense of stability and comfort for young listeners. The rhyme's ability to capture the passage of time, from the slow ticking of the clock to the chiming of the hour, resonates with children's innate fascination with the world around them. As they listen to the familiar refrain, they are transported into a world where time is not just a concept, but a tangible entity that can be observed and experienced.Beyond the obvious timekeeping aspect, "Tick Tock" also serves as agateway to broader themes and lessons. The rhyme's emphasis on the steady, predictable rhythm of time can be used to teach children about patterns, sequences, and the importance of routine. By engaging with this nursery rhyme, young minds are introduced to the concept of time management, a skill that will serve them well as they navigate the complexities of the world.Moreover, "Tick Tock" is often accompanied by playful hand gestures and movements, further enhancing the interactive and engaging nature of the rhyme. Children delight in mimicking the ticking of the clock, swinging their arms back and forth in sync with the rhythm. This physical component not only strengthens their understanding of the rhyme but also promotes gross motor skills, coordination, and a sense of bodily awareness.The enduring popularity of "Tick Tock" can be attributed to its ability to transcend cultural boundaries. This nursery rhyme has been translated into numerous languages and adapted to suit the diverse cultural traditions of communities around the world. From the rhythmic chants of indigenous tribes to the melodic renditions of urban playgrounds, "Tick Tock" has the power to unite children across the globe, fostering a sense of shared experience and cultural exchange.But "Tick Tock" is just one example of the rich tapestry of Englishnursery rhymes that have captivated young minds for centuries. These timeless verses, passed down from generation to generation, are not merely collections of words and melodies; they are vessels of wisdom, morality, and imagination. They serve as gateways to the enchanting world of storytelling, where children can explore themes of friendship, family, nature, and the human experience.Take for instance the beloved rhyme "Twinkle Twinkle Little Star." This simple yet profound verse invites children to ponder the wonders of the night sky, to marvel at the twinkling celestial bodies that adorn the heavens. Through this rhyme, young minds are encouraged to cultivate a sense of wonder and curiosity about the natural world, laying the foundation for a lifelong appreciation of science, astronomy, and the mysteries of the universe.Similarly, the playful and rhythmic "Humpty Dumpty" encourages children to engage with concepts of balance, stability, and the consequences of reckless behavior. As they listen to the story of the ill-fated egg, children are prompted to consider the importance of caution, the fragility of life, and the role of community in times of crisis.The educational and developmental value of English nursery rhymes cannot be overstated. These timeless verses serve as powerful tools for language acquisition, cognitive development, and social-emotional learning. Through the repetition and memorization of rhymes, children not only develop their linguistic skills but also strengthen their memory, attention span, and pattern recognition abilities.Moreover, the rich imagery and metaphors woven into these rhymes provide a fertile ground for the cultivation of imagination and creative thinking. As children immerse themselves in the whimsical worlds of "Hickory Dickory Dock" or "Ring Around the Rosie," they are invited to step outside the boundaries of the literal and explore the realms of symbolism, metaphor, and abstract thought.Beyond their academic and cognitive benefits, English nursery rhymes also play a crucial role in the social and emotional development of children. These rhymes often address universal themes of love, friendship, and family, helping young minds navigate the complexities of interpersonal relationships and emotional experiences. Through the shared experience of reciting and singing these rhymes, children develop a sense of community, belonging, and cultural identity.In a world that is rapidly evolving, where technology and digital media often dominate the attention of young minds, the enduring appeal of English nursery rhymes serves as a reminder of the timeless power of the spoken and sung word. These rhymes, withtheir enduring melodies and captivating narratives, continue to captivate and inspire generations of children, serving as a bridge between the past, present, and future.As we embrace the digital age and the vast array of educational resources available to children, it is crucial that we do not lose sight of the enduring value of these traditional forms of storytelling. By incorporating English nursery rhymes into the educational and cultural landscape, we can ensure that the enchanting world of time, imagination, and human connection remains a vibrant and integral part of the lives of children everywhere.。
英语教学实践英文(3篇)
第1篇Introduction:As an English teacher, it is essential to engage students in a dynamic and interactive learning environment. This essay aims to discuss various strategies employed in English teaching practice, reflect on their effectiveness, and provide insights into the challenges faced during the teaching process. By analyzing different aspects of English teaching, this essay will shed light on how to enhance the learning experience for students.1. Creating an Engaging Learning Environment:One of the primary goals of English teaching is to create an engaging and interactive learning environment. This can be achieved through the following strategies:1.1. Use of Multimedia:Integrating multimedia resources such as videos, audios, and images can make the learning process more engaging and visually appealing. For example, showing a short video related to a topic can help students understand complex concepts more easily.1.2. Group Activities:Group activities encourage collaboration, teamwork, and critical thinking. By dividing students into small groups, they can work together to solve problems, discuss ideas, and present their findings to the class.1.3. Real-life Applications:Connecting the English language to real-life situations helps students see the practical value of learning English. This can be achieved through role-playing, simulations, and case studies.2. Developing Language Skills:English teaching should focus on developing four essential language skills: reading, writing, speaking, and listening. Here are some strategies to enhance these skills:2.1. Reading Comprehension:To improve reading skills, teachers can assign a variety of reading materials, including articles, stories, and poems. Encourage students to summarize, infer, and analyze the content they have read.2.2. Writing Skills:Writing assignments should be designed to help students develop their writing skills. This can include writing essays, reports, and letters. Providing constructive feedback and modeling good writing practices can also be beneficial.2.3. Speaking and Listening:Encourage students to participate in class discussions, debates, and presentations. Use role-playing activities to simulate real-life conversations. Additionally, incorporating listening exercises such as listening to podcasts, songs, and TED Talks can enhance listening skills.3. Assessing Student Progress:Regular assessment is crucial to track student progress and identify areas for improvement. Here are some assessment strategies:3.1. Formative Assessment:Use formative assessments such as quizzes, class discussions, and group presentations to monitor student understanding and provide immediate feedback.3.2. Summative Assessment:Summative assessments, such as exams and final projects, help evaluate student learning outcomes at the end of a course or term.3.3. Self-assessment and Peer-assessment:Encourage students to reflect on their own learning and provide feedback to their peers. This promotes self-awareness and critical thinking skills.4. Reflecting on Teaching Practice:Reflecting on teaching practice is essential for continuous improvement. Here are some reflective questions to consider:4.1. What worked well in my teaching practice?4.2. What areas need improvement?4.3. How can I adapt my teaching strategies to better meet the needs of my students?4.4. How can I create a more inclusive and diverse learning environment?Conclusion:Effective English teaching practice involves creating an engaging learning environment, developing language skills, assessing student progress, and reflecting on teaching strategies. By incorporating these strategies and continuously improving teaching methods, English teachers can enhance the learning experience for their students, helping them become confident and proficient English speakers.第2篇Introduction:As an English teacher, I have had the opportunity to practice and implement various teaching methods in my classroom. This essay aims to share my personal experience of English teaching practice, focusing on the strategies, challenges, and achievements I encountered. Byreflecting on my teaching journey, I hope to provide insights into the effectiveness of different approaches and inspire fellow educators in their own teaching endeavors.1. Understanding the StudentsThe first step in effective English teaching is understanding the students' needs, backgrounds, and learning styles. During my practice, I conducted surveys and engaged in informal conversations with my students to gather information about their interests, proficiency levels, and previous experiences with English. This helped me tailor my lessons to meet their specific needs and make the learning process more engaging.2. Integrating TechnologyIncorporating technology into English teaching has proven to be an effective way of enhancing student engagement and motivation. During my practice, I utilized various digital tools such as interactive whiteboards, online platforms, and educational apps. For instance, I created interactive quizzes using Kahoot! to assess students' understanding of grammar and vocabulary, which encouraged participation and made the learning process more enjoyable.3. Differentiated InstructionRecognizing that each student has unique learning needs, I employed differentiated instruction strategies to cater to a diverse range of abilities. By providing varied resources, such as additional practice exercises, visual aids, and audio recordings, I ensured that all students could access and understand the content. Moreover, I utilized formative assessments to identify areas where students required additional support, allowing me to provide targeted interventions.4. Encouraging Speaking and Listening SkillsDeveloping speaking and listening skills is crucial for language acquisition. To foster these abilities, I incorporated variousactivities such as role-plays, debates, and group discussions into my lessons. Additionally, I encouraged students to participate in online forums and video conferences, which allowed them to practice English in a real-life context. By providing opportunities for authentic communication, I observed significant improvements in students' speaking and listening skills.5. Promoting Writing SkillsWriting is an essential component of language learning. In my practice, I emphasized the importance of writing by incorporating various writing tasks into my lessons. These tasks ranged from simple sentences to more complex essays, allowing students to develop their writing skills gradually. I also provided constructive feedback and guidance to help students improve their writing, focusing on aspects such as grammar, vocabulary, and organization.6. Creating a Positive Learning EnvironmentA positive learning environment is essential for student success. During my practice, I made efforts to establish a classroom culture that promotes respect, collaboration, and a love for learning. I encouraged students to express their opinions, share their experiences, and take risks without fear of judgment. By fostering a supportive atmosphere, I observed increased student participation and overall satisfaction with the learning process.7. Reflecting and AdaptingContinuous reflection and adaptation are crucial for successful teaching. Throughout my practice, I regularly evaluated the effectiveness of my teaching strategies and made adjustments as needed. This involved analyzing student performance, seeking feedback from students and colleagues, and staying updated with the latest research in English language teaching. By being open to change and improvement, I was ableto enhance my teaching practice and better meet the needs of my students.Conclusion:My experience in English teaching practice has been both challenging and rewarding. By understanding the students, integrating technology, employing differentiated instruction, promoting speaking and listening skills, encouraging writing, creating a positive learning environment, and reflecting on my practice, I have observed significant improvements in students' language proficiency. As an educator, I continue to learn and grow, aiming to provide the best possible learning experience for my students.第3篇一、引言随着全球化的发展，英语作为国际通用语言的重要性日益凸显。
TERMINOLOGY
THE TERMINOLOGYIN PIPE MANUFACTURING AND MACHINING FIELD( EDITION 2 )ISSUANCE DA TE: MAY 17, 2006INTRODUCTIONTHIS IS A COMMON RESOURCE ONLY SHARED BY ALL HSC MEMBERS. IT CONTAINS ENGLISH, CHINESE AND CHINESE PINYIN AS WELL. ALL THE WORDS AND EXPRESSIONS ARE IN ALPHABETIC ORDER. FOR EACH WORD, ONLY ITS MEANING IN PIPE MANUFACTURING AND MAHCINING FIELD IS PRESENTED. THIS COLLECTION OF TERMINOLOGY IS TO BE CONTINUED AND UPDA TED. YOUR MAIL WITH MORE NEW WORDS IS GREA TLY APPRCIATED AND YOUR POSITIVE SUGGESTIONS ARE ESPECIALLY WELCOME.(EDITOR’S MAILBOX: JOY23ROY@)EDITED BY: JOY . ZHOUAa taut string 一根拉紧的线yi gen la jin de xianabsorbed energy 吸收功xi shou gongaccu roll 精密轧管机jing mi zha guan jiadjust 调试tiao shiage harden 时效硬化shi xiao ying huaalloy 合金he jinalloying content 合金元素的含量he jin yuan su han liang ambient 外界的wai jie deammonium persulfate 过硫酸铵溶液guo liu suan an rong ye angle of internal taper 内锥角nei zhui jiaoanomaly 不规则bu gui zearc burn 电弧烧伤dian hu shao shang artificial notch 人工刻槽ren gong ke caoassorted sizes 各式各样的尺寸ge shi ge yang de chi cun ASTM hole-type image quality indicator ASTM孔型像质计kong xing xiang zhi ji ASTM wire-type image quality indicator ASTM 丝型像质计kong xing xiang zhi ji axis 轴线zhou xian abbreviation 简写jian xieabrasive 研磨的yan mo deabrasive belt 研磨砂带yan mo sha daiabrasive disc 砂轮sha lunabrasive paper 砂纸sha zhiabsolute pressure 绝对压力jue dui ya liabsolute encoder 绝对值编码器jue dui zhi bian ma qi AC alternating current 交流电流jiao liu dian liuAC motor 交流电机jiao liu dian ji acceleration 加速度jia su duaccessory 附件fu jianaccumulator 蓄能器xu neng qi accumulator car 电瓶车dian ping che accumulator tank 储槽chu caoacetylene 乙炔yi queacidize 酸洗suan xiacquisition 获取huo quactivate 激活ji huoactivated carbon 活性碳huo xing tanactive rectifier unit 有功整流单元you gong zheng liu dan yuan active power 有功功率you gong gong lv actual 实际的shi ji deactual rolling lot 当前轧批号dang qian zha pi hao adapter 适配器shi pei qiadaption and optimization 调整和优化tiao zheng he you hua adhesion 附着fu zhuoadhesion agent 胶黏剂jiao nian jiadhesional force 附着力fu zhuo liadjustable end stop 升降挡板sheng jiang dang ban adjustable spanner 活扳手huo ban shou adjustment 调整tiao zhengAGC automatic gap control 自动辊缝控制zi dong gun feng kong zhi air bleeder 排气管pai qi guanair compressor 空气压缩机kong qi ya suo jiair gap 气隙qi xialarm 报警bao jingaligning 矫正jiao zhengalignment 矫正jiao zhialkaline 碱性的jian xing deallen wrench 六角扳手liu jiao ban shoualloy 合金he jinalloy steel 合金钢he jin gangalumina 铝lvamalgamation 汞齐化gong qi huaampere 安培an peiamplifier 放大器fang da qianalog 模拟mo nianalog control 模拟控制mo ni kong zhianalog input 模拟输入mo ni shu ruanalog output 模拟输出mo ni shu chu analog signal 模拟信号mo ni xin hao analysis 分析fen xianchor bolt 地脚螺栓di jiao luo shuan anchoring 地脚钢筋di jiao gang jinangle iron 角钢jiao ganganion 阴离子yin li ziannealing 退火tui huoannealing furnace 退火炉tui huo luannexed 附属的fu shu deanode 阳极yang ji anticorrosive agent 防腐剂fang fu ji antioxidant powder 抗氧化粉末kang yang hua fen mo anti-saturation 抗饱和kang bao he antistatic bag 防静电包fang jing dian bao API buttress thread casing 锯齿形螺纹套管ju chi xing luo wen tao guan API casing with long coupling 长接箍套管chang jie gu tao guan API external upset tubing 管端外壁墩厚油管guan duan wai bi dun hou you guan API internal upset drill pipe 管端内壁墩厚钻杆guan duan nei bi dun hou zuan ganAPI line pipe API管线管guan xian guan apparent stress 表观应力biao xian ying liappend 附加fu jiaappendix 附录fu luapplication software 应用软件ying yong ruan jian application package 应用程序包ying yong cheng xu bao arbitration 仲裁zhong caiarbor 轴zhouarc 电弧dian huarc discharge 电弧放电dian hu fang dianarc furnace steel 电炉钢dian lu gangarc weld 电弧焊dian hu han architecture 建筑jian zhuarchive 档案dang’anargon 氩yaargon arc welding 氩弧焊ya hu hanarmature 电枢dian shuarmoured glass 钢化玻璃gang hua bo li arrangement diagram 布置图bu zhi tuartificial intelligence 人工智能ren gong zhi neng asbestos 石棉shi mianash analysis 灰分分析hui fen fen xiasphalt 沥青li qingAssel mill 阿塞尔轧管机 a sai er zha guan ji assembly drawing 装配图zhuang pei tuassume 假定jia dingassumption 假设jia she asynchronous 异步的yi bu de asynchronous motor 异步电机yi bu dian ji atmospheric 空气的kong qi de attenuation 衰减shuai jianaustenite 奥氏体ao shi tiauto mode 自动模式zi dong mo shi autogenous welding 氧炔焊yang que han automation 自动化zi dong huaauxiliary 辅助的fu zhu deauxiliary condition 辅助设备状况fu zhu she bei zhuang kuang auxiliary switch 辅助开关fu zhu kai guan auxiliary drive 辅传动fu chuan dong availanility 有效性you xiao xingaxial 轴向的zhou xiang deaxial adjustment mandrel position 顶头前伸量调整ding tou qian shen liang tiao zheng axial adjustment ready 轴向调节设备准备zhou xiang tiao jie she bei zhun bei axial bearing 轴向轴承zhou xiang zhou chengaxis 轴zhouaxis of revolution 回转轴hui zhuan zhouBbarge 驳船bo chuanbase metal 母材mu caibelled-end 承口端cheng kou duanbench 工作台gong zuo taibevel 倒棱dao lingbillet 钢坯gang piblank coupling 接箍下料jie gu xia liaoblast 喷砂pen shablind area 盲区mang qublister 结疤jie baboring 镗孔tang kongboron 硼pengbox thread 内螺纹nei luo wenbreak 断裂duan lieburn out 烧损shao sunburr 毛边mao bianbuttress thread 偏梯螺纹pian ti luo wenbutt-welded pipe 对焊管dui han guanback to back casting 多炉连浇duo lu lian jiao backlash 齿隙chi xibackup 备份bei fenbackup power 后备电源hou bei dian yuan backward 向后xiang houbag filter 布袋过滤器bu dai guo lv qi baghouse 布袋除尘室bu dai chu chen shi bainite 贝氏体bei shi tibalance 平衡ping hengbalance sheet 决算表jue suan biao balcony 阳台yang taiball mill 球磨机qiu mo jiband and strip rolling mill 带材轧机dai cai zha jiband saw 带锯dai jubar and shape mill 型材轧机xing cai zha jibar and wire rod mill 棒线材轧机bang xian cai zha jibar drift test 通棒试验tong bang shi yan barrel type roll piercing mill 桶形轧辊穿孔机tong xing zha gun chuan kong jibarrier 光栅guang zhaBAS basic automation system 基础自动化ji chu zi dong huabasic liaison meeting 基本设计联络ji ben she ji lian luo basic data 基本参数ji ben can shubasic engineering 基本设计ji ben she jibasic position 基位ji weibasic position SBE 基位开关ji wei kai guanbath 熔池rong chibattery limits 界区jie qubauxite 铁钒土tie fan tubeam 横粱heng liangbearing 轴承zhou chengbearing chocks 轴承座zhou cheng zuo bedplate 底座di zuobehind piercer 穿孔机后台chuan kong ji hou tai belly 炉腰lu yaobelt 砂带sha daibelt conveyor 皮带输送机pi dai shu song ji bench 台架tai jiabend strength 弯曲强度wan qu qiang du bending strength 抗弯强度kang wan qiang du bent wrench 弯头扳手wan tou ban shou bevel gear 伞齿轮san chi lunbevel table 斜台架xie tai jiabeveled ends 倒角；坡口dao jiao; po kou billet 管坯guan pibillet deposit position 管坯存放位置guan pi cun fang wei zhi bin 料仓liao cangbinary system 二进制er jin zhibistable 双稳态shuang wen taibite 咬入yao rubite angle 咬入角yao ru jiaoblast 喷砂pen shablast furnace 鼓风炉gu feng lubleeder 排水管pai shui guanblink 闪动shan dongbloom 初轧方坯chu zha fang pi blooming mil 初轧机chu zha jiblowed fuse 熔断保险丝rong duan bao xian si blower 风机feng jiblowhole 气孔qi kongblowlamp 吹炬chui juboiler pipe 锅炉管guo lu guanborax 硼砂peng shaborderline 分界线fen jie xianboring machine 镗床tang chuangbosh 炉腹lu fubottom 底部di bubottom gauge 孔顶kong dingbottom roll 下辊xia gunbowl type continuous casting machine 弧形连铸机hu xing lian zhu ji box key 套筒扳手tao guan ban shou brush 碳刷tan shuabucket 料篮liao lanbuffer 缓冲器huan chong qi buffer chain conveyor 缓冲链式运输机huan chong lian shi yun shu ji buffer table 缓冲台架huan chong tai jia bulk density 体积密度ti ji mi duburner 烧嘴shao zuiburr 毛刺mao cibutterfly valve 蝶阀die fabutton battery 纽扣电池niu kou dian chi bypass 旁路pang luBP billet preparation 坯料准备pi liao zhun bei bracket 底座di zuobraking chopper 制动斩波器zhi dong zhan bo qi brass 黄铜huang tongbraze 铜焊tong hanbreak ring 安全环an quan huan breaker 隔离开关ge li kai guan bridge 桥接qiao jiebrinell hardness 布氏硬度bu shi ying du brittleness 脆性cui xingbroad gauge 宽轨距kuan gui jubronze 青铜qing tongbruise mark 碰痕peng hengCcaliber gauge 卡规ka guicalibrate 校样jiao yangcalibration 校准；校样jiao yangcaliper 测径器ce jing qicarbon equivalent 炭当量tan dang liangcasing for tubing service 油管用套管you guan yong tao guan cast 橡皮样品xiang pi yang pin casting 铸造zhu zaoCA T1 (quality system non-conformity) 质量体系不符合zhi liang ti xi bu fu heCA T2 (product non-conformity) 产品不符合chan pin bu fu he chamfer 斜面xie mianchange-over note 转变通知zhuan bian tong zhi charpy impact test 夏比冲击试验xia bi chong ji shi yan chaser insert 螺纹梳刀luo wen shu daochip 铲除chan chuchromium 铬luocinder mark 轧屑痕迹zha xie hen jicircular-type imperfection 圆形欠缺yuan xing qian que circumferential welding 环焊huan hanCNC 数控机床shu kong ji chuan coating 涂层tu cengcoil 线圈xian quancold finishing 冷加工精整leng jia gong jing zhengcold-formed dent 冷态形成的摔坑leng tai xing cheng de shuai keng columbium 钶kecomplete fusion 完全熔合wan quan rong he complete penetration 焊透han touconcurrent inspection 同时检验tong shi jian yan condition 调节tiao jiecontact mark 接触斑痕jie shu ban hen continuous welding 连续炉焊lian su lu hancontour 轮廓lun kuoconversion 转变zhuan biancopper 铜tongcoupling 接箍jie gucoupling stock 接箍的母管jie gu de mu guancrack 裂缝lie fengcrane 起重机qi zhong jicropping machine 切管机qie guan jicurvature 弯曲度wan qu ducurve 曲线qu xiancurved-face testing grip 曲面钳口qu mian qian koucut-off end 切头qie toucutting fluid 切削液qie xiao yecylinder 圆柱体yuan zhu ticabinet 箱子xiang zicable tray 电缆托架dian lan tuo jia calcinations 煅烧duan shao calcium 钙gaicalculation 计算ji suancam switch 凸轮开关tu lun kai guan cancel 取消qu xiaocanopy 炉盖lu gaicantilever 悬臂xuan bicap 盖gaicap clamp set 机架盖锁紧设定ji jia gai suo jin she ding capacitor 电容器dian rong qicapsule 舱cangcarbide 硬质合金ying zhi he jincarbon 碳tancarbon injection system 喷碳系统pen tan xi tongcarbon jet 碳枪tan qiang carbourising 碳化tan hua carburization 渗碳shen tancarcass 骨架gu jiacarriage 车架che jiacarta system 计算机实时辅助控制系统ji suan ji shi shi fu zhu kong zhi xi tong cartridge valve 杆装阀gan zhuang facase carburization 表面渗碳biao mian shen tan case hardening 表面硬化biao mian ying hua cast 铸造zhu zaocast iron ingot 铸铁锭zhu tie dingcast steel 坩埚钢gan guo gangcasting 出铁chu tiecathode 阴极yin jicementation 渗碳shen tancementite 渗碳体shen tan ticentering machine 定心机ding xin jicenter-to-center distance 中心距zhong xin ju centrafugal switch 离心开关li xin kai guan centralized lubrication system 集中润滑站ji zhong run hua zhan centralized grease lubrication 干油集中润滑gan you ji zhong run hua ceramic fibre 陶瓷纤维tao ci xian weichain 链条lian tiaochain type cross transfer 横移链heng yi lianchamfer 倒棱dao linchanger 更换装置geng huan zhuang zhi changer over valve 换向阀huan xiang fa channel 通道tong daochannel iron 槽钢cao gang characteristics 特征te zhengcharge 装炉zhuang lucharger 装料机zhuang liao ji charging resistance 充电电阻chong dian dian zu check valve 单向阀dan xiang facheck-off valve 截流阀jie liu fachip 削片xiao pianchemical composition 化学成分hua xue cheng fen chip conveyor 切削运输机qie xiao yun shu ji chisel 凿子zao zichock 机架ji jiachocks 轴承座zhou cheng zuo choke 扼流圈 e liu quanchopper 断路器duan lu qi chromium plating 镀铬du luochuck 卡盘ka panchucking device 夹紧装置jia jin zhuang zhi chute 滑槽hua caocircuit 电路dian lucircuit breaker 断路器duan lu qicircular saw 圆盘锯yuan pan ju circulation 循环xun huan circumference 周长zhou changcivil works 土建工作tu jian gong zuo clamp 锁紧suo jinclamp lever opened 夹紧杆打开jia jin gan da kai clamping circuit 箝位电路qian wei dian lu clamping leveler clamped 夹紧杆锁紧jia jin gan suo jin clamping pressure for mandrel bar 顶杆抱紧力ding gan bao jin li clog 阻塞zu saiclogging 堵塞du saiclosed loop control 闭环控制bi huan kong zhi closure 封闭的feng bi declutch 抓紧zhua jinCNC 数控shu kong coating device 涂油装置tu you zhuang zhi coaxial cable 同轴电缆tong zhou dian lan cobber 废品fei pin coefficient 系数xi shucoil 线圈xian quan coiled sheet 带状薄板dai zhuang bo ban coke 焦炭jiao tancoking 炼焦lian jiaocold drawing 冷拔leng bacold drawn pipe 冷拔管leng ba guan color ring marking 涂色环tu se huan combination 联合lian he combustion supporting blower 助燃风机zhu ran feng ji command 命令ming ling commissioning 调试tiao shi communication 通讯tong xuncommunication status 信息交流状态xin xi jiao liu zhuang tai commutator 换向器huan xiang qi comparable 可比性ke bi xingcompatible 兼容的jian rong de compensation 补偿bu changcomplaint department 投诉部tou su bucompliance 屈服系数qu fu xi shu component 分量fen liang compressed air 压缩空气ya suo kong qi compressor 压缩机ya suo jicomprise 组成zu cheng contaminate 弄脏long zang concentration 浓度nong du condensation 凝结ning jiecondition 条件tiao jian conductive arm 导电臂dao dian bi configuration 配置pei zhiconfirm 确认que renconical angle 锥角zhui jiao connected load 联结负荷lian jie fu he connection 连接lian jieconstant 恒定的heng ding de constant center line 恒定的中心线heng ding de zhong xin xian consumption weight of processing 烧损重shao sun zhongcontact 触点chu diancontour 轮廓lun kuocontrol point 控制点kong zhi dian control pulpit 控制台kong zhi taicontrol voltage 控制电压kong zhi dian ya conventional 惯用的guan yong de converter 变频器bian pin qicooled externally 外部冷却wai bu leng que cooler 冷却器leng que qicooling water cable 水冷电缆shui leng dian lan cooling bed 冷床leng chuangcooling flow 流量liu liangcooling station 冷却站leng que zhan cooling tunnel 冷却隧道leng que sui dao cooling water 冷却水leng que shui cooling water for mandrel inside 顶头内冷却水ding tou nei leng que shui cooling water for mandrel outside 顶头外冷却水ding tou wai leng que shui cooling water for TPG 三辊抱辊冷却水san gun bao gun leng que shui cooling water supply station 冷却水供应站leng que shui gong ying zhan cooling water system 冷却水系统leng que shui xi tongcoordinate 座标zuo biaocopper tube 铜管tong guancopper brazing 铜焊tong hancopy roller 仿型轮fang xing lun correction 更正geng zheng corrugated iron 瓦垅薄钢板wa long bo gang ban corrugated pipe 波纹管bo wen guan counter 计数器ji shu qicoupling prescrewon 夹块预拧紧jia kuai yu ning jin cover 罩子zhao zicrane-shaft 曲柄轴qu bing zhoucrook 吊钩diao goucrop end 切头qie toucross section 截面积jie mian jicross head 十字头shi zi toucross transfer 横移装置heng yi zhuang zhi cross-rolling process 斜轧工艺xie zha gong yi crucible 炉缸lu gangcrusher 破碎机po sui jicryolite 冰晶石bing jing shiCTP cone type piercer 锥形穿孔机zhui xing chuan kong ji cubicle 柜子gui zicupola 化铁炉hua tie lucurrent 电流dian liucurrent diameter 当前直径dang qian zhi jing current limit 限流xian liucursor 指针zhi zhencustomer 用户yong hucustoms 海关hai guancut-off machine 切断机qie duan jicutting to length 切定尺qie ding chicutting tolerance 切削公差qie xiao gong cha cycle 周期zhou qicycle time 节奏时间jie zou shi jian cyclone converter 交交变频器jiao jiao bian pin qi cylinder 油缸; 汽缸you gang cylinder manmeter 汽缸压力表qi gang ya li biaoDdead weight tester 静重压力校准机jing zhong ya lu jiao zhun ji decimal place 小数位置xiao shu wei zhidefect 缺陷que xiandefect prove-up 缺陷探明que xian tan mingdemensional testing 几何尺寸检验ji he chu cun jian yan dent 缺口; 摔坑que kou deoxidation 脱氧tuo yangdeviation 偏离pian lidiameter tape 测径卷尺ce jing juan chi dimension 尺寸chi cundisposition 安置an zhidocument 用文件证明yong wen jian zheng ming dope 丝扣油si kou youDresser coupling 德莱塞型接箍de lai sai xing jie gudrift mandrel 通径规tong jing guidrift test 通径测试tong jing ce shidrill 钻zhuandrop-weight tear test 落锤撕裂试验luo chui si lie shi yan dynamic 动态的dong tai dedynamic calibration 动态校样dong tai jiao yangdamper 阻尼器zu ni qidata set 数据集shu ju jidata bank 数据库shu ju kuDC motor 直流电机zhi liu dian jiDC direct current 直流zhi liudead cycle time 辅助时间fu zhu shi jian debug 调试tiao shi decarbonization 脱碳tuo tandecay 衰变shuai bian deceleration 减速度jian su dudecibel 分贝fen beidedust 除尘chu chendefault 默认mo rendefect 缺陷que xian deformation 变形bian xingdegass 脱气tuo qidegreasing unit 怯脂装置qie zhi zhuang zhi degree of clearness 洁净度jie jing du dehydrogen 去氢qu qingdelay time 延时yan shidelete 删除shan chudelivery 交付jiao fudelivery pump 循环泵xun huan beng delivery time 交付日期jiao fu ri qi delivery hose 压力胶管ya li jiao guan delta 三角形的san jiao xing de demagnetize 去磁qu cidensity 密度mi dudeoxidation system 去氧化铁皮系统qu yang hua tie pi xi tong deoxidation unit 防氧化装置fang yang hua zhuang zhi deoxidation 脱氧tuo yang dephosphorize 脱磷tuo lindepreciation 折旧zhe jiudescaling unit 除鳞装置chu lin zhuang zhi descaling ring 除鳞环chu lin huan description 描述miao shudesign liaison 设计联络she ji lian luo designation 指定；代号zhi ding; dai haodeslag 除渣chu zha desulphurize 脱硫tuo liudetailed engineering 详细设计xiang xi she ji deviation 偏离pian lideviation amplitude 偏差幅度pian cha fu du deviation angle 偏移角pian yi jiaodeviation compensation 偏差补偿pian cha bu chang deviation constant 偏移常数pian yi chang shu deviation distortion 频移失真pin yi shi zhen deviation moment 惯性离心力矩guan xing li xin li ju deviation value 偏移值pian yi zhidevice 装置zhuang zhidew point 露点lu diandiagnosis 诊断zhen duan diagrammatic 图表的tu biao dedie 拉模la modie casting 拉模铸造la mo zhu zao dielectric 介电质jie dian zhidiffusion 扩散kuo sandigital 数字的shu zi dedilimiter 分隔符fen ge fudilution blower 稀释风机xi shi feng ji dimension 尺寸chi cundimensional precision 尺寸精度chi cun jing du dimensions chart 轮廓尺寸图lun kuo chi cun tu dinge 凹穴ao xuediode 二极管er ji guandipping process 槽式酸洗cao shi suan xidirect welding 双面点焊shuang mian dian han direction valve 换向阀huan xiang fa disappear stopper 升降挡板sheng jiang dang ban disappearing table 升降辊道sheng jiang gun dao disc extension mill 圆盘延伸轧机yuan pan yan shen zha ji discharge 卸料xie liaodischarging unit 放电单元fang dian dan yuan dispatch 派遣pai qiandispatching room 调度室diao du shidispenser 分配器fen pei qidisplace 转换zhuan huandisplay 显示xian shidissolution 溶解rong jiedistance 距离ju lidistil 蒸馏zheng liu distinguish 区别qu biedistortion 变形bian xingdistributed drive control system 传动分布控制系统chuan dong fen bu kong zhi xi tong distribution 配电pei diandiving strip 水封刀shui feng dao document 文件wen jiandoghouse 大烟罩da yan zhaodolomite 白莹石bai ying shi Doppler effect 多普勒效应duo pu le xiao ying double T iron 工字钢gong zi gangdowel pin 定位销ding wei xiaodown time 停机时间ting ji shi jian downstream 下游的xia you de downstream process 后续工序hou xu gong xu draft 草稿cao gaodrag chain conveyor 刮板链式输送机gua ban lian shi shu song ji drain 排水pai shuidrain line 泄露油路xie lu you ludraw bench 拔管机ba guan jidrawing 拉拔la badredger 挖泥机wai ni jidrift test 通径试验tong jing shi yan drill collar 钻铤zuan tingdrill pipe 钻探管zuan tan guan drilling machine 钻机zuan jidrive roll 主动辊zhu dong gundrop ball 落锤luo chuidrop test 落锤试验luo chui shi yan drum 转鼓zhuan gudrum motor 转鼓电机zhuan gu dian jidry-type transformer 干式变压器gan shi bian ya qi dummy bar 引锭杆yin ding gandump 转储; 清空zhuan chu；qing kong dump car 自卸汽车zi xie qi chedust catcher 除尘器chu chen qiduty type 负载类型fu zai lei xing dynamically 动态的dong tai de dynamically test 动态测试dong tai ce shi dynamo 直流发电机zhi liu fa dian jiEeddy current 涡流wo liuelectric-current 电流dian liuelectric-induction 电磁感应dian ci gan yingelongation 伸长率shen chang lvEMI (electro magnetic inspection) 电磁检测dian ci jian ceend finish 管端加工guan duan jia gongend sizing 管端定径guan duan ding jingepoxy layer 环氧树脂涂层huan yang shu zhi tu cengET ( eddy current test) 涡流检测wo liu jian ceetch 蚀刻shi keexcursion 偏离pian liexposure 曝光pu guangextensometer 引伸计yin sheng jiEAF electric arc furnace 电弧炉dian hu luearthing 接地jie diearthing switch 接地开关jie di kai guan eccentricity 偏心pian xineddy current 涡流wo liuedit 编辑jian jieffective power 有效功率you xiao gong lv efficiency 功率gong lveject 剔出ti chuejector lower position 拨料钩在低位bo liao gou zai di wei ejector lowered 拨料钩降低bo liao gou jiang di ejector ready 拨料钩准备bo liao gou zhun bei elastic ready 弹性变形tan xing bian xing elasticity 弹性tan xingelectric pump 电泵dian bengelectric shock 触电chu dianelectric arc furnace 电弧炉dian hu luelectric cabinet 电气控制柜dian qi kong zhi gui electric hoist 电动卷扬机dian dong juan yang ji electric steel 电炉钢dian lu gang electrical 带电的dai dian de electrode 电极dian ji electrolysis 电解dian jie electromagnetic type crane 电磁桥式起重机dian ci qiao shi qi zhong jielectrometallurgy 电冶金学dian ye jin xue electrostatic 静电的jing dian de elevation system 标高系统biao gao xi tong eliminate 消除xiao chuelinvar 镍铬恒弹性钢nie luo heng tan xing gang elongation 延伸yan shenEM extracting mill 脱管机tuo guan ji emergency extract fork 紧急脱棒挡叉jin ji tuo bang dang cha emergency stop 急停ji tingemergy 砂纸sha zhiempirical value 经验值jing yan zhiemptier 排空装置pai kong zhuang zhi emulsion 乳胶ru jiaoenclosure 外罩wai zhaoencoder 编码器bian ma qiencoder position 编码器位置bian ma qi wei zhi end order 结束订单jie shu ding danend sizing 管端定径guan duan ding jing end swaging 缩口suo kouend-line pressure switch 末端压力开关mo duan ya li kai guan energize 得电de dianengage 啮合nie heengineer 工程师gong cheng shi engineering stage 设计阶段she ji jie duan enterprise 企业qi iyeentire 全部的quan bu deentry pusher 推坯机tui pi jiequivalent 等式deng dian wei equipotential 等电位deng dian weierect 建造jian zaoerection 安装an zhuangerror 错误cuo wueven stand 双机架shuang ji jiaevent logger 事件记录shi jian ji lu excavation drawing 开挖图kai wa tuexception 除～之外chu zhi wai exchange 交换jiao huanexcitation 励磁li ciexcitation unit 励磁单元li ci dan yuan excursion 偏差pian chaexecution 执行zhi xingexhaust 排气pai qiexit 退出tui chuexpanding mill 扩管机kuo guan jiexpanding slot 膨胀缝peng zhang feng expected value 预期值yu qi zhiexisting equipment 现有设备xian you she bei extension coupling 延伸杆yan shen gan external 外部的wai bu de extinguish 熄灭xi mieextractor 脱管机tuo guan jiextruder 挤压机ji ya jiextrusion 挤压ji yaFfabrication 装配；制造zhuang pei; zhi zaofeeler gauge 千分尺qian fen chiferromagnetic 铁磁的tie ci defield welding 现场装配焊接xian chang zhuang pei han jie filler metal 填充金属（焊接）tian chong jin shufilm radiograph 射线拍照胶片she xian pai zhao jiao pian flash 毛刺mao ciflat-face testing grip 平板试验钳口ping ban shi yan qian kou fluorescent screen 荧光屏ming guang pingflush condition 平齐状态ping qi zhuang taiflux leakage 漏磁lou ciforeign 异质的yi zhi deformed edge 成形边cheng xing bianfraction 分数fen shufracture 破裂po liefracture toughness test 断裂韧性试验duan lie ren xing shi yanfull-crest thread 全顶螺纹quan ding luo wenfurnace 炉子lu zifusible 易熔的yi rong defusion 溶解rong jiefan 风扇feng shanfault 故障gu zhangfeather key 滑键hua jianfeature 特性te xingfeed 进给量jin ji liangfeed angle 咬入角yao ru jiao feedback 反馈fan kuifeeder 进给器jin ji qifeeding header 给水箱ji shui xiang feeding roller table 喂入辊道台架wei ru gun dao tai jia ferrite 铁氧体tie yang ti ferronickel 镍铁nie tieferrous products 铁制品tie zhi pinfield weakening 弱磁ruo cifile 锉刀cuo daofilter 过滤器guo lv qifilter circuit 过滤电路guo lv dian lufine turned 微调wei tiaofinished tube 成品管cheng pin guan finishing 精整jing zheng finishing stands 精轧机架jing zha ji jia finite impulse response filter 有限脉冲响应滤波器you xian mai chong xiang ying lv bo qi fire extinguisher 灭火器mie huo qifire hydrant 消防栓xiao fang shuan firebrick lining 耐火砖衬nai huo zhuan chen firing control cubicle 触阀控制柜chu fa kong zhi gui firm ware 固件gu jianfirst diameter 初始直径chu shi zhi jing fixture 夹具jia juflame cutting 火焰切割huo yan qie ge flange 法兰fa lanflange test 卷边试验juan bian shi yan flap 翻板fan banflaring test 扩口试验kuo kou shi yan flattening test 压扁试验ya bian shi yan flicker 闪变shan bianflip flop 触发器chu fa qifloatation 浮选fu xuanfloating point 漂浮点piao fu dianfloor 平台ping taiflow control valve 流量控制阀liu liang kong zhi fa flow chart 流程图liu cheng tuflow transmitter 流量变送器liu liang bian song qi flow valve 流量阀liu liang fafluid 流体liu tiflushing 冲洗chong xiflux control 流量控制liu liang kong zhi flux 熔剂rong jiflux leakage 漏磁lou ciflux vector 磁通矢量ci tong shi liang flying saw 飞锯fei jufoam slag 泡沫渣pao mo zha force majeuer 人力不可抗力ren li bu ke kang li foremen 领班ling banforesee 预留yu liuforge 锻造duan zao formality 礼节li jieformat 格式ge shiforming 成形cheng xingformula 公式gong shiforward 前进qian jinfoundation bolt 地脚螺栓di jiao luo shuan foundry 铸造车间zhu zao che jian fracture surface 断面duan mianframe 架子jia zifree play 空转kong zhuanfree-wheeling diode 自由换向二极管zi you huan xiang er ji guan freight charges 运费yun feifrequency converter 变频器bian pin qifret saw 钢丝锯gang si jufriction 摩擦力mo ca lifritting 烧结shao jiefume 烟气yan qifume plant 除尘系统chu chen xi tong function 函数han shufunction diagram 功能图gong neng tufunnel 漏斗lou doufurnace shell 炉壳lu kefurnace stack 炉身lu shenfurnace superintender 炉长lu changfurnace top end burner 炉顶端烧嘴lu ding duan shao zui fuse 保险bao xianfusion 熔炼rong lianfuzy control 模糊控制mo hu kong zhiGgage length 标距长度biao ju chang dugas metal-arc weld 熔化极气体保护焊rong hua ji qi ti bao hu han gas pocket imperfection 气孔欠缺qi kong qian quegauge 量规liang guigouge 凿口zao kougranular 粒状的li zhuang degraph 图表tu biaogreasy 含油的han you degrind 碾磨nian mogrip area 夹持部分jia chi bu fengroove 沟gouground scale 地称di chenguided-bend test 导向弯曲试验dao xiang wan qu shi yan galvanize 镀锌du xingangue 脉石mai shigas purifier 煤气净化器mei qi jing hua qi gas tight 气密的qi mi degasket 垫圈dian quangate 门电路men dian lugate commutated thyristor 门极换流晶闸管men ji huan liu jing zha guan gateway 网关wang guangear 齿轮chi lungear motor 减速电机jian su dian jigear box 减速箱jian su xianggear coupling 齿形连轴器chi xing lian zhou qi gear ratio 减速比jian su bigear switch 齿轮开关chi lun kai guan general description 一般性描述yi ban xing miao shu general interlocks 联锁概况lian suo gai kuang general layout 总平面图zong ping mian tu generator 发电机fa dian jigeometry model 几何模式ji he mo shigrain size 晶粒度jing li dugraph 图片tu piangraphic board 显卡xian kagraphite 石墨shi mographite lubrication 石墨润滑shi mo run hua grease tank 干油缸gan you gang grease lubrication 干油润滑gan you run hua grease pump 黄油枪huang you qiang grind 研磨yan mogrinder 砂轮机sha lun jigrinding belt 修磨砂带xiu mo sha dai grinding center 修磨中心xiu mo zhong xin gripper 钳子qian zigripping head 夹紧头jia jin tougroove 孔型kong xinggross 毛重mao zhonggroup 组号zu haogrouting 水泥shui niguide 导向dao xiangguide gap 导板间歇dao ban jian xie guide wheel 导向轮dao xiang lun guide disc 导盘dao panguide rails 导轨dao guigun lighting machine 喷涂机pen tu jiHhandling-tight 手工拧紧shou gong ning jinhard spot 硬块ying kuaihardness 硬度ying duheat analysis 熔炼分析rong lian fen xiheat treatment 热处理re chu lihelical 螺旋的luo xuan dehelical seam pipe 螺旋焊缝钢管luo xuan han feng gang guan helical seam submerged-arc welded pipe螺旋缝埋弧焊钢管luo xuan feng mai hu han gang guan homogeneity 均匀性jun yun xinghoop stress 环向应力huan xiang ying lihot expanding mill 热轧扩机re zha kuo jihot sizing 热定径re ding jinghot stretch mill 热减径机re jian jing jihydrogen 氢qinghydrostatic pressure water column method 静水压水柱法jing shui ya shui zhu fa hydrostatic test 静水压试验jing shui ya shi yan hydrotester 水压机shui ya jihacksaw 钢锯gang ju haematite 赤铁矿chi tie kuang handle 操作cao zuohandrail 栏杆lan ganhang bridge type crane 挂梁式起重机gua liang shi qi zhong ji hard steel 硬钢ying ganghardware 硬件ying jianharmonics 谐波xie boharmonics filtering 谐波过滤xie bo guo lvHSSC hydraulic capsual control system液压小舱控制系统ye ya xiao cang kong zhi xi tong head 顶头ding touheader 水箱shui xiang headstock 床头箱chuang tou xiang hearth 炉底lu dihearth furnace 床式反射炉chuang shi fan she lu heat exchanger 热交换器re jiao huan qiheat treatment 热处理re chu liheater 加热器jia re qiheating 加热jia reheight 重量zhong lianghelical weld pipe 螺旋焊管luo xuan han guan HGC hydraulic gap control 液压辊缝控制ye ya gun feng kong zhi High-speed steel 高速钢gao su gang。
英语 中国 标准写法
英语中国标准写法The interplay between English and Chinese languages has long been a topic of fascination and debate. As the two most widely spoken languages in the world, their interaction and mutual influence have profound implications for global communication, education, and cultural exchange. In this essay, we will explore the nuances of English Chinese standard writing and examine the challenges and opportunities that arise from this linguistic convergence.One of the primary considerations in English Chinese standard writing is the fundamental differences in the writing systems. English is an alphabetic language, where words are constructed from a limited set of letters that represent distinct sounds. In contrast, Chinese is a logographic language, where each character corresponds to a specific meaning rather than a sound. This disparity poses significant challenges for learners and writers who must navigate the complexities of translating between the two systems.Despite these inherent differences, the need for effective communication and collaboration between English and Chinese-speaking communities has led to the development of standardized writing practices. The emergence of Pinyin, a system that transcribes Chinese characters into a romanized format, has been a crucial step in bridging the gap between the two languages. Pinyin allows Chinese learners to access the phonetic structure of the language, facilitating their acquisition of vocabulary and pronunciation. Similarly, the widespread use of simplified Chinese characters has streamlined the writing system, making it more accessible to both native and non-native speakers.Another important aspect of English Chinese standard writing is the incorporation of loanwords and transliterations. As globalization has increased the exchange of ideas, products, and cultural elements, the need to represent these concepts in both languages has become more pressing. The adoption of English words into the Chinese lexicon, such as "coffee" (咖啡) and "computer" (电脑), has enriched the language and expanded its ability to convey modern concepts. Conversely, the transliteration of Chinese terms into English, like "Tai Chi" (太极) and "Feng Shui" (风水), has helped to promote cultural understanding and appreciation.However, the integration of English and Chinese elements in standard writing is not without its challenges. One of the primary concerns is the potential loss of linguistic and cultural identity. As the influence of English continues to grow, there is a fear that traditionalChinese writing and expression may be diluted or overshadowed. This has led to ongoing debates about the preservation of regional dialects, the role of classical Chinese in education, and the balance between globalization and cultural preservation.Additionally, the standardization of English Chinese writing has also raised questions about the authority and legitimacy of various writing conventions. Different regions, institutions, and communities may have their own preferences and guidelines, leading to inconsistencies and confusion. The need for clear and unified standards becomes particularly crucial in areas such as academic publishing, legal documentation, and international business transactions.Despite these challenges, the pursuit of English Chinese standard writing remains a vital endeavor. Effective communication and mutual understanding between the two linguistic spheres are essential for fostering global cooperation, cultural exchange, and the advancement of knowledge. By embracing the richness of both languages and finding ways to harmonize their unique features, we can create a more inclusive and accessible global landscape.One promising approach to achieving this goal is the development of bilingual education programs that prioritize the simultaneous acquisition of English and Chinese skills. Such initiatives not onlyenhance language proficiency but also cultivate cross-cultural awareness and critical thinking abilities. By nurturing a generation of individuals fluent in both languages, we can pave the way for more seamless collaboration and exchange.Furthermore, the standardization of English Chinese writing can have far-reaching implications for fields such as machine translation, digital content creation, and language technology development. As artificial intelligence and natural language processing algorithms become increasingly sophisticated, the ability to accurately and consistently represent the nuances of both languages will be crucial for the advancement of these technologies.In conclusion, the pursuit of English Chinese standard writing is a complex and multifaceted endeavor that requires a delicate balance between preserving linguistic and cultural identities and embracing the opportunities presented by globalization. By fostering a deeper understanding of the unique characteristics of each language, and by developing innovative approaches to bridge the gap between them, we can cultivate a more inclusive and interconnected world. As the influence of English and Chinese continues to grow, the need for effective and standardized writing practices will only become more pressing, and the potential rewards for those who can navigate this linguistic landscape will be immense.。
实验报告 英文
实验报告英文Title: An Experimental Report: Unveiling the Secrets of Language Acquisition Introduction:Language acquisition is a fascinating field that has intrigued researchers for centuries. How do we learn languages? What factors influence our ability to acquire new languages? In this experimental report, we delve into the intricacies of language acquisition and explore the role of various factors in shaping our linguistic abilities.Experiment 1: The Impact of Age on Language AcquisitionIn this experiment, we examined the relationship between age and language acquisition. Participants from different age groups were exposed to a new language for a period of six months. The results revealed that younger participants demonstrated a higher proficiency in language acquisition compared to older participants. This finding suggests that there is a critical period for language acquisition during early childhood.Experiment 2: The Influence of Environment on Language AcquisitionTo investigate the impact of environment on language acquisition, we conducted a study comparing individuals raised in bilingual households and monolingual households. The results indicated that individuals exposed to multiple languages from an early age exhibited enhanced language acquisition skills. This suggests that the linguistic environment plays a crucial role in shaping language acquisition abilities.Experiment 3: The Role of Motivation in Language AcquisitionMotivation is a significant factor in language learning. In this experiment, we explored the relationship between motivation and language acquisition by comparing two groups of participants: one with high motivation and the other with low motivation. The findings revealed that individuals with high motivation achieved greater proficiency in language acquisition compared to those with low motivation. This highlights the importance of intrinsic motivation in language learning.Experiment 4: The Effect of Instructional Strategies on Language AcquisitionIn this experiment, we examined the effectiveness of different instructional strategies on language acquisition. Participants were divided into three groups: one group received traditional classroom instruction, another group engaged in immersive language learning, and the third group had a combination of both. The results demonstrated that the immersive language learning approach yielded the highest language acquisition outcomes. This suggests that hands-on, real-life experiences facilitate language acquisition more effectively than traditional classroom methods.Conclusion:Language acquisition is a complex process influenced by various factors. Our experiments shed light on the critical role of age, environment, motivation, and instructional strategies in shaping language acquisition abilities. Understanding these factors can help educators and language learners optimize their languagelearning experiences. Further research is necessary to explore additional variables and refine language acquisition theories. By unraveling the secrets of language acquisition, we can unlock new possibilities for effective language education and cross-cultural communication.。
《新编简明英语语言学教程》1-6章复习题集
页眉内容《英语语言学概论》课程复习题集(1-6章)2012-5-16更新Chapter I Introduction2012I. Decide whether each of the following statements is TRUE or FALSE:1. Linguistics is the scientific study of language.2. Competence and performance is distinguished by Saussure.3. A synchronic linguistics is the study of a language through the course of its history.4. Linguistics is generally defined as the scientific study of language.5. Linguistics studies particular language, not languages in general.6. A scientific study of language is based on what the linguist thinks.7. In the study of linguistics, hypotheses formed should be based on language factsand checked against the observed facts.8. General linguistics is generally the study of language as a whole.9. General linguistics, which relates itself to the research of other areas, studies thebasic concepts, theories, descriptions, models and methods applicable in anylinguistic study.10. Phonetics is different from phonology in that the latter studies the combinations of the sounds to convey meaning in communication.11. Morphology studies how words can be formed to produce meaningful sentences.12. The study of the ways in which morphemes can be combined to form words is called morphology.13. Syntax is different from morphology in that the former not only studies themorphemes, but also the combination of morphemes into words and words into sentences.14. The study of meaning in language is known as semantics.15. Both semantics and pragmatics study meanings.16. Pragmatics is different from semantics in that pragmatics studies meaning not inisolation, but in context.17. Social changes can often bring about language changes.18. Sociolinguistics is the study of language in relation to society.19. The arbitrary nature of language makes it possible for language to have an unlimited source of expressions.20. Synchronic linguistic is the study of a language through the course of its history.21. Modern linguistics is mostly prescriptive, but sometimes descriptive.22. Modern linguistics is different from traditional grammar.23. A diachronic study of language is the description of language at some point intime.24. Modern linguistics regards the written language as primary, not the writtenlanguage.25. The distinction between competence and performance was proposed by F. deSaussure.26. Features that contrast words in meaning are called design features are said to be in complementary distribution.27. Linguistic symbols are arbitrary.28. By arbitrariness Saussure means that the forms of linguistic signs bear somenatural relationship to their meaning.II. Fill in each of the following blanks with one word which begins with the letter given:1. If a linguistic study describes and analyzes the language people actually use, it is said to be d_______.2.Chomsky defines “competence”as the ideal user’s k__________ of the rules of his language.3. Langue refers to the a__________ linguistic system shared by all the members of a speech community while the parole is the concrete use of the conventions and application of the rules.43. D_________ is one of the design features of human language which refers to the phenomenon that language consists of two levels: a lower level of meaningless individual sounds and a higher level of meaningful units.5. Language is a system of a_________ vocal symbols used for human communication.6. S is the study of language in relation to society.7. The discipline that studies the rules governing the formation of words into permissible sentences in languages is called s________.8. Human capacity for language has a g ____ basis, but the details of language have to be taught and learned.9. P ____ refers to the realization of langue in actual use.10. Findings in linguistic studies can often be applied to the settlement of some practical problems. The study of such applications is generally known as a________ linguistics.11. Language is p___________ in that it makes possible the construction and interpretation of new signals by its users. In other words, they can produce and understand an infinitely large number of sentences which they have never heard be1212. Linguistics is generally defined as the s ____ study of language.13. To help define and maintain interpersonal relations is the s function of language.III. There are four choices following each statement. Mark the choice that can best complete the statement.1. The description of a language in a fixed instant is a _______ study.A. synchronicB. diachronicC. prescriptiveD. systematic2. The application of linguistics principles and theories to language teaching and learning is called _____.A. sociolinguisticsB. PsycholinguisticsC. computational linguisticsD. Applied Linguistics3.If a linguistic study describes and analyzes the language people actually use, it issaid to be ______________.A. prescriptiveB. analyticC. descriptiveD. linguistic4. Which of the following is not a design feature of human language?A. ArbitrarinessB. DisplacementC. DualityD. Meaningfulness5. Modern linguistics regards the written language as ____________.A. primaryB. correctC. secondaryD. stable6. In modern linguistics, speech is regarded as more basic than writing, because___________.A.in linguistic evolution, speech is prior to writingB.speech plays a greater role than writing in terms of the amount of informationconveyed.C.speech is always the way in which every native speaker acquires his mothertongueD.All of the above7. Many modern linguists have criticized traditional grammarians for adopting a _____ approach to language study.A. synchronicB. diachronicC. prescriptiveD. descriptive8. A historical study of language is a ____ study of language.A. synchronicB. diachronicC. prescriptiveD. comparative9. According to F. de Saussure, ____ refers to the abstract linguistic systemshared by all the members of a speech community.A. paroleB. performanceC. langueD. Language10. Language is said to be arbitrary because there is no logical connection between_________ and meanings.A. senseB. soundsC. objectsD. ideas11. Language can be used to refer to contexts removed from the immediate situationsof the speaker. This feature is called_________,A. displacementB. dualityC. flexibilityD. cultural transmission12. The distinction between langue and parole was made by _______ early last century.A. American linguist N. ChomskyB. Swiss linguist F. de SaussureC. American linguist Edward SapirD. British linguist J. R. Firth13. The fact that different languages have different words for the same object is goodproof that human language is .A. arbitraryB. rationalC. logicalD. culturalI V. Answer the following question:1. In what basic ways does modern linguistics differ from traditional grammar?2. What are the main features of human language that have been specified by C. Hockett to show that it is essentially different from animal communication system?Chapter 2：PhonologyI. Decide whether each of the following statements is true or false:1.Voicing is a phonological feature that distinguishes meaning in both Chinese andEnglish.2.If two phonetically similar sounds occur in the same environments and theydistinguish meaning, they are said to be in complementary distribution.3. A phone is a phonetic unit that distinguishes meaning.4.English is a tone language while Chinese is not.5.In linguistic evolution, speech is prior to writing.6.In everyday communication, speech plays a greater role than writing in terms ofthe amount of information conveyed.7.Articulatory phonetics tries to describe the physical properties of the stream ofsounds which a speaker issues with the help of a machine called spectrograph. 8.The articulatory apparatus of a human being are contained in three importantareas: the throat, the mouth and the chest. 9. The sound〔z〕is a voiced alveolar stop.9. V oicing is a distinctive feature for English consonants.10. When two different forms are identical in every way except for one sound segment that occurs in the same place in the string, then the two words are called minimal pairs. Sip and zip are a minimal pair, as are fine and vine, and veal and leaf.11.Vibration of the vocal cords results in a quality of speech sounds calledvoicing.12.English consonants can be classified in terms of place of articulation and the partof the tongue that is raised the highest.13.According to the manner of articulation, some of the types into which theconsonants can be classified are stops, fricatives, bilabial and alveolar.12.Vowel sounds can be differentiated by a number of factors: the position of tonguein the mouth, the openness of the mouth, the shape of the lips, and the length of the vowels.13.According to the shape of the lips, vowels can be classified into close vowels,semi-close vowels, semi-open vowels and open vowels.14. The English consonants can be classified in terms of place and manner ofarticulation.15. The qualities of vowels depend on the positions of lips.16.Any sound produced by a human being is a phoneme.17.Phones are the sounds that can distinguish meaning.18.Phonology is concerned with how the sounds can be classified into differentcategories.19. A basic way to determine the phonemes of a language is to see if substituting onesound for another result in a change of meaning.20.When two different forms are identical in every way except for one soundsegment which occurs in the same place in the strings, the two words are said to form a phonemic contrast.21.The rules governing the phonological patterning are language specific.22.Distinctive features of sound segments can be found running over a sequence oftwo or more phonemic segments.23. Articulatory phonetics is the study of the production of speech sounds.24. The speech sounds in almost every language can be divided into two major natural classes: consonants and vowels.25. The distinction between vowels and consonants lies in the obstruction ofairstream.26. Suprasegmental features are distinctive features of segmental phonemes.II. Fill in each of the following blanks with one word which begins with the letter given:27．A_____ refers to a strong puff of air stream in the production of speech sounds. 28．A___________ phonetics describes the way our speech organs work to produce the speech sounds and how they differ.29．The four sounds /p/,/b/,/m/ and /w/ have one feature in common, i.e, they are all b_______ sounds.30．Of all the speech organs, the t ____ is the most flexible, and is responsible for varieties of articulation than any other.31．English consonants can be classified in terms of manner of articulation or in terms of p_______ of articulation.32．When the obstruction created by the speech organs is total or complete, the speech sound produced with the obstruction audibly released and the air passing out again is called a s________.33．S_________ features are the phonemic features that occur above the level of the segments. They include stress, tone, intonation, etc.34．The rules that govern the combination of sounds in a particular language are called s ____ rules.35．The transcription of speech sounds with letter-symbols only is called broad transcription while the transcription with letter-symbols together with thediacritics is called n_________ transcription.36．When pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as i_________.37．P___________ is a discipline which studies the system of sounds of a particular language and how sounds are combined into meaningful units to effect linguistic communication.38. If you say door, new, two, senior, zoo, you will notice that the first sounds in all these words are a_______ sounds. The t and s are voiceless, and d, n and z are voiced. Only n is nasal.39．The articulatory apparatus of a human being are contained in three important cavities: the pharyngeal cavity, the o_______ cavity and the nasal cavity.40．T_______ are pitch variations, which are caused by the differing rates of vibration of the vocal cords and which can distinguish meaning just likephonemes.41．Depending on the context in which stress is considered, there are two kinds of stress: word stress and s_________ stress.III. There are four choices following each of the statements below. Mark the choice that can best complete the statement:1. The study of the physical properties of speech sounds is called ________ phonetics.A. acousticB. articulatoryC. auditoryD. allomorphic2. The sound /f/ is _________________.A. voiced palatal affricateB. voiced alveolar stopC. voiceless velar fricativeD. voiceless labiodental fricative3．Of all the speech organs, the _______ is/ are the most flexible.A. mouthB. lipsC. tongueD. vocal cords4．The sounds produced without the vocal cords vibrating are ____ sounds.A. voicelessB. voicedC. vowelD. consonantal5．__________ is a voiced alveolar stop.A. /z/B. /d/C. /k/D./b/6．The assimilation rule assimilates one sound to another by “copying”a feature ofa sequential phoneme, thus making the two phones ____________.A. identicalB. sameC. exactly alikeD. similar7. Since /p/ and /b/ are phonetically similar, occur in the same environments andthey can distinguish meaning, they are said to be ___________.A. in phonemic contrastB. in complementary distributionC. the allophonesD. minimal pair8．The sound /f/ is _________________.A. voiced palatal affricateB. voiced alveolar stopC. voiceless velar fricativeD. voiceless labiodental fricative9.A ____ vowel is one that is produced with the front part of the tongue maintainingthe highest position.A. backB. centralC. frontD. middle10. Palatal semi-vowel refers to the sound .A. [n]B. [h]C. [w]D. [j]11. A phoneme is a group of phonetically similar sounds called .A. minimal pairsB. allomorphsC. phonesD. allophones12.Distinctive features can be found running over a sequence of two or morephonemic segments. The phonemic features that occur above the level of thesegments are called ____________.A. phonetic componentsB. immediate constituentsC. suprasegmental featuresD. semantic features13.A(n) ___________ is a unit that is of distinctive value. It is an abstract unit, acollection of distinctive phonetic features.A. phoneB. soundC. allophoneD. phoneme14．The different phones which can represent a phoneme in different phonetic environments are called the ____ of that phoneme.A. phonesB. soundsC. phonemesD. allophones15. A ____ vowel is one that is produced with the front part of the tongue maintaining the highest position.A. backB. centralC. frontD. middle16. The sounds that begin and end the words church and judge are voiceless and voiced _______, respectively.( C )A. stopsB. fricativesC. affricatesD. plosivesIV. Answer the following question:1. How are the English consonants classified?2. Explain with examples the sequential rule, and the assimilation rule in phonology.Chapter 3：MorphologyI. Decide whether each of the following statements is True or False:1. Morphology studies the internal structure of words and the rules by which words are formed.2. Words are the smallest meaningful units of language.3. Just as a phoneme is the basic unit in the study of phonology, so is a morpheme the basic unit in the study of morphology.4. The smallest meaningful units that can be used freely all by themselves are free morphemes.5. Bound morphemes include two types: roots and affixes.6. Inflectional morphemes manifest various grammatical relations or grammatical categories such as number, tense, degree, and case.7. Almost every word in every language is composed of one or more morphemes.8. The allomorph is an abstract unit.9. The existing form to which a derivational affix can be added is called a stem, which can be a bound root, a free morpheme, or a derived form itself.10. Prefixes usually modify the part of speech of the original word, not the meaning of it.11. There are rules that govern which affix can be added to what type of stem to forma new word. Therefore, words formed according to the morphological rules are acceptable words.12. Phonetically, the stress of a compound often falls on the first element, while the second element receives secondary stress.13. In English, inflectional affixes are mostly prefixes.14. The meaning of a compound is the combination of the meanings of the words in the compound.II. Fill in each blank below with one word which begins with the letter given:1. R is the part of the word left when all the affixes are removed.2. M ____ is the smallest meaningful unit of language.3. B___________ morphemes are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.4. Affixes are of two types: inflectional affixes and d__________ affixes.5. A s______ is added to the end of stems to modify the meaning of the original word and it may case change its part of speech.6. C__________ is the combination of two or sometimes more than two words to create new words.7. The word snowfall is a word formed by joining two separate words, i.e. “snow” and“fall.” This newly formed word is generally regarded as a c_______.III. There are four choices following each statement. Mark the choice that can best complete the statement:1.The morpheme “vision”in the common word “television”is a(n) ______.A. bound morphemeB. bound formC. inflectional morphemeD. free morpheme2.The compound word “bookstore”is the place where books are sold. This indicates that the meaning of a compound __________.A.is the sum total of the meaning of its componentsB.can always be worked out by looking at the meanings of morphemesC.is the same as the meaning of a free phrase.D.None of the above.3. “-s” in the word “books” is _______.A. a derivative affixB. a stemC. an inflectional affixD. a root4. Which of the following is NOT a compound word?A. RainbowB. MilkshakeC. Icy-coldD. Unpleasant5.The part of speech of the compounds is generally determined by the part of speech of __________.A. the first elementB. the second elementC. either the first or the second elemD. both the first and the second elements.6. _______ are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.A. Free morphemesB. Bound morphemesC. Bound wordsD. Words7._________ is a branch of grammar which studies the internal structure of words and the rules by which words are formed.A. SyntaxB. GrammarC. MorphologyD. Morpheme8.The meaning carried by the inflectional morpheme is _______.A. lexicalB. morphemicC. grammaticalD. semantic9.Bound morphemes are those that ___________.A. have to be used independentlyB.can not be combined with other morphemesC.can either be free or boundD.have to be combined with other morphemes.10.____ modify the meaning of the stem, but usually do not change the part of speech of the original word.A. PrefixesB. SuffixesC. RootsD. Affixes11._________ are often thought to be the smallest meaningful units of language by the linguists.A. WordsB. MorphemesC. PhonemesD. Sentences12.“-s”in the word “books”is _______.A. a derivative affixB. a stemC. an inflectional affixD. a root13. Which of the following does NOT belong to “open class words”?A. NounsB. AdjectivesC. ConjunctionsD. Adverbs14. In the word unreliable, the prefix “un-” is a(n) _______ morpheme.A. freeB. boundC. rootD. inflectional15. Morphemes that represent “tense”, “number”, “gender”, “case”, “aspect”,“degree” and so forth are called morphemes.A. inflectionalB. boundC. freeD. derivational16. The English word “modernizers” is composed of morphemes.A. fourB. threeC. twoD. five17. Which of the following affix differs from others?A. –lyB. –nessC. –ingD. –fulIV. Derive the following words into their separate morphemes by placing a "+" between each morphemes and the next:a. rewriteb. broadenc. predigestingd. forefathersV. Think of a morpheme suffix and a morpheme prefix, give their meaning, and specify the types of stem they may be suffixed to. Give at least two examples of each.Suffix: Meaning:Stem type: Examples:Prefix: Meaning:Stem type: Examples:VI. Answer the following question:What is an inflectional morpheme? Locate the inflectional morpheme in each of the following sentences and point out its grammatical meaning.Mr. Smith lives in the Big Apple.The film’s already started.We are preparing for an important test.Chapter 4：SyntaxI. Decide whether each of the following statements is True or False:1. Syntax is a subfield of linguistics that studies the sentence structure of language,including the combination of morphemes into words.2. Grammatical sentences are formed following a set of syntactic rules.3. Sentences are composed of sequence of words arranged in a simple linear order, with one adding onto another following a simple arithmetic logic.4. The syntactic rules of any language are finite in number, but there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.5. In a complex sentence, the two clauses hold unequal status, one subordinating the other.6. Constituents that can be substituted for one another without loss of grammaticality belong to the same syntactic category.7. A sentence can’t have more than one deep structure.8. The structure that occurs after movement takes place is what we term as surface structure.9. In English the subject usually precedes the verb and the direct object usually follows the verb.10. A noun phrase contains a noun, while other elements are optional.11. Words in a sentence are organized into groups of lexical categories, commonly known as parts of speech.12. Chomsky made a distinction between two levels of structures: surface and deepstructures.13. Transformational-generative grammar was first suggested by Noam Chomsky.II. Diagram the constituent structure of the following sentence and name the different constituents. ( IC analysis)The passenger train from Chicago will arrive in Atlanta after midnight.Chapter 5 SemanticsI. Decide whether each of the following statements is True or False:1. Dialectal synonyms can often be found in different regional dialects such as British English and American English but cannot be found within the variety itself, for example, within British English or American English.2. Sense is concerned with the relationship between the linguistic element and the non-linguistic world of experience, while the reference deals with the inherent meaning of the linguistic form.3. Linguistic forms having the same sense may have different references in different situations.4. In semantics, meaning of language is considered as the intrinsic and inherent relation to the physical world of experience.5. Contextualism is based on the presumption that one can derive meaning from orreduce meaning to observable contexts.6. Behaviourists attempted to define the meaning of a language form as the situation in which the speaker utters it and the response it calls forth in the hearer.7. The meaning of a sentence is the sum total of the meanings of all its components.8. Most languages have sets of lexical items similar in meaning but ranked differently according to their degree of formality.9. The predication analysis of a sentence only applies to statements and interrogative forms.II. Fill in each of the following blanks with one word which begins with the letter given:1. S________ can be defined as the study of meaning.2. The conceptualist view holds that there is no d______ link between a linguistic form and what it refers to.3. R______ means what a linguistic form refers to in the real, physical world; it deals with the relationship between the linguistic element and the non-linguistic world of experience.4. Words that are close in meaning are called s________.5. When two words are identical in sound, but different in spelling and meaning, they are called h__________.6. Pairs of words that exhibit the reversal of a relationship between the two items are called r_______ opposites.7. What is communicated by virtue of what language refers to is the r__________ meaning of a word.8. R_________ opposites are pairs of words that exhibit the reversal of a relationship between the two items.9. C ____ analysis is based upon the belief that the meaning of a word can be divided into meaning components.10. Whether a sentence is semantically meaningful is governed by rules calleds________ restrictions, which are constraints on what lexical items can go with what others.11. According to the n ____ theory of meaning, the words in a language are taken to be labels of the objects they stand for.III. There are four choices following each statement. Mark the choice that can best complete the statement:1. The naming theory is advanced by ________.A. PlatoB. BloomfieldC. Geoffrey LeechD. Firth2. “We shall know a word by the company it keeps.” This statement represents_______.A. the conceptualist viewB. contexutalismC. the naming theoryD. behaviourism3. Which of the following is not true?A.Sense is concerned with the inherent meaning of the linguistic form.B.Sense is the collection of all the features of the linguistic form.C.Sense is abstract and de-contextualized.D.Sense is the aspect of meaning dictionary compilers are not interested in.4.“Can I borrow your bike?”_______ “You have a bike.”A. is synonymous withB. is inconsistent withC. entailsD. presupposes5.___________ is a way in which the meaning of a word can be dissected intomeaning components, called semantic features.A. Predication analysisB. Componential analysisC. Phonemic analysisD. Grammatical analysis6.“alive”and “dead”are ______________.A. gradable antonymsB. relational oppositesC. complementary antonymsD. none of the above7._________ deals with the relationship between the linguistic element and thenon-linguistic world of experience.A. ReferenceB. ConceptC. SemanticsD. Sense8.___________ refers to the phenomenon that words having different meanings havethe same form.A. PolysemyB. SynonymyC. HomonymyD. Hyponymy9. Words that are close in meaning are called ______________.A. homonymsB. polysemyC. hyponymsD. synonyms10. The kind of antonymy between "married "and "single" is one of __________A converseB relationalC complementaryD gradable11. According to the componential analysis, the word “girl” and “woman”differ in the feature of _______.A. HUMNANB. ANIMATEC. MALED. ADULT12.The grammaticality of a sentence is governed by _______.A.grammatical rulesB.selectional restrictionsC.semantic rulesD.semantic features13. The words stationary and stationery are identical in sound, but different inspelling and meaning. They are _______.A. complete homonymsB. homographsC. hyponymsD. homophones14. In the following pairs of words, are a pair of complementary antonyms.A. old and youngB. male and femaleC. hot and coldD. buy and sell15. The relationship between “violet” and “tulip” is ________.A. co-hyponymsB. superordinateC. hyponymsD. antonyms16. “Can I borrow your bike?”_______ “You have a bike.”A. is synonymous withB. is inconsistent withC. entailsD. presupposesIV. Answer the following questions.1. How can words opposite in meaning be classified? To which category does each of the following pairs of antonyms belong?deep/shallow married/single sour/sweet teacher/student asleep/awake2. What are the major types of synonyms in English?3.What might make a grammatically meaningful sentence semantically meaningless?。
英语教学设计实践答案(3篇)
第1篇IntroductionThe following teaching design is tailored for a middle school English class, focusing on a unit about "Hobbies and Interests." The lesson aims to enhance students' speaking and listening skills while fostering their ability to express their own hobbies and interests. The target age group is 13-15 years old, and the class duration is 45 minutes.Objective1. Knowledge Objective: Students will be able to understand and use key vocabulary related to hobbies and interests.2. Skill Objective: Students will be able to engage in a conversation about their hobbies and interests with their peers.3. Emotional Objective: Students will develop an interest in exploring and sharing their personal hobbies and interests.Teaching Aids- Whiteboard- Projector- Handouts with vocabulary and questions- Audio recording of a conversation about hobbies- Pen and paper for individual activitiesTeaching Procedure1. Warm-up (5 minutes)- Activity: Brainstorming- Ask students to write down their favorite hobbies on the board.- Encourage them to share their hobbies with the class and explain why they enjoy them.2. Presentation (10 minutes)- Activity: Vocabulary Presentation- Introduce key vocabulary related to hobbies and interests (e.g., collect, paint, read, play music, travel).- Use pictures and real-life examples to illustrate the meanings of the words.- Have students practice using the new vocabulary in sentences.3. Practice (15 minutes)- Activity: Role Play- Pair students up and give them a handout with a conversation about hobbies.- Ask them to read the conversation and practice it with their partner.- Monitor and provide feedback on their pronunciation and fluency.- Activity: Group Discussion- Divide the class into small groups.- Provide each group with a list of questions related to hobbies and interests.- Ask the groups to discuss the questions and share their opinions.4. Production (10 minutes)- Activity: Personal Hobbies Interview- Pair students up again.- Each student interviews their partner about their hobbies and interests using the questions provided.- The other student listens carefully and takes notes.- After the interview, the pair swaps roles.5. Assessment (5 minutes)- Activity: Quick Write- Ask students to write a short paragraph about their favorite hobby, using the new vocabulary and structure learned in the lesson.- Collect the writings for assessment.Conclusion- Activity: Sharing and Reflection- Ask students to share their favorite hobby with the class.- Encourage them to reflect on what they learned during the lesson and how they can incorporate their new vocabulary and skills into theirdaily lives.Feedback and ReflectionAt the end of the lesson, collect feedback from students regarding their learning experience. Reflect on the effectiveness of the teaching methods used and identify areas for improvement. Consider the following questions:- Did the students engage actively in the activities?- Did the vocabulary and skills presented align with the learning objectives?- Were the activities appropriate for the age and level of the students?- How can the lesson be adapted to better suit the needs of the students?ConclusionThis practical English teaching design aims to provide a structured and engaging lesson that enhances students' language skills while fostering their personal interests. By incorporating various activities and allowing for individual expression, the lesson encourages students todevelop a love for learning and a deeper understanding of the English language.第2篇Objective:The primary objective of this English teaching design is to enhance students' proficiency in English by integrating technology into the classroom. This approach aims to make learning more engaging, interactive, and effective, while also preparing students for the digital age.Target Audience:This lesson plan is designed for secondary school students in grades 9-12, with a focus on improving their reading, writing, speaking, and listening skills.Duration:One hour per session, for a total of 10 sessions over a month.Materials:- Interactive whiteboard or projector- Computers or tablets for each student- Internet access- Online learning platforms (e.g., Google Classroom, Edmodo)- Textbooks and supplementary reading materials- Flashcards- Markers and whiteboard erasersLesson Overview:The lesson will be divided into four main sections: Warm-up, Introduction, Activity, and Conclusion. Each section will incorporate technology to enhance the learning experience.1. Warm-up (10 minutes):- Activity: Use a PowerPoint presentation to display a series ofpictures related to the upcoming topic. Students will be asked to describe the pictures using complete sentences in English.- Technology Integration: Utilize the interactive whiteboard to allow students to contribute their descriptions directly onto the board.2. Introduction (10 minutes):- Activity: Introduce the new topic by showing a short video clip or a related news article. This will provide context and pique students' interest.- Technology Integration: Use a computer or tablet to project the video or article onto the screen. Encourage students to take notes on key points.3. Activity (30 minutes):- Activity: Divide the class into small groups and assign each group a different task using online learning platforms.- Group 1: Research a specific topic related to the lesson and create a presentation using Google Slides.- Group 2: Write a short story or a poem based on the lesson's theme and post it on a class blog using WordPress.- Group 3: Record a video discussing their understanding of the topic and upload it to a video sharing platform like YouTube.- Group 4: Create a mind map or Venn diagram comparing and contrasting two related topics using an online tool like XMind.- Technology Integration: Provide each group with a computer or tablet and internet access. Encourage students to collaborate and share their work online.4. Conclusion (10 minutes):- Activity: Bring the class back together to share their findings and discuss the common themes they noticed.- Technology Integration: Use the interactive whiteboard to display the groups' presentations, stories, videos, or mind maps. Have each group present their work and invite the class to ask questions or provide feedback.Assessment:- Formative Assessment: Monitor student participation during the activities and provide feedback on their progress.- Summative Assessment: At the end of the unit, administer a writtentest or an oral presentation to evaluate students' understanding of the key concepts.Reflection and Adaptation:- Reflection: After the completion of the lesson, reflect on the effectiveness of integrating technology into the classroom. Consider what worked well and what could be improved.- Adaptation: Adjust the lesson plan as needed to better suit the students' needs and preferences. For example, if a particular activity was not well-received, consider modifying it for the next session.Conclusion:This practical design for English language teaching demonstrates how technology can be effectively integrated into the classroom to enhance the learning experience. By incorporating various digital tools and platforms, teachers can create a more engaging, interactive, and effective learning environment that prepares students for the challenges of the digital age.第3篇IntroductionThe purpose of this English teaching design is to create an engaging and interactive learning environment that incorporates technology to enhance the learning experience of students. This case study focuses on a secondary school English class in China, where the target group is students in Grade 8. The lesson aims to improve students' reading comprehension and vocabulary acquisition skills through the use ofdigital tools and multimedia resources.ObjectiveBy the end of the lesson, students will be able to:1. Comprehend the main ideas and details of a given text.2. Expand their vocabulary through the use of digital dictionaries and interactive games.3. Develop critical thinking skills by analyzing and evaluating the content of the text.4. Demonstrate their understanding of the text through various forms of digital presentations.Materials and Resources1. Interactive whiteboard or computer projector.2. Projector-connected laptop with internet access.3. Digital dictionaries (e.g., Oxford Dictionaries Online).4. Vocabulary-building apps (e.g., Quizlet, Anki).5. Online reading materials (e.g., articles, stories, videos).6. Presentation software (e.g., PowerPoint, Google Slides).7. Handouts with text excerpts and questions.Teaching Procedure1. Warm-up (5 minutes)- Begin the lesson with a quick review of the previous lesson's vocabulary using a digital dictionary.- Engage students in a brief discussion about their weekendactivities using a digital platform (e.g., Padlet) to encourage interaction and participation.2. Introduction (5 minutes)- Introduce the theme of the lesson and the text to be studied using a digital presentation.- Highlight the learning objectives and expectations for the students.3. Pre-reading (10 minutes)- Use a digital platform to show a related video or image to activate prior knowledge and generate interest in the topic.- Distribute handouts with a few questions about the text to be studied. Encourage students to discuss their predictions with a partner.4. Reading (20 minutes)- Project the text on the interactive whiteboard or computer screen.- Divide the text into sections and have students read silently or in pairs.- Use a digital dictionary to look up any unfamiliar vocabulary words.- Encourage students to take notes on key information and main ideas.5. Comprehension Check (10 minutes)- Use a digital platform (e.g., Kahoot!, Quizizz) to assess students' understanding of the text.- Review the answers and discuss any misconceptions or difficult concepts.6. Vocabulary Building (15 minutes)- Introduce new vocabulary words related to the text using a vocabulary-building app.- Have students practice using the new words in sentences or complete exercises on the interactive whiteboard.7. Critical Thinking (10 minutes)- Present a series of questions or prompts that require students to analyze and evaluate the content of the text.- Encourage students to share their opinions and support their arguments with evidence from the text.8. Presentation (10 minutes)- Have students work in groups to create a digital presentation (e.g., using PowerPoint or Google Slides) summarizing their understanding ofthe text.- Allow each group to present their findings to the class.9. Closing (5 minutes)- Conclude the lesson by summarizing the main points discussed andthe new vocabulary introduced.- Assign homework that includes further reading and vocabulary practice.Assessment1. Formative Assessment:- Observe students' participation in discussions and group activities.- Monitor students' use of digital tools and resources during the lesson.- Use digital platforms to assess students' understanding of the text and vocabulary.2. Summative Assessment:- Evaluate students' digital presentations and their ability to summarize the text.- Assign a reflective essay or journal entry where students can express their thoughts on the text and the use of technology in the classroom.ConclusionThis English teaching design incorporates technology to create a dynamic and interactive learning environment that supports students' reading comprehension and vocabulary acquisition skills. By utilizing digital tools and resources, students are able to engage with the material in new and exciting ways, enhancing their learning experience and promoting critical thinking skills.。
《英文学摘要》课件
Summary
History and Human Nature
Detailed description
Charles Dickens' A Tale of Two Cities is a historical novel that depicts the French Revolution period. Through the experiences of characters such as Doctor Menette and Carton, it portrays the conflict and contradiction between history and human nature, as well as the greatness and desolation of human nature.
Linguistic Foundations
Understanding linguistic foundations is critical for effective communication and accurate language comprehension
Importance
Literary Schools
The core concepts of English learning
CATALOGUE
02
The study of the structure and rules of the English language, including grammar, vocabulary, and promotion
English is the most widely spoken language globally, serving as a common language for international business, trade, and cultural exchange Proficient English proficiency can open up more opportunities for personal and professional development
Chinese Words in English
Chinese Words in EnglishIt is beyond doubt that there are so many English words with the Chinese origin, most of these loan words refer to Chinese objects and concepts such as "fengshui" and "coolie", the Chinese word is "kuli". However, a few, such as "gung ho", the Chinese word is "Gonghe" and "tycoon" Chinese word is "Dakuan", Chinese word has evolved into mainstream usage. Many of the Chinese words made into the English language as pronounced in the Cantonese or Amoy dialect because the early contact between the two cultures happened along the southern Chinese ports of call or through the mostly Cantonese immigrants, for instance, the English word "dim sum" looks like the local English word, however, it comes from the Chinese word "Chadian" in Cantonese dialect. In addition, many of the Japanese words, such as "judo", the Chinese word is "Roudao" or "shinto" the Chinese word is "Shendaojiao" , that were adopted into the English language have a Chinese origin.Loan word:Loan word means a word from another language used in its original form. A substantial part of English words are loan words.The early loan words, because they are translated by the way of combining with English variety and the Chinese pronunciation and have went through the long history of evolution, seem like the local English words. However, they still came from the Chinese words. For instance, the English word "silk" is translated from the Chinese word "Sichou", before the Opium War, British businessman brought the Chinese silk into the western states, however there is no word for it so the British businessman borrowed ideas from the Chinese pronunciation "Sichou" think up the word "silk" for it, by this time the word "silk" still means elegance, nobleness and luxury. And as a bonus, the English word "sycee" is translated from the Chinese word "Yingding" and the "pekoe" is translated from "Hongcha" in Guangdong dialect, the English word "shaw" is translated from the Chinese word "Xiexie" and the "congou" is translated from "Gongfucha" in Xiamen dialect.Most of the modern loan words are just translated into the same Chinese pronunciation like "mao tai", "kow tow", "tai chi chuan", "xiu cai", "gao liang", "wu shu", "gong fu", "erhu", "yangge" and so on.Loan blend:The word which translated by the way of loan blend has two parts one is transliteration the other is the liberal translation.The loan blend not only retains the Chinese national culture characteristic but also integrates with local English words which made foreigner have a pleasant change of atmosphere. The English word "Beijing Opera" is a typical loan blend, the first part "Beijing" is transliterated from the Chinese word of the same pronunciation, the second part is from the local English word "opera" which instead of the Chinese word "Xi" or "Ju". Aside from this word, there are so many words translated by this way like the word "tung oil" is translated from the Chinese word "Tongyou" and the word "Lantian men" is translated from the Chinese word "Lantian Yuanren".Loan translation:Loan translation is the translation method which uses the local English word to translate the unique Chinese things. The words translated in this method have the typical Chinglish style, which can satisfy both the needs of having the vivid and distinctive Chinese characteristics and helping the foreigner understand it easily.So many Chinese words are translated into English words in this way, most of them are Chinese food, for example, the dish "spring roll" in China is called "Chunjuan",the "bagger chicken" in China is named "Jiaohuaji", the "rice noddles" Chinese name is "Mifen". In addition of that there are a lot of other words translated in this way, for example, the words in political field like "paper tigger", "Long March", "Great Leap Forward", "Red Guard", "planned economy", in historical field like "Four Books", "Five Classics", "Eight legged Essay", in culture field like "lunar calendar", "Chinese New Ye ar", "Dragon Boat Festival" and so on.Now, there are so many Chinese words translated into English which are stillretained their Chinese style for many reasons. For instance, the Chinese word "DaMa" was translated into English just called "aunt" a few years ago. However, this word, in 2013 due to the event that Chinese woman rushed to buy gold for gold price falling in the International Gold Market, was transliterated into English called "DaMa" by The Wall Street Journal. Besides that, The BBC used the Chinese word "Tuhao",the meaning of the man makes great fortune overnight, directly without translation. In some ways, we can say that Chinese vocabulary has become the miraculous source of English entries which would bring the advantages far outweigh its disadvantages for Chinese culture spreading all over the world and making the relative cohesion of the nation greatly enhanced to improve China's international status.［1］. 邢杰；甘露. 文化外译之中国特色词汇:策略比较及影响因素［J］. 上海翻译2014（4）：20-29［2］. 张慧. 国际关系学院学报［J］. 上海翻译2010（6）：12-14［3］. Chen, Baoguo; Zhou, Huixia; Gao, Yiwen; Dunlap, Susan. Cross-Language Translation Priming Asymmetry with Chinese-English Bilinguals: A Test of the Sense Model. Journal of Psycholinguistic Research, v43 n3 p225-240 Jun 2014 ［4］.Cheng, Chenxi; Wang, Min; Perfetti, Charles A.Acquisition of Compound Words in Chinese-English Bilingual Children: Decomposition and Cross-Language Activation. Applied Psycholinguistics, v32 n3 p583-600 2011［5］.Gao, Zhao-Ming.Exploring the Effects and Use of a Chinese-English Parallel Concordancer. Computer Assisted Language Learning, v24 n3 p255-275 2011。
辽宁省大连市2023-2024学年高一上学期期末考试英语
大连市2023～2024学年度第一学期期末考试高一英语注意事项：1.答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。
2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
第一部分听力（共两节，满分30分）第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一题。
每段对话仅读一遍。
1. What is the probable relationship between the speakers?A. Mum and son.B. Teacher and student.C. Doctor and patient.2. When will the woman take her flight?A. On the 22nd.B. On the 23rd.C. On the 24th.3. What are the speakers mainly talking about?A. School activities.B. Favorite subjects.C. Test scores.4. What does the woman mean?A. The man has to leave.B. She offers another option.C. She can’t make it.5. Where does the conversation take place?A. In a bookstore.B. At a restaurantC. In a library.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。
洪氏所藏木器百图说明书
CLASSIC FURNITUREFROM THE HUNG COLLECTION 洪氏藏明清古典家具集萃CHINA GUARDIAN HONG KONG 2017 SPRING AUCTIONS中國嘉德香港2017春季拍賣會May 30, 2017 2017年5月30日1980年，安思远在放置了明代家具的第五大道公寓中序言安思遠1990年10月、11月，廖敬威夫婦宴客，在那令人難忘的晚宴上，我經介紹與洪氏相識。
隨後不久，洪氏便邀請我到他們府上共進晚餐，看看他們收藏的家具。
一段美好的友誼與合作關係就此展開。
之後，洪氏來到我九龍新世界的寓所，問我有沒有興趣幫他們購藏中國家具。
當我要求他們首先放售手上大部分藏品時，他們二話不說，馬上欣然同意。
我們還商量好往後的購藏工作大多由我來承辦。
我當時只覺得這很有意思，沒想到歷經十五年後，竟能夠取得如此重大的成果。
收進本卷和卷一的許多珍品，大多從香港和其他信譽超卓的古董商購入，其餘則在世界各地拍賣會競投所得。
我與洪氏經常見面，大家言笑甚歡，其中大多是因為有重要藏品入藏。
久而久之，論質論量，洪氏收藏都堪稱當今私人收藏界之首，而我們也就更加合作無間。
我希望借此機會向眾多居中協助購藏的朋友致以謝意，只惜年老憶衰，名字未能一一列舉。
不過，他們如果細閱這兩卷著錄，當會察覺我們對他們實深懷感激。
在撰寫這篇序言之際，我曾詢問洪先生有何建議，他回覆說一定要提到，當今之世，精品已日益難求，“我們非常感謝安思遠多年來一直費盡心力，為我們挑選珍品入藏。
”——节选自《洪氏所藏木器百图》第二卷序言PREFACERobert Hatfield EllsworthIn October or November 1990 I was introduced to the Hungs at one of the memorable dinners hosted by Gloria and Kingsley K. W. Liu. Soon after, I was invited to dinner at the Hungs to see their furniture. This was the beginning of a very pleasurable friendship and project.The Hungs came to my apartment at the New World in Kowloon and asked if I would be interested in helping them with their collection of Chinese furniture. They immediately and graciously agreed to dispose of most of what they already owned. We came to an arrangement whereby I would help them with all or most of their future purchases. At the time it seemed to be a very interesting enterprise and, over the next fifteen years, proved to be a very successful one.Many important pieces illustrated in these two volumes came from Hong Kong sources…and many other respected dealers. Others were bought at auctions around the world.The Hungs and I had many other enjoyable meetings, mainly after the acquisition of a major purchase. Our relationship became more and more steadfast as they realized that they were building what is today the largest and finest collection of early Chinese furniture in private hands.I would like to thank the many wonderful people who supplied pieces to this collection. Unfortunately, in my older years, I cannot remember all their names. After they have studied Volume I and now Volume II, they will realize how much we are indebted to them for their contributions.Raymond wrote to me after I asked him for suggestions concerning this preface. He was insistent I emphasize that, as good items are becoming fewer and fewer, "we appreciate Bob's continuing advice which assisted us in the selection of the majority of this collection."Excerpts of preface of Chinese Furniture:the Hung Collection VOLⅡ《洪氏所藏木器百圖》緒論（節選）安思遠近年新資料不斷湧現，不僅使我們更了解明清家具的造型，亦有助認識明清家具的木材。
concise oxford english dictionary
concise oxford english dictionaryThe Oxford English Dictionary, often abbreviated as OED, is a dictionary published by Oxford University Press. The Concise Oxford English Dictionary is the most popular and widely used edition of the Oxford English Dictionary. It was first published in 1911 and has been reprinted many times since. The Concise Oxford English Dictionary was first published to help English students and students of other languages to get a better understanding of how English words fit together. This dictionary is widely used as a reference book by linguists and scholars.The Concise Oxford English Dictionary is composed of over 240,000 main words and phrases and more than 300,000 definitions. It is known for its accuracy and conciseness. It has become a popular choice for teachers, students, and professionals. It contains a full and up-to-date description of the English language, including its origins, derivations, usage and spelling.The Concise Oxford English Dictionary includes biographical and geographical information about people, places and events. It also includes additional quotes and examples from literature and other sources. This dictionary also includes a good selection of synonyms and antonyms, useful for finding the exact word or phrase necessary for any given sentence. It is highly recommended for both native and non-native English speakers.The Concise Oxford English Dictionary is also available online. It can be accessed by anyone with an internetconnection, and can easily be found using search engines. The online version of the dictionary is an updated version of the print edition, and allows users to look up words with ease.The Concise Oxford English Dictionary is an indispensable tool for people wishing to have a better understanding of the English language. It provides theperfect reference for any student of English language who is trying to sharpen their skills. Whether you’re a teacher, student, or professional, or just someone in need of simple clarification on the meaning of a word, the Concise Oxford English Dictionary can provide the answer.。
2013高考英语二轮阅读理解精选(39)外研版
2013高考英语二轮阅读理解精选（39）及答案AAccording to US research, it can take up to ten years to become a near-native English speaker. Asian and Spanish students took between five and ten years to reach native speaker performance in English-only schools. Fluency obviously doesn’t happen overnight. But time can definitely make you a better speaker.After testing his own memory, German psychologist Hermann Ebbinghaus discovered that humans forget most of what they learn in the first 20 minutes.So cramming right before a speaking exam is not likely to be as effective as practicing regularly over time. The more you practice, the more familiar new words will become. In the classroom, studies have also shown that repeating oral tasks improves a speaker’s performance.One of the best repetition exercises is the 4/3/2 technique. Speakers give the same talk to three different listeners with a progressive decrease in delivery time, starting at four minutes, then three, and finally two minutes. This exercise has been proven to help learners speak faster. It can also result in less hesitation and more grammatical accuracy. While time dose make a difference when it comes to speaking perfect English, it would not hurt to brush up on your other language skills.Studies have also shown that reading can increase your speaking vocabulary. After one month of an extensive reading program, a 27-year-old student of French became more familiar with 65 percent of the new words.Aside from choosing the right learning methods, having certain personality traits may also help. US linguistics expert Stephen Krashen believes those with high motivation, self-confidence and a low level of anxiety are better equipped for speaking success.Krashen says students who don’t have these qualities are more likely to have a “mental block”. “Even if they understand the message, the input will not reach the part of the brain responsible for language acquisition,” he writes in his bookPrinciples and Practice in second Language Acquisition.41. According to the passage, if you want to be a near-native speaker, you need _____.A. long-term speaking practice and much readingB. speaking practice for ten years onlyC. long-term speaking practice, much reading and certain qualitiesD. cramming new words every day42. The author put forward the 4/3/2 technique just to show that _____A. you should speak to 3 different peopleB. you should speak to 3 different people at 3 different timesC. it can prevent you from making grammar mistakesD. it is really a good way to make you a better speaker43. The example of a 27-year-old student of French in the passage mainly means that _____.A. reading can enlarge your vocabulary for your speakingB. reading can make you memorize just 65 percent of the new wordsC. the 27-year-old student of French is very cleverD. in one month, you can improve your speaking ability44. The underlined phras e “linguistics expert”means a person who is quite expert at _____.A. languagesB. spoken languageC. scientific researchD. teaching EnglishBTelevisions, stereos, telephones, and computers have changed the way we spend our time and what we know about the world. Some of the changes brought about by these material possessions have improved our way of life, but others have made it worse. Our young teenagers turn on the television, play the stereo, play games on the computer, talk on the telephone, and eat all the same time. This drives me right up the wall to instant insanity(精神失常).However, teens of today place too great an importance on material property. They spend an average of several hours a day watching television, listening to stereos,playing on the computer, playing video games, and talking on the telephone. Families no longer watch television together and there is great lack of communication. Materialism is evident when an otherwise intelligent teenager drives their parents crazy, and into debt, when misusing communication equipment. Teens judge and admire other teens for what they own and have, rather than for what they are or what they can do. They no longer care about values, like honesty, integrity(正直), freedom, talent, quality and other values and morals.However, good or bad, communication devices are here to stay. It is up to us, as parents, to stop our beloved teenagers from misusing and abusing our communication equipment and devices. We need to avoid the problems they present and to make the most of their opportunities they possess and hold for us all.45. The writer’s attitude toward the modern material possessions is generally _____.A. positiveB. negativeC. neutralD. indifferent46. According to the writer, teens’overuse of communication equipment can do harm to _____.A. their own healthB. their own studyC. their own moralityD. their neighbors’ life47. The writer attributes (归咎) the unsatisfactory behavior of teens to _____.A. teens’ too much free timeB. parents’ non-interferenceC. inadequate school educationD. material property48. It can be inferred from the passage that the writer seems to be most annoyed at ______.A. all the modern material possessionB. eating while talking on the phoneC. the decline in teens’ moralityD. all the communication equipmentCThe word doping is probably from the Dutch word dop, the name of an alcoholic drinks make of grape skins used by Zulu soldiers in order to encourage their bravery in battle. The term became current around the turn of the 20th century, originally referring to illegal drugging of racehorses. In 1928 the International Amateur Athletic Federation (IAAF) became the first to ban the use of doping. A reliable testmethod was finally introduced in 1974.The practice of enhancing athletes’ performance through foreign substance or other artificial means, however, is as old a competitive sport itself. The most famous doping case of the 1980s concerned Ben Johnson, the 100-meter champion who tested positive for stanozolol(司坦咗醇) at the Olympic Games in Seoul, 1988.The main front in the anti-doping war has rapidly shifted to blood doping since 1970s. Blood doping is the practice of adding red blood cells to the bloodstream in order to improve athletes’ performance. The blood is usually processed in order to create a concentration of red blood cells, and then freeze them until needed for transfusion(输血) back into the athlete shortly before the event. The extra red blood cells will deliver more oxygen and other essential elements to the athlete’s muscle tissues.Just like any other problem, the only way to solve it is through education. Many high school sports programs now have people come in to talk to them about out the dangers of performance-enhancing drugs. Young players must be fully clear on the rules and what substances are banned. The NCAA (National Collegiate Athletic Association) has an easily accessible list of what substances are banned, how they are tested for and why they are banned on its website. This way, young players are clear on what they can put in their bodies. This is also a good way to educate players on the danger of the substances they may be tempted to use.49. The word “enhancing” in the first sentence of the second paragraph means “_____”。
新视野大学英语第二册读写答案
新视野大学英语第二册答案第一单元1. charge2. convention3. efficient4. obtain5. competent6. asessing7. fulfill8. conducting 9. consequently 10. significance IV.1. behind2. at3. in4.out5. to6. to7.in8.with9.but 10. forV.1. L2. C3.D4. N5. O6.A7. E8.G9.I 10. K Word BuildingVI.mitment2.attraction3.appointment4.impression5. civilizationposition7.confusion8.congratulation9.consideration 10.explanation 11. acquisition 12.depression VII.1.advisable2.disirable3.favorable4. considerable5.remarkable6.preferable7.drinkable8.acceptableSentence StructureVIII.1.much less can he write English articles2.much less can he manage a big company3.much less could he carry it upstairs4.much less have I spoken to him5.much less to read a lot outside of itIX.1.Having meals at home can cost as little as two or three dollars,whereas eating out at a restaurant is always more expensive.2.We thought she was rather proud,whereas in fact she was just very shy.3.We have never done anything for them, whereas they have done so much for us.4.Natalie prefers to stay for another week, whereas her husband prefers to leave immediately.5.Some praise him highly,whereas others put him down severely.TranslationX.1.She wouldn't take a drink,much less could she stay for dinner.2.He thought I was lying to him,whereas I was telling the truth.3.How do you account for the fact that you have been late every day this week?4.The increase in their profits is due partly to their new market strategy.5.Such measures are likely to result in the improvement of work efficiency.6.We have already poured a lot of time and energy into the project, so we have to carry on. XI.1.我认为他不会抢劫,更不用说暴力抢劫了.2.男工平均工资每小时10美元,而女工才每小时7美元.3.自然界的平衡一旦遭到破坏,就会带来很多不可预知的影响.4.期终考试迫在眉睫,你最好多花点时间看书.5.有趣的是,消费者发现越来越难以辨别某些品牌的原产国.其部分原因来自于全球化带来的影响,部分原因是由于产地的变化.6.最近一次调查表明,妇女占总劳动力的40%.ClozeXII.1.C2.B3.B4.A5.D6.B7.C8.D9.A10.C 11.D 12.C 13.C 14.B 15.ASection BComprehension of the TextII.1.D2.A3.C4.D5.A6.C7.B8.B VocabularyIII.1.utilize2.reject3.considerable4.temporary5.acceptable6.recognition7.alleviate8.appreciate9.furthermore 10.interactIV.1.interact with2.gone through3.deal with4.recovered with5.adjusting to6.familiar to7.In spite of8.were tired of9.prevented from10.came to<EBOOK>plutommi\mmi\eb35</EBOOK> .txz .pbz第二单元1.promosing2.amusing3.lowered4.persisted5.rank6.swear7.unfair8.presence9.frowning 10. approximatelyIV.1.on2.upon3.on4.in5.by6.to7.in8.of9.on 10.outV.1.O2.K3.D4.H5.J6.E7.M8.G9.B10.A Word BuildingVI.1.observe-observer:one who observes a person or an event2.ski - skier: one who skis3.visit-visitor:one who visits somebody or some place4.learn - learner:one who learns something5.report - reporter:one who reports on persons or events for a newspaper6.drink-drinker:one who often drinks alcohol,esp. too muchVII.1.tropical2.musical3.occasional4.environmental5.global6.dangerous7.natural8.central Sentence structureVIII.1.They didn't lose heart despite of lots of frustration.2.Despite the heavy rain,the boys played football in the yard all afternoon.3.I will try my best despite the slim chances of success.4.Despite a thorough search for the escaped prisoner in the mountain,no sign of him was found.5.Despite their increased income,their life became poorer because of the rising prices. IX.1.nor do I think it necessary to do so2.nor would they go to my sister's3.nor do we have her telephone number4.nor would I like to go to work immediately5.nor would I Translation X.1.Despite the fact that she is the only child in her family, she is never babied by her parents.2.Mike didn't come to the party last night, nor did he call me to give an explanation.3.The person sitting next to him did publish some novels,but he is by no means a great writer.4.He has no interest in football and is indifferent to who wins to loses.5.The manager needs an assistant that he can count on to take care of problems in his absence.6.This is the first time that he has made a speech in the presence of so large an audience. XI.1.尽管那项计划一开始就证明是不切实际的,但是他们还是坚持要实施.2.我无法说服他接受这项计划,也无法使他认识到这项计划的重要性.3.你是怎么把那么多东西塞进这个小行李箱的?4.别人对他怎么看,他全不在意.5.我能否指出你犯了个小错误.6.他母亲让他开车慢一点儿,但是他从不把她的话放在心上.ClozeXII.1.B2.D3.B4.C5.B6.C7.A8.A9.B10.D 11.B 12.D 13.B 14.C 15.DSection BReading skillsI.1.D2.A3.A4.C5.BComprehension of the TextII. 1.D 2.B 3.C 4.D 5.A 6.C 7.A 8.B VocabularyIII.1.sake2.sacrificed3.crack4.pursuing5.explosive6.overcome7.indicated8.opponents9.stripped 10.deniedIV.1.Natasha made herself stand out in the groupinterview by acting as the leader in her group.2.To be successful,you need a careful plan,good luck,help at the right time,and above all,hard work.3.They are not doing this to gain recognition or money;they are doing this for the sake of society.4.It was actually what he said rather than what he did that made me sad.5.Once my mother sets her mind on something,it will be very hard to stop her.6.Years of research had set the stage for their success in their field.7.Local people are used to the phenomenon,so they are not surprised at all.8.Today at this meeting we are going to focus on the question of air pollution.9.He never expected that his best friend would charge him with cheating in the exam.10.His parents were so strict with him in his studies that he had little time to participate in any activities outside of class.第三单元V ocabularyIII.1.mutual2.illusion3.canceled4.overlooked5.proceeded6.resolve7.prejudicepromise 9.confirm 10.subsequently IV.1.having nothing to do with2.taking care of3.met with4.on the surface5.work out6.incompatible with7.ups and downs8.learned of9.indication of 10.all alongV.1.M2.L3.F4.D5.H6.O7.A8.C9.I 10.KWord BuildingVI.1.shopping2.feeling3.storage4.cooking5.ending6.beginning7.gathering8.re moval9.arrival10.passage11.writing1 2.marriageVII.1.relationship2.citizenship3.leadership4.membership5.boyhood6.livelihood7.brotherhood8.authorship9.adulthood 10.neighborhood11.wisdom 12.ownership Sentence structureVIII.1.It is never too bad for us to do something about the situation.2.One is never too old to learn.3.It is never too late for you to put a stop to this madness.4.It is never too late for you to mend your ways.5.His income was never too small to support his family.IX.1.My best friend,Anna,was here last night.2.The company manager,Mr. Madison,gathered his staff and announced the decision.3.You should have seen an ophthalmologist, an eye doctor.4.He sent for the accountant,the most experienced person in accounting.5."Leave it to me,"said David,the man on night duty.TranslationX.1.You are never too experienced to learn new techniques.2.There remains one problem,namely,who should be sent to head the research there.3.Their relationship did meet with some difficulty at the beginning because of cultural differences.4.Though he has had ups and downs,I believed all along that he would succeed someday.5.I have some reservations about the truth of your claim.6.She isn't particularly tall,but her slim figure gives an illusion of height.XI.1.应尽早告知年轻人:必须认真对待法律.2.他现在面临一个重要决定,这个决定可能会影响他的整个前程.3.即使在情况最糟糕的时候,你也必须保持镇静和信心.4.人际关系的成功与否与双方相处是否融洽以及交流是否顺畅有很大关系.5.他受到袭击,身受重伤,随后不治而亡.6.他的举止至少在表面上像个正常人。
citation 学术英语
citation 学术英语Title: The Importance of Citations in Academic English.In the realm of academic writing, citations play a pivotal role in ensuring the credibility and authority of research. They not only validate the information presented but also acknowledge the contributions of other scholars, thus fostering a culture of intellectual respect and collaboration. The significance of citations in academic English cannot be overstated, as they underlie the foundation of academic integrity and scholarly discourse.First and foremost, citations are essential forbuilding trustworthiness. In the academic world, trust is earned through rigorous research and meticulous documentation. When scholars cite their sources, they are effectively communicating to their peers that they have conducted thorough research and are willing to share their findings. This transparency not only enhances thecredibility of the writer but also encourages otherresearchers to build upon their work, thus promoting the progress of knowledge.Moreover, citations serve as a bridge between different academic disciplines. By citing works from other fields, scholars are able to demonstrate the interconnectedness of knowledge and show how their research contributes to a larger, interdisciplinary conversation. Thisinterdisciplinary approach is crucial in today's academic landscape, where cross-fertilization of ideas and methodsis becoming increasingly important.Additionally, citations play a key role in avoiding plagiarism. Plagiarism, the unauthorized use of someoneelse's ideas or words, is a serious violation of academic ethics. By citing their sources, writers are explicitly acknowledging the original authors of ideas and phrases, thus avoiding any accusations of plagiarism. This ensures that the academic community remains a level playing field where everyone's contributions are recognized and respected.Furthermore, citations help to establish the scope andboundaries of a particular argument or theory. By citing previous research, scholars are able to show where their work fits within the existing body of knowledge and how it differs or builds upon previous work. Thiscontextualization is crucial for readers to understand the significance of the research and its impact on the field.Finally, citations contribute to the overall quality of academic writing. By including citations, writers are demonstrating their commitment to rigorous research and学术诚信. They are also showing that they are willing to engage with the larger academic community and contribute to the ongoing conversation about a particular topic. This engagement with the academic community enhances the quality of the writing and makes it more valuable to both peers and readers.In conclusion, citations are an integral part of academic English writing. They ensure credibility, build trustworthiness, foster interdisciplinary collaboration, prevent plagiarism, establish the scope and boundaries of arguments, and contribute to the overall quality of writing.As scholars and researchers, it is our responsibility to uphold the standards of academic integrity and ensure that our work is properly cited and referenced. By doing so, we not only honor the contributions of others but also pave the way for future research and knowledge creation.。
2006年英语二阅读唐迟
2006年英语二阅读唐迟In 2006, the English II reading material by Tang Chi wasa significant contribution to the field of language education. It was designed to enhance the reading comprehension skillsof students, providing them with a diverse range of textsthat covered various topics and genres. The material was meticulously curated to challenge and engage students, encouraging them to think critically and analytically.The texts included in Tang Chi's 2006 English II reading series were selected for their relevance and interest to the target audience. They ranged from contemporary issues to classic literature, ensuring that students were exposed to a wide array of writing styles and perspectives. Each reading was accompanied by a set of questions that aimed to test the students' understanding and interpretation of the material.One of the key features of Tang Chi's reading materialwas its focus on developing analytical skills. Students were encouraged to delve deeper into the text, examining theauthor's use of language, the structure of the narrative, and the underlying themes and messages. This approach not only improved their reading skills but also fostered a deeper appreciation for the art of writing.Moreover, the reading material was designed to be accessible to students at different levels of proficiency. It catered to beginners who were just starting to explore thenuances of English literature, as well as advanced learners who were looking to refine their analytical abilities. This inclusive approach made the material a valuable resource for a broad spectrum of students.In addition to improving language skills, the 2006 English II reading material by Tang Chi also aimed to broaden students' horizons. By exposing them to a variety of cultural and historical contexts, the material encouraged students to think beyond their immediate surroundings and to consider global perspectives.In conclusion, Tang Chi's 2006 English II reading material was a comprehensive and engaging resource that played a crucial role in enhancing students' reading abilities. It was a testament to the importance of a well-rounded educational approach that not only focuses on language acquisition but also on critical thinking and cultural awareness.。
介绍太极英语演讲稿
介绍太极英语演讲稿太极英语演讲稿。
Ladies and gentlemen, good morning. Today I am honored to stand here and introduce to you the fascinating world of Tai Chi and its connection to the English language. 。
First and foremost, let me explain what Tai Chi is. Tai Chi, also known as Tai Chi Chuan, is a traditional Chinese martial art that is practiced for its defense training and its health benefits. It is characterized by its slow, flowing movements and its emphasis on internal energy, or Qi. Tai Chi is often described as meditation in motion, as it promotes serenity through gentle, mindful movements. 。
Now, you may be wondering what Tai Chi has to do with the English language. Well, the connection lies in the principles of Tai Chi and how they can be applied to language learning. Just as Tai Chi emphasizes balance, harmony, and flow, these same principles can be applied to the process of learning English. 。
英语双重否定句_一般疑问句和附加疑问句中的_省略_以中国和日本的英语学习者为研究
2009年10月第32卷 第5期中国英语教学(双月刊)Teaching English in China—C EL EA J our nal(Bimont hly)Oct.2009V ol.32N o.5ACQUISITION OF NEG AT ORS IN DOUB LE NEG ATION, YES/N O QUESTIONS AN D TAG QUESTIONS B Y CHINESE AN D JAPANESE LEARNERS OF ENG LISHL iu Dairong&Che n Huiyua nYunna n U niversit y of Fi na nce a nd EconomicsAbstract This research contrastively investigates the features of negators in double negation,yes/no questions and tag questions in English,Japanese and Chinese.Then,in order to explore i mplications f or acquisition of negation in English as a second language,we conduct an experi ment on acquisition of negators in double negation,yes/no questions and tag questions among Chinese and Japanese speaking learners.Key w or dsnegators;double negation;yes/no questions;tag questions;second language acquisition1.Int roductionEnglish negation has been analyzed f rom diff erent p oints of views(e1g.,J esp ersen(1924),Hor n (1989),Kli ma(1964),L asnik(1972),Haege man(1995),etc.).They have p rovided eit her descriptive or generative analyses of English negation.As f or J ap anese negation,its hist orical changes,p arts of sp eech,f unctions,basic usage,and its generative f eat ures are a nalyzed by gra mmarians such as Tokieda (1950),Nishio(1972),Kuno(1983),Iwakura(1974),Kat o(1985),etc.As f or Chinese negation,Lü(1980)a nalyzes diff erent f unctions a nd usages of bu a nd mei based on t he diff erences in ter ms of p arts of sp eech.His analysis has f unctioned as a ref erence a nd guide f or research and p edagogy ever since.Wa ng (1984)analyzes Chinese negation by comp aring it briefly wit h Englis h ones.Shi(1991)analyzes Chinese negat ors in cognitive science and f unctional gra mmar.As t o t he acquisition of negation,Schuma nn(1979)conducted a research on t he acquisition of Englis h negatives a mong sp eakers of several la nguages.He f ound si milar p atter ns of develop ment,a nd i mp orta nt diff erences as well.For Sp anis h native sp eakers,w here t here is p reverbal negation in t heir mot her t ongue,t he no+verb stage is more p ersistent t han f or sp eakers of ot her languages where t here is no p reverbal negation.He concluded t hat in t he case of Sp a nish sp eakers,two f orces converge:t he native language and f acts of develop ment.However,f or J ap a nese native sp eakers,only develop ment is at play,w hich will lead t he learners t o move much more rapidly in t he develop ment sequence.In Ellisπ(1985a)research,he f ound t hat t here is a U2s hap ed behavior in t he usage of Englis h negat ors.Hanania carried out a research on a beginning learner of Englis h wit h Arabic as an L1.Four stages are p resented w hich are si milar t o t hose outlined in Schumannπs research.Cont rastive a nalysis is asserted t o identif y t he si milarities a nd diff erences between p articular native la nguages and target la nguages in order t o i mp rove SL p edagogy.The p rop erties of cont rastive analyses can be summarized as f ollows.a.The main difficulties in learning a new language are caused by interf erence f rom t he firstla nguage.L i u Da i r ong&Chen H ui yuanb.These difficulties can be p redicted by cont rastive a nalysis.c.Teaching materials can ma ke use of cont rastive analysis t o reduce t he eff ects of interf erence.(Richards&Schmidt2002:119)Wit hin SL A research,scholars have clai med t hat if a f oreign language is si milar t o oneπs mot her t ongue,it will be easier t o master.According t o ot her scholars“of ten it is t he si milarities,not t he diff erences,t hat cause p roble ms,just as Wode(1978)stated:‘Only if L1and L2have st ruct ures meeting a crucial si milarit y measure will t here be interf erence,i.e.reliance on p rior L1knowledge’”(Freema n& L ong2000:96).So in t his research,in order t o search f or t he si milarities and diff erences of negation concer ning double negation,yes/no questions a nd tag questions,we first make a cont rastive analysis a mong t he t hree la nguages f rom t he p ersp ective of second language(hencef ort h SL)acquisition,a nd t hen we carry out an exp eri ment a mong Chinese and J ap anese lear ners of Englis h by using t he materials analyzed in t he first p art t o check our English la nguage lear nersπacquisition characteristics concerning negat ors,and t he eff ects of t heir resp ective L1,a nd t hen ai m t o explore teaching i mplications of English negation.2.Cont rastive Analysis of Negation a mong t he Three L a nguages2.1Double Negation in t he Three Languages2.1.1Double Negation in Englis hIn English,t here are two st yles f or double negation,one is“one negat or plus a lexical negat or”, e1g.,“not unatt ractive”,a nd t he ot her is“one negat or plus a not her negat or”,e1g.,“nobody has not hi ng t o eat”.In t he first style of double negation,“t he double negative p hrases require a gradable adjective or adverb as head,t he negation indicating a p oint between t he two ext re mes of t he gradable scale”(Quir k 1985:791).For exa mple,She is a not unatt ractive woman i n some ways can be p arap hrased as She is a rat her att ractive woman.The f ollowing are exa mples f or t he second t yp e.(1) a.Not many p eople have now here t o live.b.No one has not hing t o off er t o societ y.(Quir k1985:844)In each of t he sentences,t he two negat ors ca ncel out each ot her in semantics t o get a sof tened p ositive mea ning.They are p arap hrased as f ollows.(2) a.Most p eople have somew here t o live.b.Everyone has somet hing t o off er t o societ y.Alt hough double negation is t reated as p ositive in sema ntics,t hey are t reated as negative in syntax. They require p ositive tags.(3) a.Sheπs a not unatt ractive woman,in any resp ect,is s he?b.Not all i mp eratives have no subject,do t hey?In nonsta ndard Englis h,however,t he two negat ors do not ca ncel each ot her;rat her t he second negat or is used in place of a nonassertive ite m or a negative p olarit y ite m(N PI).For more details,ref er t o t he first ite m in t he app endix.2.1.2Double Negation in J apaneseIn J ap a nese,t here are sentences wit h two negat ors as well.(4) a.J isshitsu tekina taishoku kankoku t o iwa zar u o e nai.Real resignation advice say Neg obj NegWe have t o view it as a real call f or resignation.(The Asa hi News2004/02/27)b.Ka ngae nakereba nara nai hazu na n desu.(ibid.2004/01/21)Think Neg if Neg must beIt must be considered.In t he above J ap a nese sentences,t he double negat ors ca ncel out each ot her t o get st rong p ositive readings wit h t he i mplication of obligation.There are ot her st yles in J ap a nese,e1g.,naku wa nai,nai kot o wa nai,nai wake ga nai a nd t he like.In J ap anese,t his sort of double negation is used t o exp ress a p ositive mea ning i mplying a converse, w hich mea ns“...but...”Not only double negation,multiple negation is usually used in colloquial discourse.For more details,ref er t o t he second ite m in t he app endix.2.1.3Double Negation in ChineseIn Chinese double negation sentences,t he two negat ors usually ca ncel each ot her t o get a st rong p ositive mea ning.The commonly used st yle is“bu+verb+bu”or“bu de bu+verb”.(5) a.Wo bu ga n bu xing.(L aoshe,Chaguan)I Neg do Neg good/rightI have t o do it.b.Da ns hi naxie s hiqu t udi yu f angzi de renmen,que bu de bu miandui wunai de xia ns hi.But t hose lose land and house p eople but Neg Neg f ace cruel realit y Those w ho have lost t heir land a nd house have t o f ace a cruel realit y.(Chi na Daily) In t he sentences above,t he double negation is“bu+verb+bu”and“bu de bu”(have t o/must). Here,t he double negat ors cancel each ot her t o get st rong p ositive mea nings wit h t he i mplication of dut y or ually it is equivalent t o English“have t o”or“must”.The double negat ors in ot her st yles such as“meiyou+bu+verb”,“f ei bu”,etc.,usually ca ncel out each ot her t o get st rong p ositive mea nings.Here we know t hat J ap anese a nd Chinese are si milar concer ning double negation,w here double negat ors cancel out each ot her t o get a st rong p ositive meaning.Mea nw hile,Englis h double negat ors cancel each ot her t o get a wea k or sof tened p ositive meaning.2.2Yes/No Questions in t he Three Languages2.2.1Yes/No Questions in Englis hIn English,yes/no questions must have auxiliary inversion,e1g.,do t hey pay you f or t he work? Wit hin t he mini malist p rogra m,t he auxiliary inversion is said t o be inverted f or f eat ure checking.“Why s hould auxiliaries undergo inversion in questions?Using a metap hor develop ed by Chomsky(1995),letπs say t hat COM P in a n interrogative clause is a strong head,and t he st rong head has t o be filled”(Radf ord 1998:108).In t his research,our f ocus is on t he answers of yes/no questions.Consider t he f ollowing two yes/no questions a nd t heir answers.(6)A:Have you f ound any mistakes yet?B:Yes,I have. No,I havenπt.(7)A:Havenπt you f ound a ny mista kes?B:Yes,I have. No,I havenπtThe succeeding descriptive p art is consistent wit h t he p receding yes or no in p olarit y.Bot h t he p ositive questions and t he negative questions have t he sa me answers in t he f or m,e1g.,in sentence(6) and sentence(7).Here yes and no are used as p olarit y adjuncts,w hich agree in p olarity wit h t heir succeeding clauses.2.2.2Yes/No Questions in J apaneseIn J ap a nese yes/no questions,t here is usually a Q p article ka.In answers,hai a nd iie are used being equivalent t o t he Englis h yes a nd no resp ectively.Acqui s i t i on of Nega t or s i n Doubl e Nega t i on,Y es/No Ques t i ons and Tag Ques t i ons by Chi nes e and...(8)—Anata wa Ta na ka san desu ka ?You Top Mr.Ta na ka be QAre you Mr.Ta na ka ?—Hai ,watashi wa Tana ka desu.Yes I Top Ta na ka beYes ,I a m Tana ka.Or —Iie ,watashi wa Ta na ka dewa ari masen.No I Top Ta na ka be NegNo ,I a m not Ta na ka.(9)—Anata wa Ta na ka san dewa ari 2masen ka ?You Top Mr.Ta na ka be Neg QAren πt you Mr.Tanaka ?—Hai ,watas hi wa Ta na ka dewa ari 2masen.Yes I Top Tanaka be NegNo ,I a m not Ta na ka.Or —Iie ,watashi wa Ta na ka desu.No I Top Tanaka beYes ,I a m Tana ka.Wit hin t he a nswers f or t he p ositive question ,hai (yes )or iie (no )is coherent wit h its f ollowing clause in p olarit y resp ectively.For t he negative question ,however ,t he answer is diff erent f rom t hat of t he p ositive equivalent.There hai (yes )p recedes a negative state ment a nd iie (no )p recedes a p ositive one.Hai (yes )or iie (no )is used as a comment t o t he question.Hai by t he answerer is t heref ore like t he Englis h “you are right ”or “w hat you t hink is correct.”Iie mea ns “you are not right ”or somet hing si milar t o it.2.2.3Yes/No Questions in ChineseIn Chinese yes/no questions ,t here is usually a Q p article ma or ba.S hide or duide a nd bu or mei (someti mes meiyou )are equivalent t o English yes and no in a nswers.(10)—Nin shi Tia nzhong xia nsheng ma ?You be Tia nzhong Mr.QAre you Mr.Tanaka ?—Shi de/dui ,wo s hi Tianzhong.Yes I be Tia nzhongYes ,I a m Ta naka.Or —Bu ,wo bushi Tia nzhong.No I neg be Tia nzhongNo ,I a m not Tanaka.(11)—Xiaowang budong yingyu ba ?(Kos hi mizu 1985:265)Mr.Wang Neg know Englis h QMr.Wang doesn πt know Englis h ,does he ?—Shide ,ta budong.Yes he Neg knowNo ,he doesn πt.Or —Bu ,ta dong.No ,he know.Yes ,he knows.Shide or duide is used t o confir m w hat t he questioner said is right ,a nd bu or mei (meiyou )is used t o mean what t he questioner said is not right.Af ter cont rastive a nalyzing yes/no questions ,we know t hat English yes and no are used as p olarit y adjuncts.But Chinese shide a nd J ap anese hai are used t o mean w hat t he sp eaker t hinks is correct ;w hileL i u Da i r ong &Chen H ui yuanAcqui s i t i on of Nega t or s i n Doubl e Nega t i on,Y es/No Ques t i ons and Tag Ques t i ons by Chi nes e and...bu a nd iie is used t o mean what t he sp ea ker t hinks is not right.They have t he lexical f unction of being comments t o questions.2.3Tag Questions2.3.1Tag Questions in Englis hIn English,tag questions are st ronger t ha n yes/no questions because t hey take sp ea kersπnegative or p ositive orientation.If t he state ment is p ositive,t he tag is usually negative;if t he state ment is negative, t he tag is usually p ositive.(12) a.Mary loves J ohn,doesnπt s he?(Geni us English2J ap anese Dictionary)—Yes,s he does.Or—No,s he doesnπt.b.It isnπt very hot,is it?—Yes,it is.—No,it isnπt.The sp eaker t hinks“Mary loves J ohn”and“it isnπt very hot”a nd he wants t o confir m his t houghts by app ending tags.The a nswers f or tag questions have t he sa me st yles as t hose of t heir yes/no question equivalents.2.3.2Tag Questions in J apaneseIn J ap a nese,t here are quite a f ew cases which are equivalent t o English tag questions.The first one is yone or ne.For t he above two English sentences in(12),t heir J ap a nese equivalents are shown asf ollows.(13) a.Meari wa jyonn o ai shitei masu yone.(Geni us English2J apa nese Dictionary)Mary Top J ohn obj love tense tagMary loves J ohn,doesnπt s he?b.Totemo atsu2i desu ne.Very hot be tagItπs very hot,isnπt it?Thus yone and ne have t he sa me f unctions as t hose of Englis h tags.They are used t o confir m w hat t he sp eaker t hought.Ot her cases,w hich are equivalent t o Englis h tag questions,are negative questions wit h2nai or nodewanaika.Nodewa naika,dewa naika or dewanai desyooka are also used t o confir m t he sp eakerπs opinions.2.3.3Tag Questions in ChineseIn Chinese,t here are tags w hich are si milar t o Englis h ones.However,t here is no st rict const raint between a main sentence a nd its tag.No matter w het her t he main sentence(t he statement)is negative or p ositive,t he usually used tag is shiba,shibushi or ba,which is si milar t o J ap anese ne or yone.(14)Zhongguoren ai yong cha zhaodai keren,shibus hi?Chinese like use tea t reat guest tagChinese likes t o t reat guests wit h tea,doesnπt he?(15)Zhezuo f a ngzi s hi xingai de ba.(Xia ndai Ha nyu Babaici:57)This house be newly built tagThis house is newly built,isnπt it? (I t hink it is newly built,a m I right?)A mong t he t hree languages,tag questions are unique in Englis h,J ap a nese ne,yone,2nai,a nd nodewanaika,and Chinese shiba,shibushi a nd ba have t he sa me f unctions as t hose of Englis h tags. Their answers are si milar t o t hose of t heir yes/no question equivalents resp ectively.2.4The Res ults of Comparative AnalysisAf ter t he cont rastive a nalysis,we f ound t he si milarities and diff erences a mong t he t hree languagesconcerning negat ors in double negation,yes/no questions a nd tag questions.We rep resent t he si milarities and diff erences in t he f ollowing table.Table1.Diff erences a nd si milarities of t he t hree ite ms concer ned in t he t hree languagesItem concer ned Englis h J ap a nese Chinese resultsDouble negationtwo st yles;two p ossibleinterp retationsSt rong p ositiveinterp retationSt rong p ositiveinterp retationJ ap anese andChinese aresi milar,bot h beingdiff erent f romEnglis hYes/no question Yes/no f unction asp olarit y adjunctsThe corresp ondentsof yes/no f unctionas comments t ot he questionThe corresp ondentof yes/no f unctionas comments t ot he questionJ ap anese andChinese aresi milar,bot h beingdiff erent f romEnglis hTag question Tag is opp osite t ot he state ment inp olarit y There is no st rictconst raint betweent he statement andits tag.There is no st rictconst raint betweent he statement a ndits tagJ ap anese andChinese aresi milar,bot h beingdiff erent f romEnglis h3.Acquisition Experi ment on Englis h Negators3.1Design of t he Experi mentIn order t o check t he acquisition characteristics a nd t he eff ect of L1s and t hen t o draw teaching i mplications,we designed a questionnaire concer ning t he t hree ite ms analyzed in t he first p art.The t hree p arts are:t o select t he fittest explanation f or t he double negation sentences;t o answer t he given yes2no questions wit h bot h yes a nd no;and t o f or m tag questions a nd t hen answer t he m wit h bot h yes a nd no. Those sentences are culled f rom eit her The Ca mbridge Gra m mar of t he English L anguage or A Comp rehensive Gra m mar of t he English L a nguage.The questionnaire is listed in t he app endix.As we know t hat t he two p redomina nt ways of date collection in SL A are longit udinal and cross2 sectional data collection resp ectively.In t his research,because we wa nt t o testif y our hyp ot heses a nd observe t he acquisition characteristics of t he lear ners bot h in J ap an and China,t he cross2sectional data collection are chosen so t hat we ca n gat her data at a single p oint f rom a f ew groups of subjects wit h diff erent p roficiency levels rep resented.3.2Subjects and t he Control GroupThere are six groups of subjects and one cont rol group of Englis h native sp eakers in t his exp eri ment. In t he t hree Chinese groups,t here are61junior high school st udents in t he t hird year,34senior high school st udents in t heir t hird year in t he Wulong middle school of Chongqing,a nd50f resh men of English majors f rom Chongqing Yuxi U niversit y.In t he J ap anese groups,t here are30junior high school st udents in t he t hird year a nd30senior high school st udents in t heir t hird year in Yokoha ma Cit y of J ap a n,a nd50 universit y st udents in t heir t hird or f ourt h year f rom Meikai U niversity of J ap a n.In t he cont rol group, t here are10native sp eakers of Englis h w ho are teaching English in China or J ap an.For t he st udent groups,t hey were given t he questionnaires in t heir Englis h classes and t hen ha nded in af ter t he given ti me had p assed.For t hose native sp eakers,t hey were asked t o give t heir answers relying on t heir int uition.3.3PredictionsAs early as in1960s,childrenπs acquisition of Englis h as a n L1was researched.The results s how t hat children acquire la nguage not by just rep eating w hat t hey hear,but by actively f or ming rules.SL A researches clearly show t hat in t he SL develop ment p rocess,besides errors caused by L1interf erence, lear ners commit t he sa me errors as L1childrenπs.Thus t he p rocess of SL A is also t hought t o be one of rule f or mation.In t his p rocess,SL lear ners f or m t heir hyp ot heses a nd t hen test t he m by applying t hem t oL i u Da i r ong&Chen H ui yuanAcqui s i t i on of Nega t or s i n Doubl e Nega t i on,Y es/No Ques t i ons and Tag Ques t i ons by Chi nes e and...t heir language p roduction(Freema n and L ong2000).The inter nalized syste m f or mulated by i mp osing st ruct ure on t he available linguistic data by lear ners is known as interla nguage.Since t he early1970s,a number of ter ms have been used t o describe basically t he sa me concept: app roxi mative system(Nemser1971a),t ra nsitional competence(Corder1967),idiosyncratic dialect (Corder1971),etc.However,interla nguage is t he most commonly used one(Gass&Selinker2001:11). In f act,it is not so easy a task t o describe t he f eat ures of SL A,but t here are some f eat ures t hat we can detect(Gass&Selinker2001;Ellis1985).In his sp eech at Meikai U niversit y(24t h,November,2002), Rod Ellis clai med t hat:“Errors are nat ural and necessary in SL A.L earners const ruct a syste matic interla nguage t hat is evident in t heir use of L2.”In his sp eech,he identified t he f ollowing two interla nguage f eat ures:(1)Bot h int ralingual a nd interlingual errors occur;(2)Variabilit y in t he use of t he L2is evident.Freeman a nd L ong(2000)have also elaborated on interlingual a nd int ralingual errors.Thus based on t he cont rastive a nalyses,we made a f ew p redictions t hat are p resented as f ollows.1)For double negation,bot h our J ap a nese and Chinese subjects may t reat t hem as p ositive in sema ntics due t o t heir classroom exp osure t o t his gra mmar p oint,alt hough t he second negat or may be t reated as a negative p olarit y item in Englis h double negation.J ap anese and Chinese subjects may s how t he sa me tendency w hile choosing t he answers f or double negation sentences.2)Bot h Chinese a nd J ap anese subjects may use t ra nsf erred a nswers f or negative questions:yes or no is used as a comment t o t he question instead of a p olarit y adjunct.Bot h J ap anese a nd Chinese J unior high school st udents may have more t ransf erred a nswers.U niversit y st udents may s how t he most accurate knowledge of negat ors in yes/no questions due t o t heir longer exp osure t o English.3)For tag questions,t he rest riction“if t he statement is p ositive,t he tag is usually negative;if t he state ment is negative,and t hen t he tag is usually p ositive”may not be f ully obeyed because in bot h Chinese and J ap anese language,t here is no rest riction between t he statement and its tag as t hat of Englis h.Due t o t he varieties in negative st ruct ures,bot h t he Chinese a nd J ap a nese subjects may f eel difficult y in judging t he p olarit y of tags.4.Data Analysis a nd Res ultsWhile a nalyzing t he data,we use error analysis.As t o error,diff erent analysts give it diff erent definitions.Errors are usually distinguis hed f rom mistakes.In Corder(1986),p erf or mance errors, w hich are due t o me mory lapses,p hysical states,e1g.,tiredness,etc.,and psychological conditions, e1g.,st rong e motion,etc.,are ref erred t o as mistakes.They are generally one2ti me2only events.On t he ot her ha nd,errors are said t o be systematic.Errors“ref er t o syste matic errors of t he lear ner f rom w hich we are able t o reconst ruct his knowledge of t he language t o data”(Corder1986:10).In t his investigation,because it is a one2ti me p henomenon,error is used in its general meaning—t he incorrectf or ms t hat lear ners p roduce.The characteristics of t he t hree asp ects are s hown as f ollows.4.1Double NegationFor Nobody has nothing to eat,t he t hree choices are:(1)Nobody has anyt hing to eat;(2)Anybody has not hing to eat;(3)Everyone has somet hing to eat.The p rop ortions of treating it as a positive f or t he t hree Chinese groups(the Chinese junior high school students2CJ,t he Chinese senior high school students2CS and t he Chinese university students2CU)are70%,94%,and56%respectively.From t he t hree J apanese group(JJ,JS and J U),t he proportions of treating it as a p ositive are30%,33%and29%respectively.For t he sentence he didnπt say not hing,t he t hree choices are(1)he said somet hing;(2)he didnπt say anyt hing;(3)he said not hing.A mong t he Chinese group,t he p rop ortions of choosing p ositive explanation are54%,79%a nd36%resp ectively.A mong t he J ap a nese groups,t he p rop ortions are54%, 40%and28%resp ectively.We p ut t he data int o SPSS13.0t o have a t2test,which s hows t hat t=0.7.Here our p rediction concerning double negation is supp orted.It suggests t hat bot h t he Chinese subjects a nd J ap a nese subjects have a si milar tendency in t reating Englis h double negation as p ositive.For t his reason,we supp ose t hat w hile in school,Englis h lear ners do not have much exp osure t o English.The only way t o know EnglishL i u Da i r ong&Chen H ui yuangra mmar in t hese circumsta nces is t hrough text books.In acquiring double negation,classroom inst ruction has significant i mp orta nce in la nguage acquisition(Krashen1985).4.2Yes/No questionsAs f or si mple p ositive questions,all of t hem have accurately a nswered wit h yes and no.As f or negative questions,t here are t ra nsf erred a nswers(e1g1f or sentence havenπt you f ound any mistakes?, t here are a nswers yes,I havenπt;no,I have.).The f requency of t ra nsf erred a nswers are shown as f ollows.CJ is20%,CS is68%,a nd CU is74%;w hile t he JJ is0.3%,JS is30%,a nd J U is68%.We p ut t he data int o t he t2test.It s hows t hat t=1.333(Chinese2Englis h)and t=1.789(J ap anese2English). Our research suggests t hat t he longer t hat t hey are exp osed t o Englis h,t he more t ra nsf erred answers t he st udents adop ted w hile answering negative yes/no questions.Here our a nticip ation t hat t he longer t hat t hey were exp osed t o English,t he more accurate t hey would be in answering yes/no negative questions is not supp orted.As in Ellisπ(1985a)research,a U2shaped behavior in t he using of English negators is f ound,f rom t he junior subjects to t he university subjects.The behavior of answering yes/no questions is also somewhat like a U shape.For our university students,t hey do have much more exposure to English,but t hey f ormed t heir own interlanguages.This usually results in negative transfers f rom t heir mot her tongues.4.3Tag QuestionsIn t his p art,t here are ten sentences.The accuracy rate f or tags is s hown as f ollows.Table2.The accuracy rate f or t he t hree Chinese groupsNo.1No.2No.3No.4No.5No.6No.7No.8No.9No.10 CJ85%89%100%77%25%90%44%67%79%31% CS85%94%91%68%50%65%18%65%68%71% CU78%90%82%72%26%56%16%70%68%36%Table3.The accuracy rate f or t he t hree J ap anese groupsNo.1No.2No.3No.4No.5No.6No.7No.8No.9No.10 JJ47%27%3%17%17%3%20%013%20% JS60%47%33%43%43%17%37%040%20% J U72%78%68%16%1612%54%12%62%54% As f or si mple p ositive sentences,bot h tags a nd answers were easy t o t he six groups of subjects.For negative sentences or complex sentences,diff erent characteristics are p resented.We ca n see t hat Chinese subjects are more accurate t ha n J ap anese subjects,but we do not intend t o comp are t he accuracy rate between t hem in t his research.For sentences wit h negat ors in t he embedded clauses,t he accuracy rate is low,e1g1sentence No.5,No.7,and No.10.The accuracy rate of t he ten sentences f or t he t hree Chinese groups(CJ,CS a nd CU)are69%,67%a nd59.4%resp ectively.For t he t hree J ap anese groups (JJ,JS a nd J U),t hey are17%,34%and44resp ectively.A mong t he t hree Chinese groups,t he CJ subjects are t he most accurate,and t he CU subjects are t he least accurate here.As t o t he reasons,we p resent two explanations here.It is known t hat language learners are not imitating but creating a language system while learning a second language which is known as t he interlanguage.In t he acquisition process,t hey will get stuck in t his second language,t hat is to say,after t hey have acquired t his language to some extent,t hey f ormed t heir internalized system and keep stable f or some period at t his stage,which we call“temporary plateau”.From t he results,we conclude t hat t he f reshman group is in t his period after approximate six yearsπclassroom exposure to English language.The second reason is t hat,in China,t he generally practiced policy in English education is grammar and writing2oriented in middle school.After they enter university,t heir intention is required to shift to comprehension and communication.By t his way,basic grammar rules or structures are tended to be f orgotten or overlooked.Theref ore t he p roduction f rom t he t hree Chinese subjects is somewhat like t he U2shaped behavior as f ound in Rod Ellisπs research.Meanw hile a mong t he t hree J ap anese groups,t he results s how t hat t he longer t hey are exp osed t o Englis h,t he more accurate t hey are,alt hough t heir average accuracy is much lower t ha n t hat of Chinese subjects(we do not intend t o comp are t heir accuracy rate a nd t he corresp ondent reasons in t his。
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2009年4月第32卷 第2期中国英语教学（双月刊）C EL E A J o u rn a l（B i m o nth l y）A p r．2009V o l．32N o．2A S T U D Y O F TH E A C Q U IS IT I O N O F E N G L I S H A R TI CL E SB YC H I N ES E U NI V E R S I T Y S T UDE N T SN i n g J i aL i ao ni n g U ni v e r si t y o f T e c hn ol o gyA b st r a c t T h i s pap e r r ep o rt s a s t udy on t h e u s e o f a rti cle s i n L2E n g l i s h by t w o gr ou p s o f C hi n es e u ni v e r si t y s t u de n t s：T h e up p e r－in t e rm e d i at e a nd a d van c e d pr o f i ci enc y l ev e l by u s i ng I o ni n，K o＆W e x l e r s（2004）t he or e ti c a l f r ame w o r k o f A rti cl e C h o i c e P a r am et e r a nd Fl u c t u a t i on H y p ot h e si s．O u r r e su lt s s up p o r t U G f u l l acc e s s t he o r y a nd t h e Fl u c t u a t i on H y p ot h e si s i s a p pr o ve d．L2l ea rn e r s p e r f o rm an c e s c a n b e ac c ou n t e d f o r w i thi n t h e t he or e ti c a l f r ame w o r k o f t h e D istr i b u t e d M or ph o l o gy．T h e p o sit i v e L1t r a n s fe r i n t h e C hi n es e s p e ak e r s a c q u isit i on o f E n g l i s h a rti cle s i s a l s o p oin t e d o u t．K ey w o r d sU G acc e s s；E n g l i s h a rti cle s；s e c ond l a ng uag e a c q u isit i on；f l u c t u a t i on1．In t r o d u c t i onW i t hi n t he t he or e t i c a l f r a m e w or k o f M in i m a l i s t P r o gr a m，a r t icl e s ar e e xpone n t s o f f un c t i on a l c at e g o r i e s．A n d t he f u n da m e n t a l d i ffe r en c e s b e t w e en l ang uag e s l i e i n t he f un c t i on a l c at e g o r i e s a n d t h e i r f e at ur e s．A ccor di n g l y，s ec o n d l ang uag e ac q u isit i on i s t he proc e s s o f r ese tt i ng t he p ar a m ete r v a l u e o f f un c t i on a l c at e g o r i e s o f t arg e t l ang uag e．T he i s s u e s o f U G acc e s s i n t he s ec o n d l ang uag e ac q u isit i on i n M P m a inl y foc u s on t he r ese tt i ng o f p ar a m ete r s o f f un c t i on a l c at e g o r i e s o f t arg e t l ang uag e．T h u s，a n e w a p pr o a ch o f s t ud y i ng a r t icl e s i n s ec o n d l ang uag e ac q u isit i on f ie l d h a s b e en o ffe r ed by I o ni n，K o＆W e xl e r （2004）（hen c e fo r t h，I o ni n e t a l．2004）．T h e y s ugg e s t t h a t t h e r e i s an A r t icl e C h o i c e P ar a m ete r d ete r m ini ng t he d i st r i b u t i on o f a r t icl e s a n d cla i m t h a t L2l ear n e r s p o s s ibl y p i ck t he w r ong v a l u e，o r f l u ct u at e b e t w e en t he t wo se tt i n g s a l l ow ed by U G．T h e y ha v e te s t ed L1－R u s s i an l ear n e r s a n d L1－K ore an l ear n e r s o f E n g l i s h，a n d t h e i r r es u l t s c o n fi r m t h e i r hyp o t h ese s．M any r e p l i c a t i on s t u d i e s o f I o ni n e t a l．（2004）ha v e i n v e s t i g at ed f l u ct u a t i on i n L2a r t icl e c h o i c e（Snape2005，2006a，2006b；K ara fi s t an2005；H a w ki n s e t a l．2006；Sar k o2008）．Snape（2006b）i n v e s t i g ate s t he us e o f E n g l i s h a r t icl e s by L1J apan es e s p e ak e r s a n d L1Spa n i s h s p e ak e r s．J apan es e h a s n o a r t icl e sy s t e m s a n d Spa n i s h h a s d e f in i t en e s s se tt i ng t o go v e r n a r t icl e c h o i c e．T he r es u l t s s h o w t h a t J apan es e s p e ak e r s f l u ct u at e b e t w e en d e f in i t en e s s a n d s p e c if ic i t y i n s i ng ul a r c o n t e x t s．H ow ev e r，t he Spa n i s h s p e ak e r s beha v e l i ke t he n a t i v e c o n t r o l s a n d t h e y do n o t f l u ct u at e．H i s r es u l t i s c o n si s t e n t w i t h t h a t o f I o ni n e t a l．（2004）．A p a r t f r o m t he o v e r s e a s s t u d i e s，L2E n g l i s h a r t icl e ac q u isit i on h a s b ec o m e a h o t i s s u e fo r C hi n es e s c h o l a r s i n rec e n t yea r s（L i＆C a i2001；Y an2003；W ang2005；C a i＆W u2006；Z h ou2007；D a i＆W e i 2008）．A m ong w h i ch，o nl y D a i＆W e i（2008）f o l l o w t he rec e n t a p pr o a ch o f A r t icl e C h o i c e P ar a m ete r a n d t he F l u ct u a t i on H yp o t h e si s．T h e y te s t40L1C hi n es e l ear n e r s o f E n g l i s h（20i n te r m e d i at e，a n d20 ad v an c ed pro f ici en c y l ev e l）．T h e i r d at a s h o w t h a t n o f l u ct u a t i on occu r s，h ow ev e r，b o t h gr ou p s o f C hi n es e s p e ak e r s s ucc e ss f u l l y r ese t t he d e f in i t e p ar a m ete r fo r E n g l i s h．I n t h i s pap e r，w e c o n d u c t a r e p l i c a t i on s t udy o f Snape（2006b）．W e ar e g oi ng t o ex a m i ne w h e t h e r C hi n es e L2l ear n e r s o f E n g l i s h ha v e t he a b il i t y t o r ese t t he E n g l i s h a r t icl e p ar a m ete r v a l u e t h a t i s n o t61C E L E A J o u r n a l84pr es e n t i n t h e i r fi rs t l ang uag e o r w h e t h e r t h e y go thr o u gh a t e m p orar y s t ag e o f f l u ct u a t i on b e t w e en t he t wo p ar a m ete r se tt i n g s w h i ch ar e a l l ow ed by U G．2．T h e ore t i c a l B ack g r o un d2．1D e f in it i on o f d e f in i t ene s s and spe c if ic i t yB as ed on s t a n d ar d F rege an an a ly si s o f d e f in i te s a n d s t a n d ar d q u a n tif i c a t i on a l an a ly si s o f i n d e f in i te s （H e i m1991）a n d F od o r＆Sa g s（1982）pr op os a l o f s p e c if ic i t y c on c e r ni ng s p e ak e r i n t e n t t o r efe r，I o ni n e t a l．（2004）p u t fo r w ar d t he i nfo r m a l d e f in it i on o f d e f in i t en e s s a n d s p e c if ic i t y．（1）D e f in i t en e s s a n d Sp e c if ic i t y：Info r m a l d e f in it i o n sI f a D ete r m i n e r P hr as e（D P）o f t he fo r m［D N P］i s．．．a．［＋d e f in i t e］，t hen t he s p e ak e r a n d h ear e r pr es u p p os e t he e x i s t en c e o f a u ni q u e i n di v i d u a l i n t he se t de n ot ed by t he N P．b．［＋s p e c if i c］，t hen t he s p e ak e r i n t e n d s t o r efe r t o a u ni q u e i n di v i d u a l i n t he se t de n ot ed by t he N P a n d c o n s i d e r s t h i s i n di v i d u a l t o p o s se s s s o m e n ot e w o r t hy pr op e r t y．（T aken f r o m I o ni n e t a l．2004：5）I o ni n e t a l．（2004）p oi n t o u t t h a t t he f e at ur e s［＋d e f in i t e］a n d［＋s p e c if i c］ar e b o t h d i s c o u r s e r el at ed：T h e y ar e r el at ed t o t he kn o w l ed g e／m i n d s tat e o f t he s p e ak e r a n d／o r t he h ear e r i n t he d i s c o u r s e．T he c ru cia l d i ffe r en c e b e t w e en t he t w o f e at ur e s i s t h a t［＋d e f in i t e］r e f l e c t s t he s tat e o f kn o w l ed g e o f b o t h s p e ak e r a n d h ear e r，w h e re a s［＋s p e c if i c］r e f l e c t s t he s tat e o f kn o w l ed g e o f t he s p e ak e r o nl y．［＋s p e c if i c］c e n te r s on t he s p e ak e r s i n t e n t t o r efe r．2．2A r t icl e ch oi c e p ar a m ete rE n g l i s h a r t icl e s o nl y en c ode［±d e f in i t e］，n o t［±s p e c if i c］f e at ur e，h ow ev e r，［±d e f in i t e］a n d ［±s p e c if i c］f e at ur e s c o－occu r i n t he s a m e c o n t e x t，a s il lu st r at ed i n t he f o l l o w i ng ex a m p l e s（L yo n s1999：167）．（2）a．J oan w a n t s t o pr es e n t t he p r i z e t o th e w i n n e rb．．．．b u t he do e s n t w a n t t o rec e i v e i t f r o m h e r．［＋d e f in i t e，＋s p e c if i c］c．．．．s o s he l l ha v e t o w a i t ar ou n d t il l t he rac e f in i s h e s．［＋d e f in i t e，－s p e c if i c］I n（2a），th e w i n n e r s h o u l d be s h ar ed kn o w l ed g e o f b o t h t he s p e ak e r a n d h ear e r，s o th e w i n n e r c an be i n te rpr et ed a s［＋d e f in i t e］，h ow ev e r，th e w i n n e r c an be i n te rpr et ed a s［＋s p e c if i c］o r［－s p e c if i c］，depe n di ng on t he c o n t e x t i n w h i ch i t occu r s（2b－c）．I n（2b）c o n t e x t，t he s p e ak e r i n t e n d s t o r efe r t o th e w i n n e r a s a u ni q u e p e r s on“he”，a n d th e w i n n e r r e pr es e n t s［＋s p e c if i c］f e at ur e，w h e re a s，i n（2c）c o n t e x t，t h e r e i s n o i n t e n t i on o f t he s p e ak e r t o m e n t i on w h o i s exa c t l y th e w i n n e r，s o th e w i n n e r i n d i c ate s ［－s p e c if i c］f e at ur e．（3）a．P ete r i n t e n d s t o m a r r y a m er cha n t ba n k e rb．．．．ev en t h o u gh he do e s n t g e t on a t a l l w i t h h e r．［－d e f in i t e，＋s p e c if i c］c．．．．t h o u gh he h a s n t m e t one y e t．［－d e f in i t e，－s p e c if i c］I n（3a），w hen m er c ha n t b a n k e r h a s b e en fi rs t m e n t i oned，t h e r e i s n o pr es u p p o sit i on o f t he u ni q u e p e r s on．So an i n d e f in i t e a r t icl e a i s us ed．A m er c ha n t b a n k e r c an be i n te rpr et ed a s［＋s p e c if i c］o r ［－s p e c if i c］，accor di ng t o i t s f o l l o w i ng c o n t e x t s．I n（3b）c o n t e x t，t he s p e ak e r h a s t he i n t e n t i on t o r efe r t o a s p e c if i c m er c ha n t b a n k e r，s o a m er c ha n t b a n k e r h e r e s h o u l d be e x p la i ned a s［＋s p e c if i c］，w h e re a s i n （3c）c o n t e x t，t he s p e ak e r do e s n o t i n t e n d t o p oi n t o u t w h o t he m er c ha n t b a n k e r i s，i t c an be any p e r s on h e r e，s o a m er c ha n t b a n k e r i s i n te rpr et ed a s［－s p e c if i c］．A c on c lu s i on c an be dr a w n f r o m t he abo v e ex am p l e s：E n g l i s h use s d e f in i t en e s s t o d i s t i ng u i s h a r t icl e s．T he d e f in i t e a r t icl e th e en c od e s［＋d e f in i t e］f e at ur e，a n d t he i n d e f in i t e a r t icl e a i n d i c ate s［－d e f in i t e］f e at ur e regar d l e s s o f w h e t h e r t he c o n t e x t s ar e s p e c if i c o r n o ns p e c if i c．H ow ev e r，t h e r e ar e s o m e l ang uag e s w i t h a r t icl e s t h a t en c ode s p e c if ic i t y，s u ch a s S a m oan，Sh u s w ap a n d S ango（L yon1999；I o ni n e t a l．2004）．A ccor di ng t o M os e l＆H ov d ha ug en（1992），t he a r t icl e sy s t e m o f S a m oan i s d i s t i ng u i s hed on t he b a si s o f s p e c if ic i t y．S a m oan use s l e w i t h［＋s p e c if i c］d ete r m i n e r71p hr ase s a n d s e w i t h［s p e c if i c］d ete r m i n e r p hr ase s i n s p i t e o f w h e t h e r t he c o n t e x t i s d e f in i t e o r i n d e f in i t e．T he t w o d i ffe r e n t p r i n c ip l e s fo r E n g l i s h a n d S a m oan t o c h o os e a r t icl e s i ns p i r e I o ni n e t a l．t o pr op os e t he A r t icl e C h o i c e P ar a m ete r（h e rea f te r，A C P）．T h e y cla i m ed t h a t t h e r e ar e t wo se tt i n g s o f t he A r t icl e C h o i c e P ar a m ete r．A l ang uag e w h i ch h a s t w o a r t icl e s d i s t i ng u i s h e s t hem e i t h e r i n d e f in i t en e s s se tt i ng o r s p e c if ic i t y se tt i ng．（4）T he A r t icl e C h o i c e P ar a m ete r（fo r t w o－a r t icl e l ang uag e s）A l ang uag e t h a t h a s t w o a r t icl e s d i s t i ng u i s h e s t hem a s f o l l o w s：a．T he D e f in i t en e s s S e tt i ng：A r t icl e s ar e d i s t i ng u i s hed on t he b a si s o f d e f in i t en e s s．b．T he Sp e c if ic i t y S e tt i ng：A r t icl e s ar e d i s t i ng u i s hed on t he b a si s o f s p e c if ic i t y．T a b l e1．A r t icl e gr ou pi ng c r o s s－l i ng u i s t i c a l l y：T w o－a r t icl e l ang uag e sA r t icl e gr ou pi ng by d e f in i t en e s s（l i ke E n g l i s h：th e，a）＋d e f in i t e－d e f in i t e ＋s p e c if i c－s p e c if i cth e a（t aken f r o m I o ni n e t a l．2004：13）A r t icl e s gr ou pi ng by s p e c if ic i t y（l i ke S a m oan：l e，s e）＋d e f in i t e－d e f in i t e ＋s p e c if i c l e－s p e c if i c s e2．3F l u ct u a t i on hyp o t h e si sG i v en t h a t L2l ear n e r s ha v e f u l l acc e s s t o U G，t h e y c an ha v e acc e s s t o a l l t he p o s s ib l e U G p r i n c ip l e s a n d p ar a m ete r－se tt i n g s．T h e y w il l kn o w p r i n c ip l e s a n d p ar a m ete r s t h e y c o u l d n o t ha v e l earn t．T h e y m ay acc e s s s o m e p ar a m ete r－se tt i n g s t h a t ar e i n s t a n t i at ed i n n e i t h e r t h e i r L1n o r t h e i r L2．L2l ear n e r s o u t p u t w il l s h o w o p t i on a l i t y i n t he p ar a m ete r－se tt i n g s．T h a t i s t o s ay，t h e y s o m e t i m e s c h o os e one se tt i ng o f t he p ar a m ete r a n d s o m e t i m e s a n o t h e r．I o ni n e t a l．（2004）p u t fo r w ard s t he F l u ct u a t i on H yp o t h e si s （h e rea f te r，F H）t o s u m m a r i z e t h os e p o s t ul ate s．（5）T he F l u ct u a t i on H yp o t h e si s：a．L2l ear n e r s ha v e f u l l acc e s s t o U G p r i n c ip l e s a n d p ar a m ete r－se tt i n g s．b．L2l ear n e r s f l u ct u at e b e t w e en d i ffe r e n t p ar a m ete r－se tt i n g s u n t i l t he i n p u t l e a d s t he m t o se t t he p ar a m ete r t o t he a p pr o p r i at e v a l u e．（t aken f r o m I o ni n e t a l．2004：16）F H pr op ose s t h a t L2l ear n e r s w il l s h o w va r i a b il i t y i n t he p ar a m ete r－se tt i n g s t h a t ar e a l l ow ed by U G．B u t w h i ch p ar a m ete r－se tt i n g s do t he L2l ear n e r a ct u a l l y f l u ct u at e b e t w e en？Su p p os e i n t he c ase s w h e r e L2 l ear n e r s L1i n s t a n t i ate s a p a r t i c ul a r p ar a m ete r－se tt i ng，i t i s p o s s ib l e t h a t t he f l u ct u a t i on w il l be b e t w e en t h e i r L1a n d L2p ar a m ete r－se tt i n g s．H ow ev e r，i n t he c ase s w h e r e L2l ear n e r s L1do e s n o t i n s t a n t i at e any se tt i ng o f t he r el ev a n t p ar a m ete r，h o w do L2l ear n e r s p er fo r m？I o ni n e t a l．（2004）pr op os e t h a t，i n t he a b s en c e o f L1t r a n s fe r，L2l ear n e r s s h o u l d ha v e n o in it ia l pr efe r en c e fo r one se tt i ng o f a p ar a m ete r o v e r a n o t h e r．I f t h e y ha v e f u l l UG acc e s s，t h e y s h o u l d ha v e acc e s s t o a l l o f t he p o s s ib l e p ar a m ete r－se tt i n g s．A s f a r a s t he p ar a m ete r－se tt i n g s o f a r t icl e s ar e c on c e r ned，b as ed on t he t wo se tt i n g s o f A r t icl e C h o i c e P ar a m ete r a n d o u r an a ly si s abo v e，i f L2l ear n e r s c an ha v e f u l l acc e s s t o U G，t h e y c an acc e s s t o b o t h d e f in i t en e s s a n d s p e c if ic i t y se tt i n g s o f a r t icl e p ar a m ete r s w h i ch ar e c o n st r a i ned by U G．I n o u r s t udy，w e ar e c on c e r ned w i t h t he s p e ak e r w h os e L1h a s n o a r t icl e sy s t e m s．A s fo r t h os e L2l ear n e r s，w i t h o u t L1 t r a n s fe r，t h e y w il l n o t s h o w pr efe r en c e t o e i t h e r se tt i ng a t fi rs t．T h u s，f l u ct u a t i on b e t w e en t he t w o ki n d s o f p ar a m ete r－se tt i n g s w il l occu r，a s d esc r i bed i n F H fo r L2E n g l i s h a r t icl e c h o i c e by I o ni n e t a l．（2004：17）：（6）T he F H fo r L2E n g l i s h a r t icl e c h o i c e：a．L2l ear n e r s ha v e f u l l U G acc e s s t o t he t w o se tt i n g s o f t he A r t icl e C h o i c e P ar a m ete r i n（4）．b．L2l ear n e r s f l u ct u at e b e t w e en t he t w o se tt i n g s o f t he A r t icl e C h o i c e P ar a m ete r u n t i l t he i n p u t l e a d s t he m t o se t t h i s p ar a m ete r t o t he a p pr o p r i at e v a l u e．A ccor di ng t o F H i n（6），L2l ear n e r s（w h os e L1l a c k s a r t icl e s，t h u s t h e r e i s n o i n f l u en c e f r o m L1 t r a n s fe r）ha v e f u l l U G acc e s s a n d ha v e acc e s s t o b o t h ki n d s o f t he p ar a m ete r se tt i n g s．H ow ev e r，t h e y do n o t，in it ia l l y，kn o w t h a t E n g l i s h a r t icl e s th e a n d a ar e d i s t i ng u i s hed on t he b a si s o f d e f in i t en e s s；r a t h e r81A stu d y of t h e A cq u is it i on of E n g l i s h A r t icl e s b y C hi nes e U n i ver s i ty S tu de nts Ning JiaC E L E A J o u r n a l84t han on t he b a si s o f s p e c if ic i t y．C o n s eq u e n t l y，t h e y s o m e t i m e s di v i de a r t icl e s b as ed on d e f in i t en e s s a n d s o m e t i m e s b as ed on s p e c if ic i t y．E n o u gh p o sit i v e e v i den c e f r o m L2m i g h t l e ad L2l ear n e r s t o i de n ti f y d e f in i t en e s s a s t he r i g h t se tt i ng fo r E n g l i s h a r t icl e s．L2l ear n e r s p er fo r m an c e r e f l e c t i ng U G p ar a m ete r se tt i n g s c an be pr e d i ct ed accor di ng t o F H．W h e t h e r l ear n e r s ado p t e i t h e r b a si s，t h e y w il l us e one a r t icl e th e i n［＋d e f in i t e，＋s p e c if i c］c o n t e x t s a n d a d i ffe r e n t a r t icl e a i n［－d e f in i t e，－s p e c if i c］c o n t e x t s：t h e r e s h o u l d be f e w o r n o er ro r s i n t h es e t w o c o n t e x t t yp e s．O n t he o t h e r ha n d，a s t he l ear n e r s ar e f l u ct u a t i ng b e t w e en t he se tt i n g s o f d e f in i t en e s s a n d s p e c if ic i t y，t h e y w il l s h o w i n ter chan ge a b l e us e o f th e v s．a i n［－d e f in i t e，＋s p e c if i c］c o n t e x t s a n d ［＋d e f in i t e，－s p e c if i c］c o n t e x t s．W hen ev e r t he L2l ear n e r s regar d s p e c if ic i t y a s t he b a si s t o c h o os e a r t icl e，t h e y w il l a s so ci at e th e w i t h t he［＋s p e c if i c］f e at ur e，w h i ch w il l r es u l t i n o v e r us e o f th e i n ［－d e f in i t e，＋s p e c if i c］c o n t e x t s a n d t h e y w il l a s so ci at e a w i t h［－s p e c if i c］f e at ur e，w h i ch w il l r es u l t i n o v e r us e o f a i n［＋d e f in i t e，－s p e c if i c］c o n t e x t s．T he pr e d i c t i o n s ar e pr es e n t ed i n t a b l e2． T a b l e2．P r e d i c t i o n s fo r a r t icl e c h o i c e i n L2－E n g l i s h：S i ng ul a r c o n t e x t＋d e f in i t e（t arg e t：th e）－d e f in i t e（t arg e t：a）＋s p e c if i c co r re c t us e o f th e o v e r us e o f th e－s p e c if i c o v e r us e o f a co r re c t us e o f a （t aken f r o m I o ni n e t a l．2004：19）3．R e s e a r ch D e si gn3．1R e s ea r ch hyp o t h e si sB as ed on t he AC P a n d F H，w e pr op os e t he f o l l o w i ng hyp o t h ese s i n or d e r t o i n v e s t i g at e t he proc e s s o f E n g l i s h a r t icl e ac q u isit i on o f C hi n es e u ni v e r si t y s t ude n t s o f E n g l i s h．H1C hi n es e l ear n e r s o f E n g l i s h c an co r re c t l y us e a r t icl e s i n t he［＋d e f in i t e，＋s p e c if i c］a n d ［－d e f in i t e，－s p e c if i c］s i ng ul a r c o n t e x t s．H2C hi n es e L2l ear n e r s o f E n g l i s h f l u ct u at e b e t w e en di v idi ng E n g l i s h a r t icl e s on t he b a si s o f ［d e f in i t e］f e at ur e v s．［s p e c if i c］f e at ur e．T h e y a s so ci at e th e w i t h t he［＋s p e c if i c］f e at ur e，a n d o v e r us e th e i n［－d e f in i t e，＋s p e c if i c］c o n t e x t s，c o m p a r i ng w i t h t he us e o f th e i n［－d e f in i t e，－s p e c if i c］c o n t e x t s．A n d t h e y a s so ci at e a w i t h t he［－s p e c if i c］f e at ur e，a n d o v e r us e a i n［＋d e f in i t e，－s p e c if i c］c o n t e x t s，c o m p a r i ng w i t h t he us e o f a i n［＋d e f in i t e，＋s p e c if i c］c o n t e x t s．H3C om m a nd o f p ar am et e r s e t t i n g s h o ul d n o t b e t h e s am e fo r C h i n e s e l e a rn e r s o f d i f fer e n t pro f i c i enc y l ev el s o f E n g l i s h．A dvan c e d L2l e a rn e r s w il l m ak e f ew e r e r ro r s t ha n t h e u p p e r－in t e r m e diat e L2l e a rn e r s．3．2P a r t ic i pa nt sT he p a r t ic i pa n t s i n o u r s t udy w e r e t w o gr ou p s o f C hi n es e l ear n e r s o f E n g l i s h．G r oup1（n＝27）p a r t ic i pa n t s w e r e fi rs t－yea r u ni v e r si t y E n g l i s h m a j o r s；a n d G r oup2p a r t ic i pa n t s（n＝40）w e r e f o u r t h－yea r u ni v e r si t y E n g l i s h m a j o r s．T he ch ara cte ri s t i c s o f t he t wo gr ou p s o f p a r t ic i pa n t s ar e g i v en i n t a b l e3．T a b l e3．C h ara cte ri s t i c s o f t he p a r t ic i pa n t sG r oup1G r oup2N u m27（24f em al e，3m al e）40（36f e m al e，4m al e）A g e r an g e18－20（m e an＝18．9）21－23（m e an＝21．4）G r ade fi rs t－yea r f o u r t h－yea rA g e o f s t a r t i ng t o l ear n E n g l i s h9－15（m e an＝12．1）8－14（m e an＝11．9）Y ea r s o f l ear ni ng E n g l i s h4－10（m e an＝6．9）9－13（m e an＝9．9）OP Q T：（M ax＝60）M e an43．7847．53Lo w－H i gh27－5136－55S D4．5773．748P ro f ici en c y l ev e l u p p e r－i n te r m e d i at e ad v an c ed91A stu d y of t h e A cq u is it i on of E n g l i s h A r t icl e s b y C hi nes e U n i ver s i ty S tu de nts Ning JiaD u e t o t he d i f f i c u l t y i n f i n di ng an a p pr o p r i at e gr oup o f n a t i v e s p e ak e r s o fE n g l i s h t o p a r t ic i p at e i n o u r e m p ir i c a l s t udy，w e us ed t he r es u l t s o f c o n t r o l gr ou p s i n Snape（2006b）a s o u r c o n t r o l gr ou p s r es u l t s．T h i s w a s b ec a us e i n t he pr es e n t e m p ir i c a l s t udy，w e us ed t he s a m e fo r c ed c h o i c e e l ic i ta t i on ta s k a s us ed i n Snape（2006b）．T he p a r t ic i pa n t s i n c o n t r o l gr oup i n Snape（2006b）w e r e15n a t i v e s p e ak e r s o f E n g l i s h，w h o w e r e s t ude n t s a t U ni v e r si t y o f E s s e x a t t he t i m e．M o s t o f t he m w e r e i n t h e i r l at e t w e n t i e s．A l l t he p a r t ic i pa n t s（ap a r t f r o m t he n a t i v e c o n t r o l s）w e r e a s ked t o t ake t he O xfor d Q ui ck P l ac e m e n t T e s t（2001）（h e rea f te r，O QP T）i n or d e r t o o bt a i n t h e i r cu r r e n t pro f ici en c y l ev e l．T he m e an s cor e fo r G r oup1w a s43．8；G r oup2w a s47．5．A ccor di ng t o t he A LT E（A s so ci a t i on o f L ang uag e T e s te r s i n E ur ope）l ev e l s t a n d ar d，t he pro f ici en c y l ev e l o f L2l ear n e r s i n G r oup1w a s u p p e r－i n te r m e d i at e；G r oup2 w a s ad v an c ed（s e e t a b l e3）．A n i n depe n de n t s a m p l e t－te s t w a s p er fo r m ed b e t w e en t he u p p e r－i n te r m e d i at e a n d ad v an c ed L2gr ou p s by u s i ng t he p a r t ic i pa n t s O QP T s cor e s，a n d t he r es u l t w a s t（65）＝－3．669，p＝．000，w h i ch c o n fi r m ed t h a t t h e r e w a s a s i g n if i c a n t d i ffe r en c e i n pro f ici en c y l ev e l b e t w e en t he t w o gr ou p s．3．3T as ksA l l t he L2l ear n e r s w e r e a s ked t o c o m p l et e a fo r c ed c h o i c e e l ic i ta t i on ta s k，rec e i v ed f r o m D r．N e a l Snape，us ed i n Snape（2006b）．T h i s fo r c ed c h o i c e e l ic i ta t i on ta s k w a s d e s i gned by D r．R o g e r H a w ki n s a n d h i s gr oup，s im i l a r t o t h a t o f I o ni n e t a l．（2004）．T h i s ta s k c o n si s t ed o f92s h o r t d ia l og u e s i n tot a l，i n c l u di ng s o m e d i st ra cte r s．T h e r e w e r e s i ng ul a r，pl ur a l a n d m a s s D P c o n t e x t s i n t h i s ta s k．T he r es u l t s o f16［＋d e f in i t e，＋s p e c if i c］，［＋d e f in i t e，－s p e c if i c］，［－d e f in i t e，＋s p e c if i c］a n d［－d e f in i t e，－s p e c if i c］s i ng ul a r c o n t e x t s ar e t o be d i s c u s s ed i n o u r s t udy．A n d t he r es u l t s o f pl ur a l c o n t e x t s ar e a l s o t o be an a l yz ed．T he t arg e t s e n t en c e i n ea ch d ia l og u e w a s m i s s i ng an a r t icl e：t he p a r t ic i pa n t s had t o c h o os e b e t w e en a，an，th e a n d t o f il l t he g ap，b a s i ng on h i s o r h e r r e s po n s e on t he c o n t e x t．W e c o u l d c o n t r o l w h e t h e r a g i v en c o n t e x t w a s d e f in i t e o r i n d e f in i t e；s p e c if i c o r n o ns p e c if i c．So w e c o u l d s u b s eq u e n t l y ex a m i ne L2l ear n e r s p er fo r m an c e i n a l l t he f o u r c o n t e x t t ype o f［＋d e f in i t e，＋s p e c if i c］，［＋d e f in i t e，－s p e c if i c］，［－d e f in i t e，＋s p e c if i c］，［－d e f in i t e，－s p e c if i c］．3．4P r oce d u r eH a v i ng t aken t he O QP T，t he p a r t ic i pa n t s w e r e a s ked t o p er fo r m t he fo r c ed c h o i c e e l ic i ta t i on ta s k．M o s t o f t he p a r t ic i pa n t s c o m p l et ed t he ta s k i n abo u t1h o u r，a l t h o u gh s o m e o f t he ad v an c ed C hi n es e L2 l ear n e r s o f E n g l i s h f in i s hed i t i n40m i n ute s o r l e s s．4．R e s u l t s an d D i s cu s si on4．1C hi ne s e L2l earn er s f l u ct u a t i on b e tw ee n t he t w o se tt i n g s o f A C PT he gr oup r es u l t s o f t he fo r c ed c h o i c e e l ic i ta t i on ta s k w e r e pr es e n t ed i n t a b l e4，i n c l u di ng t he p er c e n t ag e s o f th e a n d a us e i n ea ch［±d e f in i t e，±s p e c if i c］c o n t e x t o f t he L2l ear n e r s a n d n a t i v e c o n t r o l s．1T a b l e4．T h e a n d a r e s po n s e i n d e f in i t e a n d i n d e f in i t e s i ng ul a r c o n t e x t s［＋d e f in i t e，＋s i ng ul a r］［－d e f in i t e，＋s i ng ul a r］th e＊a＊th e a U p p e r－i n te r m e d i at e C hi n es e L2l ear n e r s（n＝27）［＋s p e c if i c］97．20％2．80％20．40％78．70％［－s p e c if i c］80．60％16．70％1．90％96．30％A d v an c ed C hi n es e L2l ear n e r s（n＝40）［＋s p e c if i c］98．80％0．60％21．90％76．30％［－s p e c if i c］88．10％8．80％1．90％89．40％2C E L E A J o u r n a l84［＋d e f in i t e，＋s i ng ul a r］［－d e f in i t e，＋s i ng ul a r］th e＊a＊th e a N a t i v e c o n t r o l s2（n＝15）［＋s p e c if i c］100％0％5％95％［－s p e c if i c］98．30％0％1．70％98．30％ A s s h o w n i n t a b l e4：1）t he n a t i v e s p e ak e r s p er fo r m a s e xp e ct ed，exc e p t thre e＊th e s us ed i n［－d e f in i t e，＋s p e c if i c］；one＊i n［＋d e f in i t e，－s p e c if i c］a n d one＊th e i n［－d e f in i t e，－s p e c if i c］c o n t e x t s．T h e i r p er c e n t ag e o f co r re c t a r t icl e us e exce e d s95％．2）I n［＋d e f in i t e，＋s p e c if i c］c o n t e x t，t he p er c e n t ag e o f co r re c t a r t icl e us e o f G r oup1a n d G r oup2 ar e r e s p e c t i v e l y97．2％a n d98．8％；i n［－d e f in i t e，－s p e c if i c］c o n t e x t，ar e r e s p e c t i v e l y96．3％a n d 89．4％．I n depe n de n t s a m p l e s t－te st s b e t w e en t he L2gr ou p s a n d n a t i v e c o n t r o l s i n［＋d e f in i t e，＋s p e c if i c］a n d［－d e f in i t e，－s p e c if i c］c o n t e x t s w e r e p er fo r m ed t o s e e w h e t h e r t h e r e ar e any s i g n if i c a n t d i ffe r en c e s，a n d t he r es u l t s ar e pr es e n t ed i n t a b l e5．T a b l e5．C o m p a ri s on b e t w e en L2gr ou p s a n d n a t i v e c o n t r o l s i n［＋d e f in i t e，＋s p e c if i c］a n d［－d e f in i t e，－s p e c if i c］c o n t e x t sU s e o f th e U s e o f a U p p e r－i n te r m e d i at e C hi n es e L2l ear n e r s v s n a t i v e c o n t r o l s［＋d e f in i t e，＋s p e c if i c］t（26）＝－1．803t（40）＝1．336［－d e f in i t e，－s p e c if i c］t（40）＝．087t（40）＝－．768A d v an c ed C hi n es e L2l ear n e r s v s n a t i v e c o n t r o l s［＋d e f in i t e，＋s p e c if i c］t（53）＝－．872t（53）＝．609［－d e f in i t e，－s p e c if i c］t（53）＝．104t（47．448）＝－3．462＊＊＊＊p≤．05＊＊p＜．01＊＊＊p≤．001T he s ta ti s t i c a l an a lyse s reve a l t h a t L2gr ou p s r es u l t s i n［＋d e f in i t e，＋s p e c if i c］a n d［－d e f in i t e，－s p e c if i c］s i ng ul a r c o n t e x t s s h o w n o s i g n if i c a n t d i ffe r en c e s f r o m t h os e o f t he n a t i v e c o n t r o l s，exc e p t t he ad v an c ed L2l ear n e r s us e o f a i n［－d e f in i t e，－s p e c if i c］c o n t e x t s．T he ad v an c ed L2l ear n e r s i n t h i s s t udy t e n d t o o m i t a r t icl e s i n［－d e f in i t e，－s p e c if i c］c o n t e x t s．T he m a i n er ro r t ype i s n o t t he o v e r us e o f th e b u t a r t icl e o m i s s i on．33）C hi n es e l ear n e r s o f E n g l i s h s e e m t o ha v e d i f f i c u l t y w i t h［＋d e f in i t e，－s p e c if i c］a n d［－d e f in i t e，＋s p e c if i c］c o n t e x t s．I n［＋d e f in i t e，－s p e c if i c］c o n t e x t s，t he p er c e n t ag e o f co r re c t a r t icl e us e o f G r oup 1a n d G r oup2ar e r e s p e c t i v e l y80．6％a n d88．1％；i n［－d e f in i t e，＋s p e c if i c］c o n t e x t s ar e r e s p e c t i v e l y 78．7％a n d76．3％．I n depe n de n t s a m p l e s t－te st s b e t w e en t he L2gr ou p s a n d n a t i v e c o n t r o l s i n ［＋d e f in i t e，－s p e c if i c］a n d［－d e f in i t e，＋s p e c if i c］c o n t e x t s w e r e c o n d u ct ed t o s e e w h e t h e r t h e r e ar e s i g n if i c a n t d i ffe r en c e s，a n d t he r es u l t s ar e d i s p l a y ed i n t a b l e6．T a b l e6．C o m p a ri s on b e t w e en L2gr ou p s a n d n a t i v e c o n t r o l s i n［＋d e f in i t e，－s p e c if i c］a n d［－d e f in i t e，＋s p e c if i c］c o n t e x t sU s e o f th e U s e o f a U p p e r－i n te r m e d i at e C hi n es e L2l ear n e r s v s n a t i v e c o n t r o l s［＋d e f in i t e，－s p e c if i c］t（31．636）＝－3．452＊＊t（40）＝1．563［－d e f in i t e，＋s p e c if i c］t（39．684）＝3．189＊＊t（39．792）＝－3．425＊＊＊A d v an c ed C hi n es e L2l ear n e r s v s n a t i v e c o n t r o l s［＋d e f in i t e，－s p e c if i c］t（52．839）＝－3．000＊＊t（39）＝3．163＊＊［－d e f in i t e，＋s p e c if i c］t（52．993）＝3．227＊＊t（52．980）＝－3．547＊＊＊＊p≤．05＊＊p＜．01＊＊＊p≤．001F o r t he u p p e r－i n te r m e d i at e gr oup，s i g n if i c a n t d i ffe r en c e s ar e f ou n d i n t he us e o f th e a n d t he us e o f a i n［－d e f in i t e，＋s p e c if i c］c o n t e x t s．N o d i ffe r en c e s ar e f ou n d i n t he us e o f a i n t he［＋d e f in i t e，－s p e c if i c］c o n t e x t s．F o r t he ad v an c ed gr oup，s i g n if i c a n t d i ffe r en c e s ar e f ou n d i n t he us e o f th e a n d t he12。