论文中的英文摘要

Abstract

Astheeraofinformationandglobalizationtrendcontinuestodevelop,thewaypeopleliveandlearnhasundergonedeepchanges.Developingnewtalentswithinnovativespiritandpracticalabilitiesaswellaslifelonglearningskillshasbecomethere-orientationoftalentscultivationmethodincollegesanduniversities.Inthefieldofforeignlanguageteaching,readingabilitydevelopmentisusuallyatoppriorityamongavarietyofskills,especiallyincollegeEnglishteaching.Intoday'scollegeEnglishreading,traditionalteachingmethodsstilldominatemostoftheclassroom.Thisalwaysentailspoorresults,andlearners'comprehensiveabilityislow,whichhavetobeimprovedandamended.

Problem-basedLearning,hereinafterreferredtoasPBL,isappliedinthemedicalfield,inrecentyears;itiswidelyusedinthefieldofeducation.Itisalearner-centeredteachingmethod,whichhelpslearnerstodevelopproblem-solvingskillsthroughjointproblemsolvingactivitiesconductedbylearnersgroups.Itisacreativeteachingmethodthatmeetsthecurrenttalentscultivatingrequirements.MoreandmoretheoreticalresearchesonPBLathomeandabroadarepublished,buttheapplicationofPBLinthecollegeEnglishreadingteachingisrare.Inthethesis,guidedbyPBL,twonon-English-majoredparallelclasseswithlearnersarechosenasexperimentalclassandcontrolledclassrespectively.Asemesterlongcontrastiveexperimentisconducted,duringwhichtheexperimentalclasswasgivenPBLreadingteachingmethod,whilethecontrolledclasswasguidedbytraditionalteachingmethod.Intheresearch,athematicunitinthecollegeEnglishreadingcoursewastakenasanexample,andmethodslikequestionnaires,pretest,posttest,interviewandotherwaysareappliedtosupporttheexperiment.ThedatacollectedintheresearchwasthenprocessedthroughSPSSdataanalysissoftwareinordertopresentmorereliableresults.Bydoingallthis,weaimtoexploreamoreeffectiveapproachtocollegeEnglishreadingteaching.

Itisprovedthatthemethodhasapositiveeffectoncultivatingandimprovinglearners'readingskillsandreadingcomprehensionabilityandimprovinglearners'culturalrecognitionandcultivatingautonomouslearningability,creativethinkingskills,peercollaborationandsoon.ItprovidestheoreticalandpracticalreferencesforinstitutionsofhigherlearningintermsofcollegeEnglishreadingteaching.However,therearemanyshortcomingsofthisstudy,andwesincerelyhopethatthestudywillplaytheroleofcatalystandattractmorescholarsandteacherstoconductamorein-depthstudyandresearch.

Abstract

InC-Etranslation,theoriginalsubjectsarethepreferredcandidatesforthetargetsubjects.ButforthelinguisticandculturaldifferencesbetweenChineseandEnglish,thereareotheroptionsforacceptableEnglishtexts.Thisthesis,withtheintroductionofToury'sdescriptivetranslationstudies,andthecasesofHongLouMenganditstwoEnglishversions,ismeanttoexploretranslationalnormsintheEnglishsubjectselection.Inthisthesis,boththequantitativeandqualitativeapproachesareadopted.Firstandforemost,fromtheanalysisoftheSTandTTs,thisthesishasgeneralizedthestrategiesadoptedbythetranslatorsintheEnglishsubjectselection.Secondly,thisthesismadeacontrastivestudybetweenthetwoTTstofindthedifferencesandsimilaritiesbetweenthetwoEnglishversionsintheEnglishsubjectselection.ThroughanalyzingthecitedexamplesfromtheperspectiveofToury'stranslationalnorms,thisthesisexploresthedecisionmakingprocessofthetranslatorwhichgivesanaccountofthenormsoftheEnglishsubjectselection.

FromtheperspectiveofToury'stranslationalnorms,basedontheanalysisofthetwoversionsofHongLouMeng,aconclusionisdrawnthattheEnglishsubjectselectionisaffectedbythepreliminarynorms,initialnormsandoperationalnorms,whichinfluencethetranslators'subjectselectionatmacroandmicrolevels.

TheEnglishsubjecttranslationgovernedbyinitialnormsisrelatedtothesourcenormsandtargetnorms.BasedonacontrastiveanalysisoftheTTs,thisthesisfindsthatsinceYangandHawkesarewithdifferentbackgroundofnativelanguage,theformertendstosubjecthimselftothenormsrealizedinChinese（sourcelanguage），butthelatertothenormsofEnglish（targetlanguage）。Therefore,inthesubjectselection,Yang'stranslationistowardstheSTnorms,thenhisTTisadequate;Hawkes'stranslationistowardsthetargetculturenorms,thenhisTTisacceptable.

TheEnglishsubjectselectiongovernedbypreliminarynorms,toacertainextent,isrelatedtothetranslationpolicy,includingdifferentsocialbackgrounds,politics,culturalbackgroundsandthepurposeoftranslation.Fromouranalysis,itisconcludedthatunderdifferenthistoricalbackgroundsanddifferentpurposesoftranslation,differentsetsoftranslationalnormsareappliedintheTTsregardingsubjectselection.InYang'sversion'sversion,hetendstokeepclosetotheSTsentencestructuresandsubjects,whichreflectsthathistranslationstrategiesareinfluencedbyhispolitical,historicalbackgroundandpurposeoftranslation.Ontheotherhand,Hawkeswhoisrelativelyfreefromthepoliticalfactorandcaterstoreaders'interesttendstoreconstructtheSTsentencestructuresandreplacetheoriginalsubjectsmoreoften.ThereforeHawkes'sversionisreader-friendly.

TheEnglishsubjectselectiongovernedbyoperationalnormsisrelatedtomatricialnormsandtextual-linguisticnormsrealizedinEnglish.Withrespecttoinformationstatus（relatedtothetextualtheme）inmatricialnormsofEnglishsubject,thetranslatortendstochoosethesentenceelementsinSTwithhighinformationstatusassubjectsintheTT.WiththerespecttotheadequacyandgrammaticalityofEnglishintextual-linguisticnorms,thetranslatortendstoreconstructthesentenceinST,suchas,nominalizationofChineseverbs,theexplicitnessofreferenceorcohesiondevicesinChineseandeventheutilizationoftypicalEnglishsentencepatterns.

Allinall,undertheoperationalnormsoftheinformationstatusofEnglishsubjectsandtheadequacyandgrammaticalityofEnglish,thetranslationstrategiesoftheEnglishsubjectselectionemployedinbothversionsaregeneralizedas:（a）subjectequivalencebetweenSTandTT;（b）subjectadditioninTT;（c）subjectreplacementinTT;and（d）subjectpruninginTT.Furthermore,inpracticeofthesetechniques,thetranslatormayadoptdifferentstrategiesbecauseofhissubjectiontotheSTnormsorTTnorms,oreventothedifferenttranslationpurposes.FromthecontrastiveanalysisofYang'sversionandHawkes'sversion,itisfoundthatHawkessubjectsmoretotheEnglishnormssothathisversionisareader-friendlytranslation,whileYangsubjectslesstothetargetnormsbutmoretothesourcenorms,whichrendershistranslationanadequateone.Thetranslators'subjectionscontributetothedifferentchoicesofsubjectsinthetwoversions.Forinstance,therearemorecasesofadditionofsubjects,pruningofsubjectsandreplacementofsubjectsinTTinHawkes'sversionthaninYang'sversion.

Abstract

Overthepast20-30years,researchesonpedagogyturntheirfocusfrom“howtoteach”to“howtolearn”,and,atthesametime,learningstrategyremainsanimportantfieldofsecondlanguageacquisition.Thehighestlevellearningstrategy--meta-cognitivestrategieswhichcanhelplearnersbecomeeffectivelearnershasbeenwidelystudied.ThesestudiesgetinvolvedineveryaspectofEnglishlearning:listening,speaking,readingandwriting.Butthesestudiesmainlytookuniversitystudentsastheresearchsubjects;theyrarelyresearchpreparatoryschoolstudents,especiallyNationalMinorityPreparatorySchoolstudent.NationalMinorityPreparatorySchoolstudentsareagroupofspecialuniversitystudents.Duetogeographicalandeconomicfactors,theirbasicknowledgeispoor.Theyareeagertoimprovetheirlearningefficiencyandwanttobecomeeffectivelearners.Readingisanimportantinputofsecondlanguageacquisition.Effectivereadingcanimprovelearners'learningmotivationandlearningeffect.SoasaNationalMinorityPreparatorySchoolteacher,tofindouthowtoimprovenationalpreparatoryschoolstudents'Englishlearningefficiency,andwhethermeta-cognitivestrategiestrainingcanhelpthemreadwellbecometheauthor'sfocusofresearch.

Thisstudytakesmeta-cognitiveasthebreakthroughpointandmeta-cognitivetheoryasaguidetodiscusstherelevantonmeta-cognitivestrategiesandEnglishreadingteaching.ThroughtheanalysisofthepsychologicalandmetaldevelopmentofNationalMinorityPreparatorySchoolstudentandrelatedreadingtheorythepresentpaperattemptstoresearchforarelativitybetweenNationalMinorityPreparatorySchoolstudentsandmeta-cognitivestrategy,andapplythemeta-cognitivestrategiestoreading,bymeansofquestionnaireandreadingtestmaterialstogetexperimentaldataandSPSStoanalyzedata.Bydoingthis,wecantestifythehypothesis.

Theexperimentalresultsshowthatthemeta-cognitivestrategytraininghasmoreobviousroleinpromotingNationalMinorityPreparatorySchoolstudents'Englishreadingcompetence.

Abstract

Englishbusinesslettershavealreadybecomeanindispensiblepartofinternationaltrade.

Itsmainroleistotransferinformationofbothpartiesaccurately,topromotebusinesscommunicationandtomaintaingoodcooperationbetweentwoparties.

BasedonthetheoryofHalliday'sinterpersonalmetafunction,thisthesistakes120Englishbusinesslettersinsixcategoriesasstudydata,usingquantitativeanddescriptivemethodstostudyhowinterpersonalmeaningisrealizedinsixcategoriesofEnglishbusinessletters.Thisresearchisdonefromperspectivesofmoodandmodalityininterpersonalmetafunction.Analysisfromperspectiveofmoodincludestypeofmoodandsubject;analysisfromperspectiveofmodalityincludesmodalexpressions,typesofmodality,modalityvalueandmodalityorientation.Modalityhasfourexpressions:finitemodaloperator,modaladjunct,expandedpredicatorandmetaphorofmodality.

Thisthesisconsistsoffivechapters.Chapteroneintroducesresearchbackground,researchsignificance,researchmethodologyandstructureofthethesis.Chaptertwoisliteraturereview.Inthischapter,businessEnglish,Englishbusinessletters,languagemetafunctionsandinterpersonalmetafunctionarereviewed.Chapterthreeistheoreticalfoundation.Thischapterillustrateslanguagemetafunctionandtheirrealizingforms,especiallyinterpersonalmetafunction.Chapterfourisdataanalysisanddiscussion.ThischapterstudiesrealizationofinterpersonalmetafunctioninEnglishbusinesslettersfromperspectivesofmoodandmodality.Chapterfiveistheconclusion.

TheresearchfindsthatdifferentcategoriesofEnglishbusinesslettershavecommonfeaturesinrealizinginterpersonalmeaning;meanwhile,eachcategoryofEnglishbusinesslettershasitsownrealizingformsinrealizinginterpersonalmeaning,andthereexistdifferencesinaspectoftypeofmood,subject,modalexpressions,typeofmodality,modalityvalueandmodalityorientation.TheconclusionofthisthesiscanbeappliedinteachingofwritingEnglishbusinessletters,helpingstudentsunderstandEnglishbusinesslettersbetterandeffectivelysolveproblemsincommercialcommunicationinordertopromotebusinesscooperation.However,therearesomelimitationsinthisthesis:firstly,categoriesofEnglishbusinesslettersinhisthesiscan'tcontainallcircumstances;secondly,largercorpuswillproveaccuracyoftheconclusionmoreprecisely.

Abstract

Vocabularyteachingisvitalintheprocessoflearners'ESLlearning.However,studentsstilltendtomechanicalorrote-learninginthisaspect.Toaddresssuchaprobleminthepresentsituation,newandcreativeteachingmethodsareingreatneed.TheauthorchosethetopicfromtheperspectiveoftherequirementsforEnglishvocabularyintheNewEnglishCurriculumforSeniorHighSchoolandthepresentsituationofvocabularyteachingandlearninginChinaandputforwardtheviewofapplyingnarrativeapproachtoseniorhighschoolEnglishvocabularyteaching,basedonthetheoryofnarrativeapproach.

Narrativeapproachisanideaaboutlanguageteachingwhichproposesthatacertainteachingprocessoflanguageitems,suchasatext,aparagraph,alanguagepoint,agrammaticalitem,shouldbedesignedandpresentedinanarrativeway.Theapplicationofnarrativeapproachcancreateanauthenticsituation,whichmakesthestudentsdevotedtothesituationconstructedthroughnarration,andadequatelyexerttheirmentalabilitiessuchasemotion,imagination,creation,etc.andfinallyacquirelanguageinthecognitiveactivitiesintegratedwithreal-life.Meanwhilenarrativeapproachalsoreferstoateachingmethodandcoversallkindsofspecificteachingtechniques.Itintegratesthefactorsofapproach,methodandtechniqueintooneentity.

Theauthorconductsateachingexperimentinordertotestifytheeffectoftheapproachinvocabularyteaching.Tobemoreaccurate,theexperimentisdesignedtosolvethefollowingquestions:

1.Aftertheimplementationofthenarrativeapproach,willthestudents'learninginterestandattitudesbeimprovedintheexperimentalclass?

2.Willthenarrativeapproachimprovethestudents'vocabularycompetenceandtheintegratedcompetencemorethanthetraditionalteachingmethod?

Theauthorchosetwoparallelgroupsforcomparison.125seniorhighschoolstudentswhocomefromtwoclassesofgradeoneinHuairenHighSchoolShanxiProvinceareselectedastheresearchsubjects.Theteacherappliesnarrativeapproachtotheexperimentalclass（EC）whilethetraditionalteachingmethodtothecontrolclass（CC）。Duringtheexperiment,thepre-testisgiventobothclassesandthepost-testisgivenafter3-monthexperimenttothesamesubjects.Besides,theauthormadeasurveyofstudentsintheexperimentalclassviaaquestionnaireattheendoftheexperiment.Finally,theauthoradoptstheSPSS.17.0toanalyzetheexperimentaldataandconductstheT-testforindependentsample.ThedatashowthatthereexistnoobviousdifferencesbetweentheECandCCregardingvocabularycompetenceandintegratedcompetencebeforetheexperimentwhilethereexitdifferencesbetweenthembothinvocabularycompetenceandintegratedcompetenceaftertheexperimentwhichimpliesthebiggerimprovementofexperimentalclasscomparedwiththescoresofthecontrolclass.ThestudentsofexperimentalclassshowgreaterinterestinvocabularylearningandtheylearnEnglishmoreactively.

Theresultsofthestudyshowthattheapplicationofnarrativeapproachcanimprovethestudents'vocabularycompetenceandintegratedcompetencetosomeextent.TheresearchisassumedtoshedsomeimplicationsonseniorhighschoolEnglishvocabularyteaching.

Meanwhile,itprovidessomesuggestionsforfurtherresearch.Theauthor'sapplicationofnarrativeapproachtotheseniorhighschoolvocabularyteachingisonlyanattemptand,toacertaindegree,ofsomeoriginality.However,itinevitablyhassomelimitationsduetothelimitedsamplesintheexperimentandthelimitedtimefortheexperiment.

Abstract

Asweallknow,Englishwritinghasstillbeenoneofstandardstomeasurelearners'Englishlevel,andithasbecomeanimportantteachingtaskforEnglishteachers.However,duetothepoorlearningcondition,itisquitedifficultforChineseruralstudentstoimprovetheirEnglishwritingfacultyundertheinfluenceofnativelanguage.Asaresult,studentsoftenworriedaboutEnglishwritingandevensomestudentsloseconfidenceinit,whichdeeplyaffectstheirEnglishlearning.Inordertosolvethisproblem,theauthoraimstohelpstudentsovercomegrammaticalerrorscausedbynativelanguagetransferintoEnglishwritinginruraljuniorhighschools,whichbasedoninter-languagetheory,erroranalysistheory.Aftersettingupatheoreticalfoundation,theauthordesignsanexperimentonthegrammaticalerrorscommittedbytheruralstudentsintheirEnglishcompositions.

Inthisexperiment,theauthorpreparestocollectsomegrammaticalerrorsfromruraljuniorhighstudents'Englishwritings,toclassifytheseerrors,toanalyzethecausesfortheseerrors,andtoexploretheeffectivewaytohelpstudentsovercomethesegrammaticalerrors.

Duringtheteachingprocess,thewriterapplieserrorcorrectionapproachesandguidesstudentstocorrectgrammaticalerrorsbythemselves.Furthermore,theauthortriestoencouragestudentstoreadwidely,torecitetheauthenticEnglishpassages,toraisetheirwritinginterests,andtoboosttheirawarenessofcross-linguisticandcultivatelanguagesensesandlearnhowtothinkinEnglish.

Quantitativeandqualitativemethodsareappliedinthisstudy.ThesubjectsareselectedfromtwoclassesofJunior2studentsfromWuChangFirstMiddleSchool（N=103）whoaredesignedrandomlyasoneexperimentalclass（class1）andonecontrolledclass（class2）。Thequestionnaireisappliedinthisstudy,whichmakesthestudymorereliableandscientific.Thequestionnaireisdesignedtofindoutwhattypesofgrammaticalerrorsareoftencommittedbyruraljuniorstudents,andwhichpartisthemostdifficultinEnglishlearningandstudyhowtheChinesethinkingpatternaffectsruralstudentsintheirwritings.Inthepre-test,allthesegrammaticalerrorsfrombothtwoclassesarecollectedandclassified.ThescoreofEnglishwritingismarkedbyanexperiencedEnglishteacherandtheauthor.Thegradingcriteriaofthecompositionscanrefertotheoneofhighschoolentranceexam（thefullscorefortheEnglishexamis150,whilethefullscoreofEnglishwritingis25），whichisalsoappliedinthisexperimentandprovidedinappendixC.Theexperimentlastsforsixteenweeks.Inthepost-test,thedatafromthesetwoclassesarecollectedagainandanalyzedbymeansofSPSS16.0,whichaimstotestthesignificantdifferenceofEnglishwritinglevelbetweenthetwoclasses.Inthetwoclasses,scoreofEnglishwritingachievedbytheexperimentalclassishigherthanthatbythecontrolledclass;itcandemonstratethenewteachingmethodcanhelpstudentsovercomethegrammaticalerrorscausedbynegativetransfer,andviceversa.

Abstract

Nowadays,itisaverynormalphenomenonthatEnglishteacherspaymoreattentiontoknowledgeimplantingintheEnglishgrammarclass,andthelearnerslackofthelearningenthusiasm,especiallyforthepoorEnglishlearners.However,mostoftheEnglishteachersignorethetrainingofqualityintheirEnglishclasses.Onthecontrary,theypaymoreattentiontoknowledge,inwhichwayleadstothemonotonousteachingapproachandboringclassatmosphere.Inthisway,someofthelearnerswhoarenotinterestedinEnglishlearningdon'tlikelearningEnglish,evenbecometiredoflearningEnglish,especiallyforEnglishgrammar.ThatinfluencesEnglishteachingqualitytoagreatextent.Theclasslikethisisinneedofimmediatechange.InanefficientEnglishclass,weneedaffectivecommunicationbetweenteacherandstudents.Andteachers'activetreatmenttostudentsplaysanimportantroleinhelpinglearnersgraspknowledgeandimprovetheircomprehensivelanguageapplicationability.

Thispapercombinesthecontentandfactorsofaffectiveteachingandsometheories,suchashumanism,AffectiveFilterHypothesis,toanalyzethefunctionofaffectiveteachingforthepoorlearnersinmiddleschoolwiththehelpofquestionnaires.InviewoftherealisticEnglishteachingpresentsituation,theauthorwillgivesomesuggestionsonEnglishaffectiveteaching.Forexample,combinestorieswithgamestoarousestudents'learningenthusiasmandinitiationinEnglishlearning.Maybemorepraisecangivethelearnersmoreconfidencetolearnandarousetheirlearningmotivation.

Throughexperimentsandquestionnaires,wegottheresultsthataffectiveteachingcanarousethepoorlearners'learningenthusiasmandmotivation,eliminatetheirlearninganxieties,andpromotetheircomprehensivelanguageapplicationability.