This paper aims at exploring how the learners' discourse competence could be fully developed in second language acquisition facilitated by teachers through analysis of a piece of written discourse.
This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its ...This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its discourse structure and linguistic features,while developing their own ideas.It aims to examine whether English as a Foreign Language(EFL)learners in China exhibit differences in discourse competence and writing performance when completing comparative continuation writing combined with different input enhancement techniques,and whether the alignment effect occurs at the discourse level.Sixty first-year Chinese senior middle school students were divided into four groups:three groups engaged in comparative continuation writing with varying input enhancement,achieved by combining different techniques,while a control group performed a designated-topic writing task.The results revealed that three comparative continuation writing groups outperformed the designated-topic writing group in discourse competence,particularly in the use of temporal connectives.However,differences and some inconsistencies were observed among the comparative continuation writing groups across individual indices.The study highlights effective ways to incorporate comparative continuation writing into English instruction and demonstrates how explicit input enhancement can complement the task,simultaneously activating the alignment effect proposed by the xu-argument and enhancing discourse competence in writing.展开更多
This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were take...This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were taken as informants to a questionnaire, in which orders of ideas, discourse miscues and other types of errors (e.g. cohesion and redundant ideas, etc.) were used as variables to see whether they could affect the comprehensibility of texts. Strong resemblances were found between the two groups. Order of ideas (i.e. deductive or inductive) seems not to have affected text comprehensibility much, but the interactive cumulating miscues at the discourse level played an important role in discourse comprehension. As disparities are found between what nonnative speakers do and how they react to what they have done, the paper discusses whether people think the way they write, and if linguistic competence correlates with cognitive ability. The paper suggests that knowing and doing are two aspects of learning; teachers of English, therefore, have to understand the perplexities second language learners face and try to help them write as effectively as possible in the target language.展开更多
English for Specific Academic Purposes(ESAP)focuses on English language skills in specific disciplines or research fields,and has played an important role in international communication in recent years.This paper aims...English for Specific Academic Purposes(ESAP)focuses on English language skills in specific disciplines or research fields,and has played an important role in international communication in recent years.This paper aims to explore the relationship between ESAP,the output of academic paper abstracts,and international communication effectiveness,so as to provide new ideas for enhancing international communication effectiveness.Through a questionnaire survey and combined with the structural equation model analysis method,the results show that the improvement of ESAP has a positive effect on the output of academic paper abstracts and international communication effectiveness;the output of academic paper abstracts can also positively enhance international communication effectiveness;meanwhile,the output of academic paper abstracts has a significant mediating effect.展开更多
Under the background of development of Hainan Free Trade Zone(port)to meet its demand of English language talents with good intercultural communication competence,an empirical study is conducted to evaluate vocational...Under the background of development of Hainan Free Trade Zone(port)to meet its demand of English language talents with good intercultural communication competence,an empirical study is conducted to evaluate vocational college students’communicative competence of intercultural communication.The results indicate that among the five factors of communicative competence of intercultural communication,students’listening competence is the highest,followed successively by oral competence,strategic competence,sociolinguistic competence,discourse competence.The analytical results show that each factor among the five factors are positively correlated with the other four factors.Moreover,students’scores in college English Test(Grade A)have a positive correlation with their oral English competence,discourse competence and sociolinguistic competence,respectively.展开更多
文摘This paper aims at exploring how the learners' discourse competence could be fully developed in second language acquisition facilitated by teachers through analysis of a piece of written discourse.
文摘This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its discourse structure and linguistic features,while developing their own ideas.It aims to examine whether English as a Foreign Language(EFL)learners in China exhibit differences in discourse competence and writing performance when completing comparative continuation writing combined with different input enhancement techniques,and whether the alignment effect occurs at the discourse level.Sixty first-year Chinese senior middle school students were divided into four groups:three groups engaged in comparative continuation writing with varying input enhancement,achieved by combining different techniques,while a control group performed a designated-topic writing task.The results revealed that three comparative continuation writing groups outperformed the designated-topic writing group in discourse competence,particularly in the use of temporal connectives.However,differences and some inconsistencies were observed among the comparative continuation writing groups across individual indices.The study highlights effective ways to incorporate comparative continuation writing into English instruction and demonstrates how explicit input enhancement can complement the task,simultaneously activating the alignment effect proposed by the xu-argument and enhancing discourse competence in writing.
文摘This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were taken as informants to a questionnaire, in which orders of ideas, discourse miscues and other types of errors (e.g. cohesion and redundant ideas, etc.) were used as variables to see whether they could affect the comprehensibility of texts. Strong resemblances were found between the two groups. Order of ideas (i.e. deductive or inductive) seems not to have affected text comprehensibility much, but the interactive cumulating miscues at the discourse level played an important role in discourse comprehension. As disparities are found between what nonnative speakers do and how they react to what they have done, the paper discusses whether people think the way they write, and if linguistic competence correlates with cognitive ability. The paper suggests that knowing and doing are two aspects of learning; teachers of English, therefore, have to understand the perplexities second language learners face and try to help them write as effectively as possible in the target language.
基金This paper is part of the research results of the National Social Science Fund Project(Project No.:21XYY015)Hainan Provincial Education Reform Project(Project No.:Hnjg2023-136)。
文摘English for Specific Academic Purposes(ESAP)focuses on English language skills in specific disciplines or research fields,and has played an important role in international communication in recent years.This paper aims to explore the relationship between ESAP,the output of academic paper abstracts,and international communication effectiveness,so as to provide new ideas for enhancing international communication effectiveness.Through a questionnaire survey and combined with the structural equation model analysis method,the results show that the improvement of ESAP has a positive effect on the output of academic paper abstracts and international communication effectiveness;the output of academic paper abstracts can also positively enhance international communication effectiveness;meanwhile,the output of academic paper abstracts has a significant mediating effect.
基金the Administration Office of Hainan Province Education Science Planning Leading Group for their support in the research project“The Research on Approach Exploration and Strategies for All People Learning Foreign Language in Hainan Free Trade Zone”(QJC20191011).
文摘Under the background of development of Hainan Free Trade Zone(port)to meet its demand of English language talents with good intercultural communication competence,an empirical study is conducted to evaluate vocational college students’communicative competence of intercultural communication.The results indicate that among the five factors of communicative competence of intercultural communication,students’listening competence is the highest,followed successively by oral competence,strategic competence,sociolinguistic competence,discourse competence.The analytical results show that each factor among the five factors are positively correlated with the other four factors.Moreover,students’scores in college English Test(Grade A)have a positive correlation with their oral English competence,discourse competence and sociolinguistic competence,respectively.
