策略选择的影响 - 外国语言文化

200411366()ForeignLanguageTeachingandResearch(bimonthly)Nov.2004Vol.36No.6:,,,,,,,:[]H319[]A[]100020429(2004)06-045725,,Budner(1962),,Norton(1975)Chapelle&Roberts(1986),,,,McLain(1993),,,,,,,Naiman(1987),(),ChapelleRoberts(1986),,,Ely(1986,1995),,,,(Bialystok1981)Co2hen(1998)754©1995-2005TsinghuaTongfangOpticalDiscCo.,Ltd.Allrightsreserved.:,,(1996),(Bialystok1978;OpMalley&Chamot1990;Politzer&Mc2Groarty1985;Huang&vanNaerssen1985etc.),,(1997;1998),,,1.2002(),138,26,1122.,Ely(1995)SecondLan2guageToleranceofAmbiguityScale,12,Oxford(1990)(StrategyInventoryforLanguageLearning,SILL),50,Likert,5,,1383.,138,112,81.16%;26,18.84%:1./261123.33253.35253.54253.72253.29002.96003.21093.29823.61413.71503.27233.2109.7755.5778.4998.5001.4588.5168.3883.3383.5642.5216.5233.38832.84923.46753.55503.59253.15333.27753.10363.29603.48403.62423.31493.2376.6661.4514.5037.7177.6410.8256.4056.4002.4522.4997.4446.485885420046©1995-2005TsinghuaTongfangOpticalDiscCo.,Ltd.Allrightsreserved.Oxford(1990),4.5-5.0,3.5-4.4,2.5-3.4,1.5-2.4,1.0-1.41,,:::/,,,,,,,,(1999),,,,,/:211.000.100.3913.247.016.85833.1001.000.247.58633.68433-.098.39133.2471.000.300.226.365.247.58633.3001.000.57233.212.016.68433.226.572331.000-.086.85833-.098.365.212-.0861.0003p.05;33p.012,,0.391,(p0.05)0.586,0.684,0.858,0.572,(p0.01)3.1.000.2333.3643.44333.52633.29833.23331.000.41133.31933.27733.36033.36433.411331.000.31833.31433.39033.44333.31933318331.000.38733.62433.52633.27733.31433.387331.00033.24333.29833.36033.39033.62433.243331.0003p.05;33p.013,,(p0.01),,,,,,,,954©1995-2005TsinghuaTongfangOpticalDiscCo.,Ltd.Allrightsreserved.,,,,,,,,,,,,(),,,138,112,81.16%;26,18.84%,,,,,,,,,,,,,,,,,,,,,,,,,,,,Bialystok,E.1978.Atheoreticalmodelofsecondlan2guagelearning[J].LanguageLearning28:69283.Bialystok,E.1981.Someevidenceoftheintegrityandinteractionoftwoknowledgesources[A].InR.Andersen(eds.).NewDimensionsinSecondLan2guageAcquisitionResearch[C].Rowley,Mass.:NewburyHouse.Budner,S.1962.Intoleranceofambiguityasapersonali2tyvariable[J].JournalofPersonality30:29250.Chapelle,C.&C.Roberts.1986.AmbiguitytoleranceandfieldindependenceaspredictorsofproficiencyinEnglishasasecondlanguage[J].LanguageLearn2ing36:27245.Cohen,A.1998.StrategiesinLearningandUsingaSecondLanguage[M].London:Longman.Ely,C.M.1986.Ananalysisofdiscomfort,risktaking,sociabilityandmotivationintheL2classroom[J].LanguageLearning36:2382244.Ely,C.M.1995.Toleranceofambiguityandtheteach2ingofESL[A].InJ.M.Reid(ed.).LearningStylesintheESL/EFLClassroom[C].Brooks/ColePublishingCompany.Huang,X.&M.vanNaerssen.1985.Learningstrate2giesfororalcommunication[J].AppliedLinguis2tics8:2872307.06420046©1995-2005TsinghuaTongfangOpticalDiscCo.,Ltd.Allrightsreserved.McLain,D.L.1993.TheMSTAT-1:Anewmeasureofanindividualpstoleranceforambiguity[J].Edu2cationalandPsychologicalMeasurement53:1832189.Naiman,N.M.,M.Frohlich&H.H.Stern.1987.TheGoodLanguageLearner[M].Toronto:On2tarioInstituteforStudiesinEducation.Norton,R.W.1975.Measurementofambiguitytoler2ance[J].JournalofPersonalityAssessment39:6072619.OpMalley,J.&A.Chamot.1990.LearningStrategiesinSecondLanguageAcquisition[M].Cambridge:CambridgeUniversityPress.Oxford,R.1990.LanguageLearningStrategies:WhatEveryTeacherShouldKnow[M].Rowley,Mass.:NewburyHouse.Politzer,R.L.&M.McGroarty.1985.Anexplorato2rystudyoflearningbehavioursandtheirrelationshiptogainsinlinguisticandcommunicativecompetence[J].TESOLQuarterly19:1032123.,1999,[M]:,1996,[J],4,1998,[J],4,1997,[J],1:200432;,2004512:43006220041029317010014,80,,,,2006()164©1995-2005TsinghuaTongfangOpticalDiscCo.,Ltd.Allrightsreserved.200411366()ForeignLanguageTeachingandResearch(bimonthly)Nov.2004Vol.36No.6AbstractsofmajorpapersinthisissueDifferentsemanticstructuresofverbsbetweenEnglishandChineseandtheeffectsonpassiveexpressions,byShiYuzhi,p.403TheconceptualizationsofverbsofEnglishandChinesedifferfromeachother,systematicallyandregularly,whichisresponsibleforthedifferentexpressionsofpassivesandothersbetweenthetwolanguages.Byemployingthenotionofvectorinmathematicsandmechanics,thispaperaimstoidentifythedifferentconceptualstructuresofverbsbetweenthesetwolanguagesandtoexplaintherelatedgrammaticalmanifestations.Thepresentanalysishasdemonstratedthatev2erylanguagehasitsownsemanticstructurewhichtoagreatextentdeterminestheoverallfeatureofitsgrammar.Coherenceindiscourse:AperspectivefromSpeechActTheory,byChenHaiqing&ZhangShaojie,p.420Scholarsoflinguistics,athomeandabroad,havebeendrawingmoreandmoreattentiontocoherenceindiscoursesinceHalliday&Hasanputforwardthetheoryofcohesionandcoherencein1976.Meanwhile,somescholarsquestionthevalidityofthetheoryandevencriticizeit.Allofthesequeriesandcriticisms,inouropinion,arereasonableononehand,buttheyexamineonlyonesideofthetheoryontheotherhand.Forthisreason,thearticleattemptstoanalyzeanddis2cusscoherenceindiscourseinthelightofAustinpsSpeechActTheoryandproposesatheoreticalmodelthatdescribesthefeaturesofexplicitness,implicitnessandinteractivenessofcoherenceindiscourseatdifferentlevelsofspeechacts.Acorpus2basedstudyofthesemanticsandsyntaxofSE