English Text (word string) Different Strategies for MT
学习策略的有关英语作文
学习策略的有关英语作文Title: Effective Strategies for English Learning。
Learning English is not just a task, but a journey that requires dedication, patience, and effective strategies. In this digital age, where resources abound and technology facilitates learning, individuals can explore various approaches to enhance their English proficiency. By incorporating a blend of traditional methods and modern techniques, learners can navigate their path to mastery. Here, we delve into some proven strategies that can propel one towards proficiency in English.Firstly, establishing a solid foundation in grammar is essential. Grammar serves as the framework upon which language proficiency is built. To achieve this, learners can utilize grammar books, online resources, or enroll in language courses. Understanding the rules of grammar facilitates effective communication, enabling learners to construct coherent sentences and express their thoughtsaccurately.Additionally, immersion plays a pivotal role in language acquisition. Immerse yourself in an English-speaking environment by watching English movies, listening to English music, or engaging in conversations with native speakers. Immersion accelerates learning by exposing individuals to authentic language usage, idiomatic expressions, and diverse accents. Moreover, it cultivates cultural awareness and fosters a deeper appreciation for the language.Furthermore, active participation in speakingactivities is crucial for honing language skills. Joining discussion groups, participating in debates, or engaging in language exchange programs provide opportunities topractice speaking in real-life scenarios. Overcoming the fear of making mistakes and embracing opportunities to converse in English is paramount for improvement. Feedback from peers or instructors aids in identifying areas for improvement and refining pronunciation and intonation.Moreover, reading extensively is fundamental for expanding vocabulary and enhancing comprehension skills. Reading a variety of materials such as novels, newspapers, articles, and blogs exposes learners to diverse vocabulary and writing styles. Additionally, incorporating the use of context clues and employing reading strategies such as skimming and scanning facilitates efficient comprehension. Furthermore, keeping a vocabulary journal to record new words and their usage aids in retention and reinforcement.Equally important is the practice of writing regularly. Writing essays, journal entries, or even maintaining a blog allows learners to apply grammar rules, expand vocabulary, and refine writing skills. Setting aside time for writing practice and seeking feedback from peers or instructors fosters continuous improvement. Moreover, exploring different genres and styles of writing enhances creativity and versatility in expression.Incorporating multimedia resources into learning enhances engagement and facilitates comprehension. Educational podcasts, language learning apps, and onlinetutorials offer interactive and dynamic learning experiences. These resources cater to diverse learningstyles and preferences, allowing learners to tailor their learning experience to suit their needs.Furthermore, setting specific, achievable goals is essential for maintaining motivation and tracking progress. Whether it's mastering a certain number of vocabulary words per week or achieving a certain score on a proficiency exam, setting goals provides a sense of direction and purpose. Breaking down larger goals into smaller, manageable tasks ensures steady progress and prevents overwhelm.Lastly, consistency and perseverance are key to success in language learning. Consistently practicing and exposing oneself to the language, even for short periods each day, yields cumulative results over time. Embracing challenges and setbacks as opportunities for growth fosters resilience and determination.In conclusion, mastering English requires amultifaceted approach encompassing grammar proficiency,immersion, speaking practice, extensive reading, regular writing, utilization of multimedia resources, goal-setting, and perseverance. By integrating these strategies intotheir learning routine, individuals can embark on afulfilling journey towards English proficiency and open doors to endless opportunities for personal and professional growth.。
好的英语学习策略英语作文
好的英语学习策略英语作文全文共3篇示例，供读者参考篇1Good Strategies for Learning EnglishAs a student, mastering the English language has been one of my biggest challenges and priorities. English is not just another subject, it's the global lingua franca that opens doors to better education, employment opportunities and the ability to connect with people from around the world. However, learning a new language, especially one as nuanced as English, is no easy feat. Over the years, through trial and error, I've developed some effective strategies that have helped me improve my English skills. In this essay, I'll share these strategies in the hopes that they can benefit fellow students on their language learning journey.The first and most important strategy is immersion. They say that the best way to learn a language is to surround yourself with it as much as possible. In today's world, with the internet and multimedia at our fingertips, immersing ourselves in English has become much easier. Personally, I make a conscious effort toconsume as much English content as possible through movies, TV shows, music, podcasts, books, and social media. Not only does this help train my ears to the rhythms and intonations of the language, but it also exposes me to idiomatic expressions, slang, and cultural nuances that textbooks often miss.While immersion is crucial, it's also important to actively practice the language skills of reading, writing, listening, and speaking. I try to incorporate English practice into my daily routine, whether it's keeping an English journal, reading news articles or books, listening to English audio while commuting, or finding opportunities to converse with English speakers. Consistent practice helps reinforce what I've learned and builds confidence in using the language.Another strategy that has been invaluable to me is learning contextually. Rather than memorizing long lists of vocabulary words or grammar rules in isolation, I find it much more effective to learn new words and concepts within a meaningful context. For example, when I come across an unfamiliar word or phrase while reading or listening, I make a note of it and try to infer its meaning from the surrounding context. This not only helps me remember the word better, but also exposes me to its appropriate usage and connotations.In addition to context, visuals and mnemonics have been powerful tools in my language learning arsenal. Associating words or concepts with vivid images or memorable stories makes them stick in my mind more easily. For example, to remember the difference between the words "borrow" and "lend," I imagine myself borrowing a book from a friend and lending them my pen in return. These mental associations create stronger neural pathways and aid in recall.One of the most challenging aspects of learning English for me has been mastering pronunciation and intonation. Native English speakers often speak quickly, linking words together and using various stress patterns and tones that can be difficult for non-native speakers to replicate. To improve in this area, I regularly practice tongue twisters, record myself reading aloud, and pay close attention to how English speakers stress certain syllables and modulate their voices. I've also found it helpful to watch movies or TV shows with subtitles in English, allowing me to match the spoken words with their written counterparts.While traditional classroom instruction and textbooks have their place, I've found that supplementing them with authentic materials and resources can be incredibly beneficial. In addition to the multimedia content I mentioned earlier, I also use onlinelanguage learning platforms, apps, and forums to practice with native speakers, get feedback on my writing, and engage with a community of fellow learners. These resources provide a more dynamic and interactive learning experience, allowing me to tailor my studies to my specific needs and interests.Perhaps one of the most crucial strategies, however, is cultivating a growth mindset and staying motivated. Learning a language is a long and often frustrating process, with many ups and downs along the way. There have been times when I've felt discouraged or plateaued in my progress. During these moments, I remind myself that every struggle is an opportunity for growth, and I try to celebrate even the smallest victories. I also find it helpful to set specific, achievable goals for myself, whether it's mastering a certain grammar concept, expanding my vocabulary in a particular domain, or becoming more fluent in a specific skill like public speaking.In conclusion, effective language learning requires a multifaceted approach that combines immersion, active practice, contextual learning, memory techniques, pronunciation drills, authentic resources, and a resilient mindset. It's a journey that demands patience, dedication, and a willingness to step out of one's comfort zone. By implementing these strategiesconsistently, I've seen significant improvements in my English proficiency, and I'm confident that they can benefit other students as well. Ultimately, mastering English not only opens up academic and professional opportunities but also broadens our perspectives and connects us with people and cultures around the globe.篇2Mastering the English Language: Strategies for SuccessAs a diligent student on the path to fluency in English, I've come to recognize the immense value of developing awell-rounded approach to language learning. English, with its rich vocabulary and intricate grammar rules, can seem like an insurmountable challenge at times. However, through trial and error, I've discovered a set of strategies that have proven invaluable in my quest to conquer this global tongue.First and foremost, immersion is key. While textbooks and classroom instruction lay the foundation, true proficiency can only be achieved by immersing oneself in an English-speaking environment. Whenever possible, I seek out opportunities to engage with native speakers, whether through conversations, movies, music, or literature. By surrounding myself with thelanguage, I've trained my ear to recognize the nuances of pronunciation and intonation, while also expanding my understanding of idiomatic expressions and cultural references.Another critical aspect of my English learning journey has been the cultivation of a diverse vocabulary. I've found that the most effective way to accumulate new words is through context-based learning. Rather than mindlessly memorizing endless lists, I make a conscious effort to encounter new vocabulary in authentic contexts, such as reading novels, newspapers, or online articles that pique my interest. This approach not only enhances my understanding of word meanings but also provides valuable insights into their appropriate usage and connotations.In addition to expanding my lexicon, I've devoted significant time and effort to mastering English grammar. While the intricate web of rules and exceptions can be daunting, I've found that breaking them down into manageable chunks and practicing them regularly has been instrumental in solidifying my grasp of the language's structure. Whether it's through targeted exercises, writing practice, or engaging in conversations with a keen ear for grammatical accuracy, consistent effort in this area has paid dividends.Moreover, I've learned to embrace the art of writing as a powerful tool for language acquisition. By regularly composing essays, stories, or even simple journal entries, I've not only honed my ability to express myself clearly and coherently but also reinforced my understanding of grammar, vocabulary, and sentence construction. The process of crafting written pieces has been an invaluable exercise in critical thinking, organization, and effective communication.Complementing my writing endeavors, I've also recognized the importance of active listening and speaking practice. Whether through participation in language exchange programs, attending English conversation clubs, or simply engaging in casual conversations with fluent speakers, I've made a concerted effort to exercise my oral and aural skills. This hands-on approach has helped me to develop a stronger grasp of spoken English, including idioms, slang, and the nuances of natural conversation flow.In my journey, I've also discovered the invaluable role of technology in language learning. From online dictionaries and grammar resources to language learning apps and virtual tutoring platforms, the digital world has opened up a wealth of opportunities for immersive practice and personalized guidance.I've embraced these tools as complementary aids, using them to reinforce my understanding, track my progress, and identify areas for improvement.Lastly, and perhaps most importantly, I've cultivated a mindset of perseverance and patience. Learning a language as complex as English is a marathon, not a sprint. There have been moments of frustration and setbacks, but I've learned to embrace these challenges as opportunities for growth. By maintaining a positive attitude, celebrating small victories, and seeking out supportive communities of fellow learners, I've been able to stay motivated and focused on my long-term goals.In conclusion, mastering the English language is a journey that requires a multifaceted approach. By embracing immersion, actively building vocabulary, diligently studying grammar, practicing writing and speaking, leveraging technology, and cultivating perseverance, I've made significant strides in my quest for fluency. However, I understand that this is an ongoing process, and I remain committed to continuous learning and improvement. With dedication and the right strategies, I am confident that the world of English will continue to unfold before me, opening doors to personal growth, professional opportunities, and cross-cultural connections.篇3Mastering the English Language: A Student's Guide to Effective Learning StrategiesAs a student on the path to proficiency in the English language, I have come to realize that learning a new tongue is a multi-faceted endeavor that requires dedication, perseverance, and the implementation of strategic approaches. Throughout my journey, I have explored and adopted various techniques that have proven instrumental in enhancing my language acquisition process. In this essay, I will share the strategies that have been most beneficial to me, in the hopes of providing fellow learners with valuable insights and tools to aid in their own language learning quests.One of the fundamental strategies that I have embraced is the pursuit of immersion. Immersing oneself in the target language is akin to diving headfirst into a linguistic ocean, allowing the learner to become submerged in the nuances, idioms, and cultural contexts that shape the language. I have found that actively seeking out opportunities to engage with English-speaking environments, whether through conversations with native speakers, consuming media such as films, music, or literature, or even adjusting my digital interfaces to the Englishlanguage, has significantly accelerated my comprehension and fluency.Complementing immersion is the practice of active learning, which involves consciously engaging with the language through structured exercises and activities. This could entail keeping a vocabulary journal to record new words and phrases, practicing speaking and writing regularly, or seeking out language exchange partners for conversational practice. By actively applying the language in various contexts, I have been able to reinforce my understanding and solidify my grasp of grammar, syntax, and idiomatic expressions.Another invaluable strategy is the cultivation of a growth mindset. Language learning is a journey rife with challenges and setbacks, and it is crucial to approach these obstacles with a positive and resilient attitude. I have found that embracing a growth mindset, which recognizes that language proficiency is a skill that can be developed through consistent effort and dedication, has been instrumental in overcoming frustrations and maintaining motivation. Celebrating small victories and acknowledging progress, no matter how incremental, has been a powerful driving force in my language learning endeavors.Effective time management is also a crucial component of successful language acquisition. As a student juggling multiple responsibilities, I have learned to prioritize and allocate dedicated time for language study. This could involve setting aside specific hours each day for focused practice, or even incorporating language learning into daily routines, such as listening to English podcasts or audiobooks during commutes or exercise sessions. By consistently carving out time for language study, I have been able to maintain a steady pace of progress and avoid the pitfalls of sporadic or inconsistent practice.Moreover, I have discovered the benefits of leveraging technology and multimedia resources in my language learning journey. In today's digital age, a wealth of online platforms, language learning apps, and interactive multimedia tools are readily available, offering a vast array of exercises, lessons, and immersive experiences tailored to different learning styles and proficiency levels. Incorporating these resources into my routine has not only made the learning process more engaging and enjoyable but has also provided me with a diverse range of materials to cater to my specific needs and areas of improvement.Additionally, I cannot overstate the importance of seeking out feedback and guidance from experienced language learners, teachers, or tutors. Their expertise and insights have proven invaluable in identifying areas for improvement, correcting errors, and providing personalized guidance tailored to my learning style and goals. Engaging with language communities, whether in-person or online, has also fostered a sense of camaraderie and support, further motivating me to persist in my language learning journey.Lastly, I have come to recognize the significance of incorporating self-reflection and metacognitive strategies into my language learning process. Regularly evaluating my progress, identifying strengths and weaknesses, and adjusting my learning approaches accordingly has been instrumental in maximizing the effectiveness of my efforts. By reflecting on my learning experiences and strategies, I have been able to refine and optimize my methods, ensuring that I am consistently progressing towards my language proficiency goals.In conclusion, mastering the English language as a student is a multifaceted endeavor that requires a combination of strategic approaches, dedication, and perseverance. By embracing immersion, actively engaging with the language, cultivating agrowth mindset, effective time management, leveraging technology and multimedia resources, seeking guidance and feedback, and incorporating self-reflection, I have been able to navigate the challenges and intricacies of language learning with greater ease and effectiveness. It is my hope that by sharing these strategies, fellow learners will be inspired and equipped to embark on their own successful language learning journeys, unlocking the doors to new worlds of communication, understanding, and personal growth.。
英语学习策略报告英语作文
英语学习策略报告英语作文English Response:Executive Summary:Effective English language learning strategies are crucial for language acquisition. By employing a comprehensive approach that encompasses cognitive, metacognitive, and social-affective techniques, learners can enhance their proficiency in all four language skills: listening, speaking, reading, and writing. This report outlines a range of evidence-based strategies that cater to different learning styles and individual needs.Cognitive Strategies:Cognitive Skills: These encompass memory, attention, problem-solving, and critical thinking abilities. Learners can improve these skills by using memory tricks, practicing concentration, and engaging in problem-based learningactivities.Rehearsal Strategies: These involve repeating new vocabulary and grammatical structures to aid memory retention. Techniques such as spaced repetition, flashcards, and self-testing are common rehearsal methods.Elaboration Strategies: These entail connecting new information to existing knowledge. Summarizing, paraphrasing, and generating questions are effective elaboration strategies.Metacognitive Strategies:Metacognitive Awareness: Learners develop self-awareness about their own learning processes. Regular self-assessment, reflection on strengths and weaknesses, and monitoring of progress contribute to metacognitive awareness.Metacognitive Planning: This involves setting learning goals, breaking down tasks into smaller steps, andselecting appropriate learning strategies.Metacognitive Evaluation: Learners assess their own understanding and identify areas for improvement. Questioning, self-correction, and seeking feedback are common metacognitive evaluation techniques.Social-Affective Strategies:Social Interaction: Engaging with native speakers or other learners through conversation, group work, and peer learning provides valuable opportunities for language practice and feedback.Motivation: Maintaining a positive attitude, setting realistic goals, and seeking support from others are essential for sustaining motivation.Affective Strategies: Managing anxiety, building confidence, and developing a growth mindset are crucial for overcoming language barriers and promoting language acquisition.Effective Implementation:The effectiveness of these strategies depends on the learner's individual learning style, language proficiency level, and available resources. Learners should tailortheir learning plan to suit their specific needs and engage in regular practice. Feedback from teachers, tutors, or language exchange partners can provide valuable insightsfor improving learning outcomes.Conclusion:By utilizing a combination of cognitive, metacognitive, and social-affective strategies, English language learners can optimize their learning experience and achieve greater proficiency. Embracing evidence-based techniques, adapting to individual needs, and engaging in regular practice are essential for successful language acquisition.中文回答：执行摘要：有效的英语学习策略对于语言习得至关重要。
学习英语策略的英语作文
学习英语策略的英语作文Title: Mastering the Language of Global Communication: Strategies for Effective English Learning.English, the lingua franca of the global village, has become an indispensable tool for communication, education, and career advancement. As the world becomes increasingly interconnected, the importance of proficiency in English cannot be overstated. However, mastering this language can be a challenging endeavor, requiring a strategic approach and dedication. In this article, we delve into someeffective strategies for learning English, focusing onareas such as vocabulary, grammar, listening, speaking, reading, and writing.Vocabulary Building.The foundation of any language is its vocabulary. Arich vocabulary enables fluent and precise communication.To build vocabulary, regular practice is key. Reading books,newspapers, and articles in English is an excellent way to encounter new words and phrases. Additionally, using vocabulary-building apps or websites can provideinteractive and engaging ways to learn new terms. Retaining vocabulary requires regular review, so creating flashcards or using mnemonic devices can be helpful.Grammar Mastery.Grammar is the backbone of a language, giving structure and meaning to sentences. Understanding the rules of grammar is crucial for accurate and coherent communication. Studying grammar rules systematically and applying them in real-life contexts is essential. Engaging in writing exercises, such as essays or stories, can help solidify grammar knowledge. Furthermore, using grammar-checkingtools can identify and correct mistakes, leading to improved accuracy.Listening Comprehension.Listening is a critical skill for language learning, asit helps in understanding spoken English. Improving listening comprehension requires regular exposure to spoken English. Listening to English podcasts, news, movies, and music can enhance understanding. Additionally, practicing with language exchange partners or attending conversation clubs can provide real-time feedback and improve listening skills. Active listening, where one focuses on understanding the speaker's message rather than just hearing the words, is also crucial.Speaking Confidence.Speaking is an integral part of language learning, yet it can be the most intimidating aspect for many learners. To develop speaking confidence, practice is paramount. Speaking with a language exchange partner, attending conversation clubs, or even speaking to oneself in English can help. It's important to remember that fluent speakers make mistakes too; the key is to keep trying and learn from those mistakes. Additionally, recording oneself speaking and reviewing the recording for areas of improvement can be helpful.Reading Comprehension.Reading is a critical skill for enhancing vocabulary, grammar, and understanding of context. Reading books, newspapers, articles, and other materials in English can provide a wealth of information and improve reading comprehension. Active reading, where one asks questions, summarizes, and reflects on the text, is even more beneficial. Additionally, using dictionaries or looking up unfamiliar words can enhance vocabulary knowledge.Writing Skills.Writing is another crucial skill for English proficiency. It helps in expressing thoughts clearly and coherently. Regular practice is essential for improving writing skills. Starting with simple exercises like writing sentences or paragraphs and gradually progressing to more complex tasks like essays or stories is recommended. Receiving feedback on writing, whether from a teacher, friend, or online resource, can help identify areas ofimprovement. Additionally, using writing tools like grammar checkers or thesaurus can enhance writing quality.In conclusion, effective English learning requires a strategic approach, regular practice, and dedication. By focusing on vocabulary building, grammar mastery, listening comprehension, speaking confidence, reading comprehension, and writing skills, learners can achieve proficiency inthis global language. Remember, every language learner is unique, so finding the strategies that work best for you is crucial. Keep exploring, practicing, and learning, andyou'll be well on your way to mastering the language of global communication.。
高中英语完形填空说课稿范文英文版
高中英语完形填空说课稿范文英文版全文共3篇示例，供读者参考篇1High School English Cloze Test Lesson PlanI. IntroductionThis lesson focuses on improving students' ability to understand context and use vocabulary in a given passage. The cloze test is a valuable tool for assessing students' understanding of language and their ability to use context clues to fill in missing words. This lesson will help students develop their reading comprehension skills and expand their vocabulary.II. ObjectivesBy the end of this lesson, students will be able to:1. Understand the purpose of a cloze test2. Apply context clues to fill in missing words in a passage3. Expand their vocabulary and improve reading comprehensionIII. Materials- Cloze test passages (prepared by the teacher)- Worksheets for students- Pens/pencilsIV. Procedure1. Warm-up (10 minutes)- Begin the lesson by asking students to define what a cloze test is and why it is used. Discuss with students the importance of using context clues to fill in missing words.2. Explanation (10 minutes)- Explain to students that a cloze test is a passage where certain words have been removed, and they must use context clues to fill in the missing words. Show examples of cloze tests and discuss how to approach them.3. Practice (30 minutes)- Distribute cloze test passages to students and give them time to fill in the missing words. Encourage studentsto use context clues and their understanding of the passage to complete the task.4. Review (10 minutes)- Review the completed cloze tests as a class, discussing the correct answers and explaining why certain words were chosen. Emphasize the importance of understanding the passage as a whole to accurately fill in missing words.5. Extension (10 minutes)- Give students a new cloze test passage to complete individually or in pairs. Encourage students to challenge themselves and use their vocabulary knowledge to fill in missing words.6. Assessment (10 minutes)- Collect and review the cloze test worksheets to assess students' understanding of context and vocabulary usage. Provide feedback to students on their performance and areas for improvement.V. ConclusionIn this lesson, students learned how to use context clues to fill in missing words in a cloze test passage. By strengthening their vocabulary and reading comprehension skills, students will be better prepared to tackle similar tasks in the future. This lesson was designed to help students improve their language skills and develop a deeper understanding of written texts.篇2IntroductionGood morning, everyone. Today, I am going to talk about how to teach high school students to effectively complete a cloze test in English. The cloze test is a common exercise in English classes that involves filling in the blanks in a passage with the correct words. This activity helps students improve their vocabulary, grammar, and reading comprehension skills.I. Pre-reading Activities (5 minutes)Before starting the cloze test, it is important to engage students in pre-reading activities to introduce the topic and familiarize them with the context of the passage. This could include discussing key vocabulary words, asking students topredict what the passage is about, or providing a brief overview of the text.II. Strategies for Completing the Cloze Test (15 minutes)1. Use Context Clues: Encourage students to look at the surrounding words in the passage to help them determine the correct word that fits in the blank. Context clues such as synonyms, antonyms, and word order can provide valuable information to guide students in their word choice.2. Check Grammar and Syntax: Remind students to pay attention to the grammar and syntax of the passage when filling in the blanks. The correct word should match the tense, form, and structure of the surrounding words in the passage.3. Predict Meaning: Encourage students to predict the meaning of the sentence before filling in the blank. This can help them choose the most appropriate word that fits the context of the passage.4. Review and Edit: After completing the cloze test, remind students to review their answers and make any necessary corrections. Encourage them to read the passage again to ensure that their answers make sense in the context of the text.III. Post-reading Activities (10 minutes)After completing the cloze test, it is important to engage students in post-reading activities to reinforce their understanding of the passage. This could include discussing the main ideas of the text, analyzing the author's writing style, or completing a follow-up writing assignment related to the passage.ConclusionIn conclusion, teaching high school students how to effectively complete a cloze test in English requires a combination of pre-reading, strategies for completing the test, and post-reading activities. By using these techniques, students can improve their vocabulary, grammar, and reading comprehension skills while gaining confidence in their ability to successfully complete a cloze test. Thank you for listening.篇3Title: Teaching Demonstration of High School English Cloze Test (Complete the Text)Good morning everyone, today I am going to talk about the teaching demonstration of high school English cloze test. Cloze test is an important type of reading comprehension exercisewhich involves filling in the blanks in a passage with suitable words.First of all, I will introduce the objectives of this lesson. By the end of this lesson, students will be able to understand the purpose of a cloze test, develop their vocabulary and grammatical skills, and improve their reading comprehension abilities. They will also be able to apply strategies to guess the meaning of unfamiliar words within a context.Next, I will discuss the teaching strategies I will use during the lesson. To begin with, I will provide a brief explanation of what a cloze test is and how it is structured. I will then guide the students through a few examples to illustrate the process of completing a cloze test.After that, I will lead the students to analyze the context and identify the missing words based on the content of the passage. I will encourage them to use their knowledge of vocabulary and grammar rules to select the most appropriate words to fill in the blanks.Furthermore, I will facilitate a discussion on different strategies that can be used to deduce the meaning of unknown words within the context of a passage. For instance, students canlook for clues in the surrounding words or sentences to make an educated guess about the missing word.Additionally, I will conduct a practice session where students will be given a cloze test passage to complete individually. After they have finished, we will go through the answers together and discuss any challenging words or concepts.To assess their understanding, I will assign homework tasks that involve completing cloze test exercises and comprehending passages. This will help reinforce the skills they have learned in class and provide them with additional practice.In conclusion, the teaching demonstration of high school English cloze test is designed to enhance students' reading comprehension skills, expand their vocabulary, and improve their ability to deduce the meaning of unfamiliar words within a context. Through guided practice and interactive activities, students will be able to master the techniques needed to excel in cloze test exercises. Thank you for your attention.That's the end of my presentation. Thank you for listening. Any questions?。
Unit 1 Some Strategies for__ Learning English
Translate the sentence into Chinese.
如果你一下子把太多的生词塞进头脑，必定有一些生词会被挤出来。
What is the implied meaning of these two sentences?
On the one hand, the author states the fact that English learning is a very difficult task; on the other hand, the author foreshadows that some strategies are needed to help us fulfill the tough task.
1. Translate the sentence into Chinese.
在学习英语时，你不仅必须注意词义，还必须注意以英语为母语的人在日常生活中如何使用它。
2. Analyzethe structure of the sentence.
本句用not only…but also连接了两个并列的名词性结构作动词短语的宾语，第二个结构中存在一个定语从句the way in which native speakers use it in their daily lives，原文中省略了in which。
It is true that there are few situations at school where you have to communicate in English, but you can seek out opportunities to practice speaking the language.
5.English Learning Strategies
Lecture 5 English Learning StrategiesLearning guidance:Goals:1.to understand the concept of learning strategies2.to understand the different classifications of learning strategies3.to understand the factors influencing learning strategies and learn to make use of these factors4.to know how to use different learning strategies in listening, speaking, reading, and writing respectivelyKey Points: understanding the importance and the uses of learning strategiesDifficulties: 1.understanding different classifications of learning strategies2.understanding the factors influencing learning strategiesPeriods: One period1. Definitions and Classifications of Learning StrategiesThe study of learning strategies has a short history and it became a popular topic only decades ago. However, some specialists predict that to research the learning strategies could become the theme in the field of educational research these years. The study of learning strategies is becoming more and more important, and to know something about it is imperative. Among all the notions about learning strategies, the concept is the basis for us to understand them.1.1 Definitions of Learning StrategiesTo understand the concept of learning strategies, we should understand what strategy means firstly. The word strategy originated from an old Greek word strategia which has a close relationship with military affairs. With the development of language, strategy becomes a common word and is used widely in daily life. Longman Dictionary of Contemporary English defines it as "a planned series of actions for achieving something;skillful planning in general." In other words, strategy means to make some plans or to do something consciously in order to achieve some goals.RubinKnowing the meaning of the word strategy is very helpful for us to understand learning strategies. However, to give a definite definition to learning strategies is difficult because different researchers define it from different perspectives. Stern (1983) said that "strategy is best reserved for general tendencies or overall characteristics of the approach employed by the language learner". Weinstein and Mayer (1986) defined it as "the behaviors and thoughts that a learner engages in during learning that are intended to influence the learner's encoding process". Chamot (1987) gave a definition that "learning strategies are techniques, approaches or deliberate actions that students take in order to facilitate the learning, recall of both linguistic and content area information". Rubin (1987) said that "learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly". And Oxford (1989) said that "language learning strategies are behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable".Rod Ellis (1999) concluded these definitions and found that there exist several problems and contradicts among these definitions. Firstly, it is not clear that whether learners perceive strategies as behavioral or as mental or as both; secondly, it is not clear which kinds of behaviors are to count as strategies; thirdly, whether learners use learning strategies consciously or subconsciously; fourthly, whether learning strategies affect the development of interlanguage directly or indirectly; fifthly, what motivates learners to use learning strategies. By analyzing these problems and contradicts among different definitions, Ellis generalized some characteristics of learning strategies:(1) Learning strategies refer to general approaches as well as some specific techniques used in L2 learning.(2) Learning strategies are used to overcome the difficulties in learning.(3) Learners use learning strategies with consciousness and if they are asked to pay attention to what they are doing and what they are thinking about, they can identify what they consist of.(4) Learning strategies involve both linguistic and non-linguistic behaviors.(5) Linguistic strategies can be performed in the first language as well as in a foreign language.(6) Some learning strategies are explicit behaviors which are visible while others are mental behaviors which cannot be seen.(7) Most of learning strategies affect learning indirectly and their functions are to provide learners with data about L2 to organize. However, there are other kinds of strategies which affect learning directly.(8) The choices of learning strategies may vary widely. They can be influenced by the different types of learning tasks, learners' different learning styles and many other factors.From all the information above, we can see, learners should do a lot of things in order to make their learning more efficiently, and all the measures learners take can be called learning strategies. As to English learning strategies, it can be defined as "techniques and approaches or deliberate actions that learners of English take in order to facilitate the acquiring, storing, retrieving and manipulating of information while learning English" (Li Li, Chen Zhian, Jiang Yuhong, 2006, 80).1.2 Classifications of Language Learning StrategiesSince 1980s, more and more researches have been carried on learning strategies. Scholars were interested in classifying these strategies based on different criteria and the studies on learning strategies began to flourish.Wen QiufangCohen (2000) classified language learning strategies into two categories: language learning strategies and language using strategies. While Wen Qiufang (2004) classified language learning strategies into management strategies, which include managing cognitive process and managing affective process, and language learning strategies, which include traditional language learning strategies and non-traditional language learning strategies.Another significant classification came from O'Malley & Chamot (2005), which iscommonly accepted. They classified language learning strategies into three categories:metacognitive strategies, cognitive strategies, and social & affective strategies. Metacognitive strategies refer to those used to make plans, monitor the processes, and evaluate the outcomes. Some strategies we are familiar with belong to this category, like advance organizers, directed attention, functional planning, selective attention, self-management, self-monitoring, self-evaluation and so on. This kind of strategies run through the whole process of learning, and whether they are positively used or not influences the result of learning directly.Cognitive strategies are the basis for mastering a language and they are the most widely used strategies among language learners. They refer to those direct and specific behaviors when organizing information. In other words, they are specific ways of learning, like resourcing, keyword method, note-taking, recombination, translation and so on. With the help of cognitive strategies, learners can organize the information in their mind effectively and improve their language learning drastically. Social-affective strategies can be divided into two aspects: social strategies and affective strategies. Social strategies involve ways of communication, such as: asking questions, cooperating with others and empathizing with others. This kind of strategies is important because language is not personal but social, and people should learn to communicate with others. By using social strategies, people can, from the aspect of culture, reduce the difficulties in communicating with others. Affective strategies refer to those used to make use of learners' moods, attitudes, motivation, values or other personal factors to guide learning. All these personal factors influence learners' learning efficiency.To divide learning strategies into three categories is commonly accepted while there is another way of classification which is more meticulous, and it originated from Oxford's idea.Oxford (2008) divided language learning strategies into two categories: direct strategies and indirect strategies. Direct strategies include memory strategies, cognitive strategies, and compensation strategies, while indirect strategies include metacognitive strategies, affective strategies and social strategies.(1) Memory strategies. Memorization is the basis for learning. Without memory, we can learn nothing. However, although scientists say that our mind's storage capacity for information is so huge that what human can make use of is only a small part of it, we always meet the problem of forgetting important things. This is because our memory is influenced and disturbed by many other factors. So some memory strategies are needed to facilitate the storage of information in our mind. Memory strategies refer to the ways and techniques in which human utilize the law of memorizing to memorize, to maintain and to retrieve information.There are four categories which can cover all the types of memory strategies: creating mental linkages; applying images and sounds; reviewing well; and employing actions. In one word, in order to memorize more information well, learners should arrange different kinds of information in order, find or create associations among them, and try to retrieve and use them as frequently as possible.(2) Cognitive strategies. Cognitive strategies are essential and they are used most frequently in learning a foreign language. Cognitive strategies refer to the ways and behaviors that are used to solve problems and they have a direct influence on analyzing, transforming and synthesizing information. In Oxford's words, cognitive strategies have two common functions: manipulation and transformation of the target language.In L2 learning, cognitive strategies have a wide range, like repeating, organizing, inferring, generalizing, inducting, deducting, imagining, transforming, making use of materials, combining words and behaviors, translating, classifying, taking notes, readjusting, taking advantage of key words and contexts, replacing, reciting and so on. All the cognitive strategies can be concluded into four sets: practicing, receiving and sending messages, analyzing and reasoning, and creating structures for input and output. Learners with great efficiency are good at using these strategies in their learning process.(3) Compensation strategies. Sometimes, English learners cannot communicate well with each other in English, because they are lack of knowledge of language. This may block the continuity of the class, and teachers should use some ways to improve learners' abilities in listening, speaking, reading, writing and translating so that they could talk with each other. For example, when giving instructions, the teacher always find that learners cannot understand the words he use. To make the instructions clearer, he could use some easier words or some assistance like body language, pictures, and videos and so on, and these ways are called compensation strategies.All the compensation strategies can be divided into two sets: guessing intelligently in listening and reading, and overcoming limitations in speaking and writing. The former means that in listening and reading, learners often meet some unfamiliar information or words so they cannot understand the materials. At this time, guessing is helpful, but the guess should be intelligent but not blind. Learners can guess with the help of contexts, or some other hints given by the materials. The latter means that when giving output, because of the limitation of the ability in vocabulary and expressions, learners sometimes cannot express their feelings or ideas clearly, but in order to make them understood and overcome the limitations in speaking and writing, they should choose other ways of expression. The more limited learners' knowledge is, the more helpful compensation strategies are.(4) Metacognitive strategies. This kind of strategies is used to organize, to monitor and to reflect on ones' learning. And the influence metacognitive strategies have on learning is mainly reflected from learners' self-control in learning. Metacognitive strategies can be divided into three sets: Centering learning, arranging and planning learning, and evaluating learning. Centering learning means that learners should try their best to concentrate their attention on learning, and this is the basis to make learning happen. Arranging and planning learning means that learners should make their learning in order and go with a certain process. These strategies are necessary because most of the time, a learner with learning plan gains more than those who don't have any plans at all. And evaluating learning means that after having learned something, learners should evaluate their learning and judge what strong points are in their learning process, which can also be applied to learning other things, and what their weak points are which should be amended when learning other things. Metacognitive strategies are very important because they are useful in solving problems, not only in learning things but also in all the other fields.(5) Affective strategies. Sometimes learners cannot learn something well just because of some personal affective factors. For instance, they have no interests in some subjects, they think that they are not as clever as others, or there is no motivation to drive them to learn harder….As Krashen's Affective Filter Hypothesis mentions, learners' affective factors play essential roles in learning. The input learners get cannot be totally and directly transformed into output, but through a process of being filtered by learners' affective factors (as figure 1.2.1 shows). It means that the lower learners' affective filters are, the more output can be transformed from the comprehensible input.Generally speaking, learners' affective factors include motivation, self-confidence and anxiety. To fight against the affective filters, learners should apply some affective strategies. And these strategies are used to make motivation and self-confidence higher and to lower learners' learning anxiety.Figure1.2.1 (Krashen & Terrell, 1988)(6) Social Strategies. Social Strategies mean that learners organize or take part in a lot of activities where they can take in some aspects of language and they can also consolidate what they have learned in class. Language is social, and language should beused in society.However, learners often come upon the problem that even though they've learned knowledge of language, they cannot communicate with others well, because they cannot find a proper word to express their meanings, they cannot produce acceptable sentences with the same speed of their thoughts, or they cannot catch other speakers' meanings.Social strategies are necessary so that learners can use what they have learned properly and improve their ability of using language. Social strategies also have three sets: asking questions, cooperating with others, and empathizing with others. Asking questions aids learners' understanding and with the help of questions, conversations can go better. For example, if you cannot catch the words of the other one involved in the conversation, you can ask a question like "pardon?" Then he will repeat his words. Cooperating with others is imperative because sometimes when you meet difficulties, either in speaking or in listening, someone else may provide you with help, and assist you to communicate smoothly. Empathizing with others is the ability to put yourself in someone else's shoes. That is to say, if you can listen to someone from the speaker's perspective, you can understand the speaker better, and if you can talk by using the words chosen from the perspective of listeners, you can get more feedback.No matter how language learning strategies are classified, one strategy cannot work well when it is isolated from others, and if learners want to learn language well, their efforts are necessary of course, besides, they should also master and be adept in making use of strategies properly.2. Factors Influencing the Use of StrategiesLanguage learning strategies are very helpful for learners to learn language well, however, they don't work all the time, and there are a lot of factors that influence the use of strategies. To know these factors is necessary because learners can control those negative factors in learning if they have known the factors in advance.The process of learning language is complicated and it is influenced by both objective factors and subjective factors, so are language learning strategies.2.1 Objective FactorsThere are various factors influencing the operation of leaning strategies, which can be either positive or negative. Generally speaking, objective factors include learning conditions, teachers' effect and learning tasks.(1) Learning conditions. Learning conditions include social environment, school environment and the personal materials. They belong to objective factors, but it does not mean learners can do nothing to them. Learners can choose the environment which ismore suitable to them or create some environment which their language learning can benefit more.The best environment to learn English is to go to those English-speaking countries. But to most learners, it is difficult for them to get a chance to go abroad. Therefore, they need to create kinds of native-like environment. There are many useful ways, like listening to English videos, watching English TV programs, reading English books, etc. Learners can take lots of measures to create English environment where they can practice their English.(2) Teachers' effect. Teaching strategies that teachers choose have a deep influence on learners' choice of learning strategies. Learners' learning strategies are not innate, but improved with the experience of learning which mostly come from the guidance of teachers.And teachers' guidance can be reflected from at least three aspects: teaching experience, teaching method and teaching period. From the aspect of teaching experience, teachers should possess the ability of recognizing which kind of materials is the best choice to learners, and how to choose different strategies to suit different materials or different learning tasks. Teachers should instruct learners with these strategies consciously while teaching. Teaching methods are important to learners, too. Appropriate methods can improve the efficiency of learning, and if learners learn language with the methods of teachers', they can also acquire the teachers' methods. Learning strategies are not learned simultaneously when teachers are teaching learners, but through long periods of setting up habits. Since teachers have deep influence on learners learning, teachers should try their best to meet as many requirements of learners as possible.(3) Learning task. T o meet different learning tasks, learning strategies should be used discriminately. For example, if a learner is asked to pick out the topic sentence of a reading passage, he need not read every word of it, but skimming it. However, if the learner is asked some details of the passage, he should find them by using the strategy of scanning.As teachers, they should complete some certain tasks in every class, and they should also assign homework to learners. We can see that how teachers teach and what learning tasks teachers always assign are likely to influence the formation and the using of the students' learning strategies, so teachers should choose tasks and homework according to learners' styles, abilities and spare time, so that learners could form suitable learning strategies.2.2 Subjective FactorsAll the factors above are objective factors. There are many other factors categorized as subjective factors, which come from learners' inside. All the subjective factors can be categorized into two groups: innate factors and acquired factors. Innate factors include learners' age, gender, level of mother tongue, intelligence quotient (IQ), emotional quotient (EQ) and language aptitude. Acquired factors include learning motivation, learning styles, personality types and cognitive styles. It is not difficult to understand how the innate factors influence the learners' choosing and using learning strategies. So our attention is focused on the discussion of acquired factors.2.2.1 MotivationGardner & Lambert (1959) divide learning motivation into two categories: integrative motivation and instrumental motivation. Learners with integrative motivation are those who are so eager to communicate with native speakers that they learn English with more efforts on communicative strategies, affective strategies and compensation strategies.Learners who have instrumental motivation learn English for some practical purposes, such as passing CET-4, so they pay more attention to memory strategies, reading strategies and many other strategies likewise, which are helpful to pass exams.2.2.2 Learning StylesLearning styles are particular ways to get information, and three perceptual learning channels are visual, auditory and kinesthetic/ tactile. Visual learners are good at "seeing", and strengthening the strategies in "seeing" can improve their abilities in reading.Auditory learners are good at "listening" and they tend to listen carefully in class and discuss with partners after class.Kinesthetic/ tactile learners are good at "feeling", so utilizing some strategies which can involve learners with this tendency into activities will lead them to a better outcome of learning.2.2.3 Personality"Personality refers to a stable attitude towards the reality and its corresponding customized behavior" (Pi Liansheng, 2003). And there are two types of it: extrovert and introvert.Extrovert learners are more likely to use social affective strategies because they are not afraid of making mistakes and good at communicating. On the contrary, introvert learners are afraid of making mistakes, so they tend to learn by themselves by using memory strategies, cognitive strategies and metacognitive strategies.2.2.4 Cognitive StylesAs Ellis (cited from Wang Lifei, 2000, 137) defines, cognitive style is "a term used to refer to the manner in which people perceive, conceptualize, organize, and recall information." Each person has his own style governing his way of learning. Generally speaking, there are five different categories of cognitive learning styles. To have a deeper understanding, more details are as follows.(1) Field Independence & Field Dependence (场独立型与场依赖型). Field here means context or situation or background. Field independent persons tend to acquire information or to perceive items or factors independently and care less about the circumstances and this kind of learners mostly own the ability of analyzing things for they cannot be interrupted easily by other factors.On the contrary, field dependent persons pay more attention to the surroundings, so they tend to be more empathetic and easily influenced by different people, different time and different places.In L2 learning particularly, there are two generalized hypotheses. The first one is that field independence relates to classroom learning closely and learners of this kind tend to use some strategies to analyze details, and they could always complete exercises, drills or other focused activities. And the second one is that field dependent learners are good at social strategies to communicate when learning a second language, by virtue of their empathy, and perception of other people.(2) Reflectivity & Impulsivity (审慎性与冲动型). These two styles are discriminated from the perspective of how fast a person makes his response to tasks. Reflective learners will think twice about the problem and work out all the loopholes of it and finally make a careful decision.And impulsive learners think less and usually give a quick answer or even guess immediately after the question is asked.Reflectivity and impulsivity have advantages and disadvantages respectively. For example, while reading, reflective learners read carefully and will find more details but their reading speed is comparatively low. Impulsive learners are on the opposite stand. Reflective learners are less active and sometimes they are even silent, however, impulsive learners are active but most of time with a lot of mistakes.(3) Tolerance of Ambiguity (含混容忍度). Some people can accept ambiguities but others cannot. So people who cannot accept ambiguities will find a lot of explanations and details to dispel them. When confronting some ideas or facts or events contrary to their former concepts or structures of recognition, a person with a high tolerance of ambiguity will accept them easily, so the impression they leave on others may be more open-minded. But a person with a low tolerance of ambiguity is some kind of dogmatic, and tends to reject these concepts even when they are just slightly contradictory to their existingsystem.In learning a new language, learners meet a lot of circumstances where they cannot explain everything clearly. For example, sometimes they meet with some words whose meanings are not totally equal to the meaning of Chinese words. Even though they cannot always find the words' counterparts in Chinese, they should accept the words. Besides words, sentences or even cultures contain many ambiguities as well. Learners cannot reject these differences and ambiguities with an excuse that they are not native speakers. So certain tolerance of ambiguity in language learning is necessary. But if the tolerance is too high, meaning that learners can accept any ambiguity without any analyses, language learning is less efficient, either. So different types of learners in this category should choose the right strategies to make sure their tolerance of ambiguity is neither too high nor too low.(4) Left and Right Brain Functioning (左右脑分工). People are now more and more familiar with the division of labor of human beings' left and right hemisphere.If a person is good at making use of his left hemisphere, he tends to be more analytic, logical, and most of time be good at algebraic. And if a person is good at making use of his right hemisphere, he prefers things presented in pictures or other vivid ways, and he is always good at synthesizing elements and thinking deeply. In language learning in particular, learners with left hemisphere dominance will suit the classroom learning activities well, and they can analyze the language deeply. However, learners with right hemisphere dominance can see the whole picture of language, and mostly can communicate well with others in native environment. Both right and left hemispheres are important in language learning, so learners should, by using some strategies, correctly deal with the relationship of the two hemispheres and develop these two hemispheres' advantages to enhance learning efficiency.(5)Broad Vs Narrow Category Width (宽窄范畴度). There are two extremes in this category. The extreme broad category width tends to add all the items or instances with only slight relations to one category. People of this extreme can accept the differences among the items and instances, and each of his categories has a wide range.The extreme narrow category width is totally different from the former. People of this extreme cannot accept differences existed in one category, so that if there is any slight difference which seems to depart from this category, he will put it into another category, or, he may even set up new categories to suit different concepts. In language learning, learners with broad category width always make errors of overgeneralization, for he makes all the concepts together. While learners with narrow category width will lose the whole structure of the language, for he always set up different categories and cannot find。
A_Study_on_the_Translation_Strategies_of_Chinese_R
US-China Foreign Language, July 2023, Vol. 21, No. 7, 287-291doi:10.17265/1539-8080/2023.07.006 A Study on the Translation Strategies of ChineseRun-on Sentences From the Perspective ofFunctional Equivalence TheoryWEI JiaxueUniversity of Shanghai for Science and Technology, Shanghai, ChinaAccording to the theory of functional equivalence, this study explores the translation strategies of Chinese run-onsentences not only from the aspect of the vocabulary and grammar of the English and Chinese languages, but alsofrom the viewpoint of the stylistic style, language expression habits, and discourse style of the English translation.Through the analysis of some typical run-on sentences, two major steps in translating Chinese run-on sentences arediscussed in terms of both thought and practice, including thinking about getting rid of the limitation of sentencenumbers and carrying out logical restructuring to find out the topic sentence; on the basis of restructuring, the practiceof topic-by-topic translation is carried out, i.e., the topic sentence in the run-on sentence is treated as the main sentencein the translation, and the non-topic sentence is treated as the subordinate sentence in the translation. The translationstrategies include the use of correlatives, compound sentences, prepositional phrases, and addition and subtraction oftranslations.Keywords: Chinese run-on sentences, functional equivalence theory, translation strategiesIntroductionThe Chinese run-on sentence is a linguistic phenomenon unique to China. It is not easy to translate because of its loose structure, the lack of associated words, and its similarity to the form. The term “run -on sentences” was first proposed by Lv (1979) in his analysis of Chinese grammar and he claims that the use of small sentences as the basic unit, without the use of sentences, is more suitable for the Chinese language, because there are especially many running sentences in spoken Chinese, one after another, and there are many places where they can be broken and connected. B. Zhang, Fan, and Y. J. Zhang (2002) pointed out that a run-on sentence consists of at least two independent sentence segments, which are generally not connected to each other by associative words. In addition, English does not have a syntactic structure similar to the structure of Chinese run-on sentences, as Chinese is a “bamboo language ” that focuses on meaningful agreement and generally follows the chronological order of events, with simple sentences and no variation in form. In contrast, English is a category of “tree language ” which often uses the subject, predicate, and object as the central framework to convey the central meaning of the sentence, and has a rich variety of forms (Zhao, 2016). On top of that, Wang et al. (2017) pointed out that Chinese is a topic-based language, characterized by chunkiness, dispersion, and zero-reference. WEI Jiaxue, Master, College of Foreign Languages, University of Shanghai for Science and Technology, Shanghai, China.D A VID PUBLISHINGDA STUDY ON THE TRANSLATION STRATEGIES OF CHINESE RUN-ON SENTENCES288Although many scholars in China have explored the translation techniques of Chinese run-on sentences, most of them only put forward some translation methods of run-on sentences in a general way, and there are few studies on the translation of different types of run-on sentences. It is hoped that this study can provide some strategies for the English translation of different types of Chinese run-on sentences, and provide some reference for the future English translation of Chinese run-on sentences.Functional Equivalence TheoryThe theory of functional equivalence was first proposed by the American linguist and translator Eugene A. Nida. He proposed that the quality and reliability of a translation should be judged not only on the level of vocabulary and grammar, but also on the equivalence between the translational and the original text in terms of style, language expression, discourse, and so on (Nida, 1975). It can be said that the higher the quality of the translation, the easier it will be for the recipient to accept and understand the translation. A high degree of functional equivalence is achieved if the recipient of the translation comprehends the translation to a similar or the same extent as the recipient of the original text.The English and Chinese languages differ in many ways, such as word, syntax, discourse, and rhetoric. Therefore, in the process of translation, a translator should pay attention to these differences and should not lose sight of the accuracy of the content in order to preserve the formal equivalence between the two languages, thus leading to a lack of reproduction of the information in the source language. Therefore, when translating, especially when translating Chinese run-on sentences, the translator should overcome the rigid formal correspondence between the two languages and pursue a natural and culturally appropriate way of presenting the translation that is close to the expressions of the two languages. This study presents a selection of Chinese run-on sentences and their translation version. Based on these vivid examples, the English translation strategy of Chinese running sentences is explored in detail at the level of English-Chinese syntactic comparison (Sun, 2007) and through the theory of functional equivalence.Classification of Chinese Run-on SentencesBased on classification method of run-on sentences of Wang and Zhao (2017), the study explores the translation strategies and techniques of various run-on sentences. Wang and Zhao (2017) proposed that subject designation is the main basis for the classification of the structural types of run-on sentences, i.e., whether the subjects of the segments of Chinese run-on sentences are consistent with each other, and outlines three basic structural types of run-on sentences: The first type is called “single-subject run-on sentences” consisting of only one subject. The second type is called “multiple-subject run-on sentences”composed of multiple subjects alternating. And the last one is called “complex-subject run-on sentences” bearing with multiple subjects, no subjects, and even co-occurring phrases. In the case of single-subject run-on sentences, all the segments share a single subject. In the prose style, the text is short and concise, and the same subject usually exists only once in a paragraph, i.e., if the subject appears in one paragraph, the subject is omitted from the rest of the paragraph. In terms of where the subject is omitted, single-subject run-on sentences are divided into three types: single-subject omitted before, omitted after, and omitted before and after. A pre-phrase omission means that the subject appears in the front of the passage and the subject is omitted in the middle or at the back; a post-phrase omission means that the subject does not appear until the end of the passage; and a pre-phrase and post-phrase omission means that the subject appears in the middle of the passage and is omitted before and after the paragraph. Multi-subjectA STUDY ON THE TRANSLATION STRA TEGIES OF CHINESE RUN-ON SENTENCES289run-on sentences are more complex in structure, with different subjects each having their own role and not interfering with each other, and when the same subject is repeatedly identified, it can be omitted and formed as a separate paragraph.The last type is the extraordinarily long, complex subject run-on sentence. This type of run-on sentence appears more frequently in prose and is more difficult to translate into English, requiring the translator to have a thorough grounding in the syntactic differences between English and Chinese and to take maximum advantage of the translator’s subjectivity.MethodsThis study aims to explore the translation strategy of Chinese run-on sentences. The study is guided in terms of the functional equivalence theory and tends to answer the following research question: What specific translation strategies can be used in the course of translating the Chinese run-on sentences?Data CollectionData collection included the vivid run-on example sentences and the translation version. The data were collected from the book—English Translation of Selected Modern Chinese Prose (Ⅰ) by Zhang Peiji (2007). Some typical run-on sentences were selected for further analysis. And the translation strategies were further obtained from the text analysis.Analysis and ResultsThe translation strategies of Chinese run-on sentences proposed in this study are mainly based on two procedures: Firstly, at the level of thought, the logical restructuring is carried out to find out the topic sentence by getting rid of the limitation of the full stop (Zeng, 2021). It is worth mentioning that when run-on sentences contain more than one sentence, the topic sentence is usually not unique; secondly, from the practicality level, on the basis of reorganization, topic-by-topic translation is carried out, i.e., the topic sentence in Chinese is treated as the main sentence in the translation, and the non-topic sentence in Chinese is treated as the subordinate structure in the translation. A discussion of specific translation strategies for run-on sentences at the practicality level can be found below.Using Compound Sentences and Prepositional PhrasesExample 1Source text: ①他四处奔走的寻找。
2.Unit 1 Some Strategies for Learning English
Global Reading
Detailed Reading
After Reading
Global Reading Do we need to remember all the words when we learn English?
Active Vocabulary
Frequently used in speaking and writing
2
Watch out for not only the meaning of a word but also the way Strategy it is used in daily life.
Strategy 3
Listen to it over and over again.
Seize every opportunity to speak English with or without a partner.
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concentrating route watch out for on a regular basis in addition to catch seek out purchase environment relying apart from pays put into practice
Active Vocabulary & Passive Vocabulary Common Problems in English-learning Strategies to the Common Problems Strategies for English Learning
3
4
Before Reading
Writing
English_Learning_Strategies
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English Learning Strategies
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O’Malley and Chamot (1990)将学习策略分为 三大类:元认知策略,认知策略和社会情感策略.
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November 12,2010
English Learning Strategies
What are the goals: 1. The identification and description of learning strategies used by language learners and 2. the correlation of these strategies with other learner variables such as proficiency level, age, gender, motivation, personality, aptitude and the like.
November.12,2010
English Learning Strategies
Tools for Strategy Investigation
对教师来说，学习策略调查工具的掌握尤为重要，只 有了解了学生的学习策略，才能就学习策略进行辅导 和教学，才能开发适合学生的问卷等，同时，也就提 高了自己的学科教学能力。 问卷法，人们使用的问卷是 Oxford (1990), the Strategy Inventory for Language Learning (SILL).SILL的优点是采集大量学生的信息，并且，还 能够使用在与学习策略相关的变量研究中，如学习风 格，性别，语言水平，和文化因素。Oxford及同事还 研究了任务为主的问卷，以完善SILL (Oxford et al., 2004). 文秋芳教授的《英语学习策略调查问卷》