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The Effect of Monolingual and Bilingual Dictionary on the Foreign Language Learners' Acquisition
Issue:
Volume 5, Issue 4, December 2019
Pages:
55-57
Received:
8 September 2019
Accepted:
25 September 2019
Published:
11 October 2019
Abstract: Dictionaries have traditionally been a widely used tool by foreign and second language learners. In spite of the rejection of using dictionaries in classroom by some teachers, recent studies have showed that dictionaries play a vital role in language learning and teaching. The purpose of this study is to explore the effect of both monolingual and bilingual dictionaries on the foreign language learners' awareness and acquisition. The study seeks to investigate that monolingual dictionaries, unlike bilingual dictionaries, would promote and assist learners' acquisition. Although bilingual dictionaries are universally preferred by learners, teachers’ duty here is to encourage students to consult monolingual dictionaries during classroom since they often expose to the foreign language which is the end. Thus, the research will highlight the pros and cons of both monolingual and bilingual dictionaries. It will focus on the teachers' role which is crucial on not only guiding learners how to use dictionaries, when and which type but also allocating time during classroom to encourage students to consult the dictionary in order to be familiar with this tool. Finally, the striking findings are both dictionaries have positives and negatives but the good teacher can guide his/her students to consult the appropriate one in the specific time and a suitable task in classroom. Dictionaries are not always the perfect tool used by students and teachers but there are some cases and situations teachers should take in consideration when they deal with dictionaries.
Abstract: Dictionaries have traditionally been a widely used tool by foreign and second language learners. In spite of the rejection of using dictionaries in classroom by some teachers, recent studies have showed that dictionaries play a vital role in language learning and teaching. The purpose of this study is to explore the effect of both monolingual and b...
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Critical Discourse Analysis of Vladimir Putin's Speech Related to Arm Race with the United States in 2018
Rani Herning Puspita,
Muhammad Dziqie Aulia Al Farauqy,
Sunarti Sunarti
Issue:
Volume 5, Issue 4, December 2019
Pages:
58-63
Received:
14 September 2019
Accepted:
22 October 2019
Published:
28 October 2019
Abstract: The weapons war between Russia and America has been going on for a long time. The two countries are racing to make sophisticated weapons. This was always mentioned by Russian President in his speech, even when the main topic of the contents of the speech he delivered was far from gun battles. The purposes of this study are the researcher wants to find out the style of language Putin used in giving speeches and Putin's reasons for discussing America's unilateral resignation from the agreement on stopping the arms race, as well as what motivated Putin to announce Russia's missile superiority. The method used in this study was Teun Van Dijk's Critical Discourse Analysis method. From the research it was found that the way Putin made a speech he always greeted his listeners with the word "colleague" to build good relations with his listeners, and Putin's motivation to offend the American action was to announce that if a gun war occurs it is not Russia who started it but Russia will retaliate on the grounds defend themselves and it is considered a strategy in protecting the security of Russian people.
Abstract: The weapons war between Russia and America has been going on for a long time. The two countries are racing to make sophisticated weapons. This was always mentioned by Russian President in his speech, even when the main topic of the contents of the speech he delivered was far from gun battles. The purposes of this study are the researcher wants to f...
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The Generation of Anxiety and the Recovery of Self-awareness-interpreting The Sea, the Sea Based on Rollo’s Existentialist Psychology
Issue:
Volume 5, Issue 4, December 2019
Pages:
64-71
Received:
7 October 2019
Accepted:
1 November 2019
Published:
8 November 2019
Abstract: Rollo’s existentialist psychology not only finds the reason for human anxiety but also comes up with a solution to the anxiety. Based on Rollo’s existentialist psychology, this thesis applies the close reading to interpret Murdoch’s novel The Sea, the Sea, and then analyze the reason why Charles, the protagonist in the novel, returns to the current and real life from the disordered life at the seaside. His boring childhood has led to his desire for material life, his individual competitiveness and the dominant values of being loved, accepted, and approved, which is presented by his later life when he was working in the theater. With the retirement of Charles from the theater, the lonely life at the seaside destroys his values and consequently causes the loss of his sense of himself, which leads to his disordered life. But Charles’s experience of death and the death of other people have brought back his self-awareness. By interpreting this novel, this paper attempts to explain that the psychological reason for Charles’ chaotic life is his anxiety and the reason for anxiety is the destruction of dominant values. And the recovery of self-consciousness is the key to overcoming anxiety, making him break away from the past and return to his current life. By analyzing the psychological course of the protagonist Charles, this paper tries to strengthen readers’ attention to anxiety, and help them understand anxiety, so as to lead readers find ways to overcome anxiety.
Abstract: Rollo’s existentialist psychology not only finds the reason for human anxiety but also comes up with a solution to the anxiety. Based on Rollo’s existentialist psychology, this thesis applies the close reading to interpret Murdoch’s novel The Sea, the Sea, and then analyze the reason why Charles, the protagonist in the novel, returns to the current...
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A Survey on the Demotivation in English Learning Among Chinese Rural Middle School Students
Issue:
Volume 5, Issue 4, December 2019
Pages:
72-77
Received:
13 October 2019
Accepted:
7 November 2019
Published:
14 November 2019
Abstract: Demotivation, as an emerging field of study, has received increasing attention in recent years. It has been found by many Chinese researchers that various demotivators, both external and internal, could lead to students’ decrease of motivation in learning English as a foreign language (EFL). A less researched area, however, is the demotivators in the EFL learning of Chinese rural middle school students, who account for a large proportion of the student population in middle schools in China. In the present research study, a total of 99 students in a rural middle school in Yancheng, China were randomly selected as respondents, among whom a questionnaire survey was conducted on their EFL learning motivation and demotivation. It is found by a factor analysis that the biggest factor contributing to the demotivation of these students in English learning is the lack of interest in learning, among other internal and external factors, such as decline in self-confidence, poor learning abilities, lack of learning strategies, difficulty of textbook articles, and rare use of multi-media in English classes. No significant differences were found between male and female students in their English learning demotivation. This study not only duplicates the results of previous studies, but also puts forward constructive suggestions to eliminate the phenomenon of demotivation in English learning in rural middle schools in China.
Abstract: Demotivation, as an emerging field of study, has received increasing attention in recent years. It has been found by many Chinese researchers that various demotivators, both external and internal, could lead to students’ decrease of motivation in learning English as a foreign language (EFL). A less researched area, however, is the demotivators in t...
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Roger T. Ames’ Translation of Concept Words in Dao De Jing from the Perspective of Translation Ethics of Difference
Issue:
Volume 5, Issue 4, December 2019
Pages:
78-81
Received:
12 October 2019
Accepted:
13 November 2019
Published:
19 November 2019
Abstract: According to the theory of translation ethics, translators should respect the differences and enrich the target culture. The concept words in Dao De Jing embody complex meaning, representing the essence of Chinese philosophy. These words are hard to understand, but crucial to the interpretation of Dao De Jing. The concept words such as “Dao”, “Wuwei”, “Tian” and “De” are chosen to discuss their translations in this article. Roger T. Ames advocates translation has to be transformed into culturally creative interpretation in order to be faithful to the thought and way of expression. In the translation process of concept words in Dao De Jing, Roger T. Ames analyzes the meaning of concept words from their cultural background and adopts strategies of transliteration, creative translation and polysemy, attempting to keep the differences between Chinese and Western philosophy. Roger T. Ames translates the key words from the perspective of contrastive philosophy. Through discussion of the translation of Roger T. Ames and his cooperator, it is found that the strategy of showing the differences in translation may be hard for target readers to understand, but an effective way to intercultural communication in the long run.
Abstract: According to the theory of translation ethics, translators should respect the differences and enrich the target culture. The concept words in Dao De Jing embody complex meaning, representing the essence of Chinese philosophy. These words are hard to understand, but crucial to the interpretation of Dao De Jing. The concept words such as “Dao”, “Wuwe...
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A Study of English Translation of Six Chapters of A Floating Life from the Perspective of Skopos Theory
Issue:
Volume 5, Issue 4, December 2019
Pages:
82-88
Received:
22 October 2019
Accepted:
13 November 2019
Published:
19 November 2019
Abstract: Chinese classical literature is the essence of Chinese traditional culture. With the revitalization of China, various western countries in the world have paid great attention to Chinese history, culture and literature. Many excellent Chinese classical works were translated into English. Shen Fu’s (沈複) Fu Sheng Liu Ji («浮生六記») is a representative work of Chinese classical literature and Lin Yutang’s (林語堂) version Six Chapters of A Floating Life is well-received in the English world. This paper attempts to study the application of the Skopos theory with the basic analysis on the translation strategies which is not including domestication and foreignization, but also translation techniques, such as amplification, deletion and annotation from the perspective of theoretical structure. Besides the basis of different translation strategies and techniques using in Lin’s translated version Six Chapters of A Floating Life, the author also try to analyze and illustrate from the perspective of Skopos theory, translators should have the concern of taking the target readers’ demands into consideration firstly before translating texts, for the target readers have their own cultural backgrounds, expectations to translated texts and requirements of cross-cultural communication.
Abstract: Chinese classical literature is the essence of Chinese traditional culture. With the revitalization of China, various western countries in the world have paid great attention to Chinese history, culture and literature. Many excellent Chinese classical works were translated into English. Shen Fu’s (沈複) Fu Sheng Liu Ji («浮生六記») is a representative wo...
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A Comparative Study on Vocabulary Learning Strategies by Chinese English Majors and Non-English Majors
Issue:
Volume 5, Issue 4, December 2019
Pages:
89-94
Received:
17 November 2019
Accepted:
25 November 2019
Published:
2 December 2019
Abstract: The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors in China. The questionnaire is adapted from Gu and Hu [1]. Statistical descriptions and independent samples t-test are undertaken to process the data collected. The analyses of the data reveal both Chinese English and non-English majors are interested in learning vocabulary. They report adopting a number of learning strategies in their vocabulary learning processes. They appear to use metacognitive strategies more often when they learn vocabulary, especially self-initiation. At cognitive level, they are both inclined to adopt dictionary use, guessing, note-taking and activation strategies very often, while encoding and rehearsal are less used. English majors’ strategy use frequencies seem all higher than non-English majors, except note-taking strategies. English majors show significant differences from non-English majors in some vocabulary learning strategies like: self-initiation, dictionary use and contextual guessing. The study suggests that teachers should encourage students to hold a positive belief on vocabulary learning and to employ both metacognitive and cognitive strategies in learning vocabulary. Students should pay as much attention to cognitive strategies as to metacognitive strategies.
Abstract: The present study aims to explore English vocabulary learning beliefs and strategies employed by English majors and non-English majors. A questionnaire was administered to 210 students (105 English majors and 105 non-English majors) from two universities to explore English vocabulary learning beliefs and strategies employed by English majors and no...
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