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Intonation Patterns of Wh-questions from Chinese EFL learners
Chinese EFL learner pitch patterns whquestions
2014/6/13
The present study investigates Chinese EFL (English as a foreign language) learner‟s intonation pattern of wh-questions on the basis of AM theory. When the nuclear accent is at the final of the...
Prosodic Features of the Chinese EFL Learners as They Express New Information——With EFL Learners from Jinan Dialect
Jinan dialect prosodic features accent distribution phrase segmentation intonation pattern
2014/6/13
The present study investigates the prosodic features of Jinan EFL learners as they express new vs. given information in terms of accent distribution, phrase segmentation and intonation pattern. Accord...
Prosodic Analysis on English Mild Imperatives of Chinese EFL Learners
mild imperatives tone prosody sentential stress L1 L2 negative transfer
2012/12/19
The present study investigates the prosodic differences of English mild imperative sentences between native American English speakers and Chinese EFL (learning English as foreign language) learners wi...
Intonation Patterns of Yes-No Qu estions for Chinese EFL learners
Intonation Patterns es-No Qu estions hinese EFL learners
2012/12/18
The present study investigates Chinese EFL (English as a foreign language) learners’intonation pattern of yes-no questions on the basis of AM theory. According to our study,American speakers adopt a ...
A Comparative Study on Prosody of English Negative Imperatives for Chinese EFL Learners
Comparative Study Prosody English Negative Imperatives Chinese EFL Learners
2012/12/18
The present study investigates the prosodic differences on English negative imperative sentences between native American speakers and Chinese EFL (learning English as foreign language) learners. The d...
交际策略能力研究报告——观念与运用 A study of Chinese EFL learners’ strategic competence in oral communication – Belief and utilization
交际策略 观念 使用频率
2007/12/6
文摘
题目：体裁教学法述评
本文采用问卷调查和访谈的方法，研究164名大学生的交际策略观念（对交际策略的认同程度）和使用频率，以及影响他们认识和使用交际策略的主要因素，并就策略观念和使用频率的相关性进行探讨。结果发现：1）中国学生较多地使用减缩策略。不同语言程度的学生对这一策略的认同程度和使用频率有显著差异。2）受语言学习环境和策略能力的影响，中国学生不经常使用成就策略，但他们...