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简介：Thetransformoffigureininterpretinghasbeenrecognizedasadifficultpoint.BasedontheeffortmodelofconsecutiveinterpretingputforwardbyGileandthefigureinformationwhichfeaturesinlowpredictability,relativity,andredundancywithahighinformativeanddifferencesonnumeralsystemsbetweentheChineseandEnglishlanguages,thisthesisanalysesthelisteningandanalysiseffort,noteeffort,andsemanticmemoryeffortintheprocessoffigureinterpretingandproposessolutionstoreducetheefforts.

简介：Sociolinguisticcompetenceisessentialforforeignlanguagelearnerstoacquireeffectivecommunicationbecausecommunicationissubjecttosocialappropriateness.Differentlanguages,however,havedifferentsociallinguisticrules(Wolfson,1989),theknowledgeastowhatisappropriatetosaytowhom,andunderwhatconditions.ThispaperattemptstostudyrequestsinChineseandEnglishcontrastively,inordertoaccountfortheChinesetransferinfluenceandthepragmaticfailureintheuseofEnglishbyChinesestudentsofEnglish,andtodrawpedagogicalimplications.

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简介：GiventheresilienceofConfucianism,Chinesestudentscontinuetobeinfluencedbytheirculturalbeliefsystems,whichhaveaneffectontheirEnglish-second-language(ESL)learningexperienceinanEnglish-speakingcountry.ThisisespeciallyapparentsinceChinesestudentsexperiencethegreatestculturaldemandsincountrieswithopposingcustomsandvalues.ThemostpowerfultenetsofChineseculturearemaintainingharmony,collectivity,andhierarchicalrelationships.TheseaspectsofChinesecultureinfluencethecommunicationstyleoftheChineseandtheireducationalsystem.ThisarticleexaminesfivemaincharacteristicsofChinesecommunication:implicitcommunication,listening-centeredness,politeness,focusoninsiders,andface-savingstrategies.TheChineseemphasisoneducationandacademicachievementisdiscussedintermsofparentalinfluence,environment,effortversusability,andpedagogywithintheChineseculturalcontext.EducationalimplicationsforChineseESLstudentsstudyinginCanadaarealsoaddressed.

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简介：Theidiomaticphraseisequaltothephrasethatpeopleusefrequentlylanguageintheworldthathadlongandsplendidhistoryallcontainslargequantitiesofidiom.Theyformregularphrasesandshortsentencesthroughlonguseandrefinementinthedevelopmentoflanguage.Theidiomaticphrasescontainvariedculturalinformation,embodyalotofculturalfeature,andculturalbackground.Theidiomaticphrasesdisplaydistinctimageandfigureofspeech,andtheyalsohavebrightnationalcharacteristicandregional(local)color.Thepaperincludesfourparts.Thefirstchapteristointroducethegeneralizationofidiomsandtranslation,andthesecondpartistolistfourdifferentdefinitionsofidiomaccordingtosometranslationalexperts,nextstepleadsinclassificationandsourcesofidiom.Thethirdchapterintroducessomecommonstrategiesofidiomatictranslationsuchasliteraltranslation,literaltranslationplusnotes,freetranslation,andthecombinationofliteralandfreetranslation.Atlastsumupthepaper.

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简介：ThepaperistryingtoanalyseidiomsbothinChinaandinEnglandfromvariedaspectstohelptranslatorsgainabetterunderstandingofthelanguageitself.Becauseofthedifferencesfromgenercalculture,conventionalculture,religiousculture,historicalculture,thoughtsofnumeral,expressionofcolor,understandingofobjectivethings,translatorsmustadoptdifferentmethodsoftranslation.Moreover,atranslatorshouldmakecontinuouscomparisonsbetweenourtwoculturesbecausetranslationequivalenceanditsverysenseshouldbematchedinmeanings,functions,scopesandfeelingsinthetwocultures.

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简介：ThispaperisaboutthedesigninganddescriptionofanadultspokenEnglishcourse.TeachingChineseadultlearnersspokenEnglishoftenposesagreatdifficultybecauseoftheirheterogeneousEnglishlevel.Yetwithcarefulplanningandresearchitcanbeasuccessfulstory,too.First,theobjectiveofthecoursemustbeset.Second,aninterviewmustbecarriedouttofindouthowwidetherangeofEnglishabilityis.Third,atextbookthatcanfulfiltheobjectiveandmeettheEnglishlevelofthelearnersmustbeselected.Fourth,ateachingmethodthatwillhelpthelearnersworkfromcontrolledexpressiontoguidedexpressionandeventuallytofreeexpressionmustbedeveloped.Last,butnottheleast,teacherfeedbackisofvitalimportanceinteachingadultlearners.andinprovidingsuchfeedbackreformulationhasprovedtobeeffective.