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关于我国外语教学若干问题的思考 桂诗春
关于我国外语教学若干问题的思考 桂诗春
关于我国外语教学若干问题的思考
广东外语外贸大学 桂诗春
* 本文系在作者“ 应用语言学 :
历史 、发展和新视野”( 载庄智象( 编) , 2009, 《中国外语教育发展战略论坛》, 上海外语教育 出版
社) 一文的基础上修改增补而成 。
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2010 年 外语教学与研究 第 4 期
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Larsen-F ree man, D .1997.Cha os/ com plexity science
习惯用法 、固定的词块和成语 。
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2010 年 外语教学与研究 第 4 期
A corpus-based and typological approach to RAP constraints on English and Chinese resultative constructions, by
LUO Siming , W AN G Wenbin &HON G Ming ( I nstitute of Theor etic Linguistics, Ningbo University, Ningbo
315211, China) , p .268
This paper is a cor pus-based a nd typological investigation into the RAP c onstr aints on English and Chinese r e-
sultative constr uc tions within the fr ame work of c ognitive-f unctional the or ies .I t finds tha t ther e are some similar i-
t ies and diff ere nces in RAP constr aints betwe en English a nd Chinese r esultative constr uctions :both English and
Chinese Contr ol r esulta tive constr uctions can take open-scale adjectives, while Chinese subject-oriented ECM r e-
sultative constr uctions are selective in taking open-scale adje ctives and their object-oriented ones ar e rar e in taking
open-scale adjectives;all English and Chinese r esulta tive constr uc tions are open to maximum end-point closed-
scale adjectives a nd nongr adable adjective .The paper also shows th at all kinds of Chinese r esultative constr uc tions
are open to maximum end-point closed-scale adjectives while the ir English counter par ts ar e selective in this aspect ;
that R AP takes a monosyllabic pr efer ence ;that English a nd Chinese belong to the same type of langua ge in terms
of RAP sele ction ;tha t English and Chinese resultative constr uctions m ainly diffe r in selecting minimum end-point
closed-scale adje ctives and open-scale adjec tives, and in the sem antic pr efe rence of RAP and the asymmetr y in
Verb-Adjective combina tion .The paper argues that the above simila rities and diffe rence r esult f rom the negotia-
t ion of adjective pr ototypicality, language typology and constr ual.
Reflections on some issues in foreign language teaching in China, by GUI Shichun ( C enter f or Linguistics &Ap-
plied Linguistics, Guangdong Unive rsity of Fore ign Studies, Guangzhou 510420, C hina) , p .275
The issues this pa per focuses on are :( 1) Tre ating applied linguistics as an ac ade mic discipline in its own r ight
by setting up mor e centr es in highe r-education institutions, making more scientif ic decisions, and popular izing the
discipline ;( 2) R econsider ing language policy and planning in te rms of globaliza tion and language teaching;( 3)
Em phasizing on the cognitive basis of language tea ching;( 4) F ocusing on the pr ocess of f oreign language teaching
in ter ms of ultima te attainment, language input, language tr ansf er and f ossiliz ation ;( 5) Re thinking fore ign lan-
guage teach ing in the light of the rela tionship between f orm and meaning, te aching of gr ammar , and f or mulaic
language .
A study on Chinese and English semantic representations by means of ERP technology, by W ANG Pei &CAI Liping
( Dept .of Psychology, School of Educational Science, Shangh ai Nor mal University, Sh anghai 200234, China ) ,
p.282
This study appr oaches the r elationship between Chinese and English semantic repr esenta tions by mea ns of
ERP ( Event-Related Potentials) technology with Chinese colle ge students at dif fer ent English ( L2) levels as sub-
jects.Comparisons ar e made f or amplitudes and la tencies of N400 elicited by sema ntically congr uous and incon-
gruous se ntences, in conditions of three dif fer ent complica ted kinds of English sentence patter ns and their Chinese
counterpar ts, with the f actor of working memor y ability taken into c onsider a tion.The results show that for the
CET-4 gr oup ther e ar e signif icant dif fer ences be tween the English “ Wh” spe cial questions and their Chinese
counterpar tsN400 ef fects, whe re as no diff ere nce is f ound with re gar d to the other two sentence types ;and f or
the TEM8 gr oup no diff ere nce is f ound in any of the thr ee sentence pa tterns.This suggests th at the relationship
be tween two languagessemantic r epr esenta tions depends on the studentspr of iciency of the second language, and
the sentence syntax com plexity could also be a fac tor for lower proficie nt subje cts .