时间：2018年4月10日晚18:30
地点：东五201（东）
The Distribution of Synonymous Variants in Wenzhounese
朱洁嫱
Abstract: This study investigates the diversification phenomenon of synonymy in Wenzhounese, a variety of Chinese spoken around the city of Wenzhou in southern China. Five groups of synonymous variants were extracted from Wenzhou Spoken Corpus (WSC) for finding the regularity of their rank-frequency distribution. The result revealed that the rank-frequency distribution of the synonymous variants investigated abide by the right-truncated modified Zipf-Alekseev distribution, a unified function modeling diversifying process.
Key words: Diversification; Wenzhounese; Zipf-Alekseev Distribution
Language Choice in Note-taking for Chinese-English Consecutive Interpreting
邱思绮
Abstract: Note-taking is a significant segment in consecutive interpretation, and hence efforts have been made in exploring the features of notes, the efficient training methods and their impacts on interpreting performance. The present study intends to explore the impact of three parameters on the choice of language in the notes taken down during consecutive interpretation from Chinese to English, i.e. the expertise levels, text difficulty and interpreting directionality. The empirical study randomly chose fifteen second-year undergraduates and sixteen fourth-year undergraduates who major in Translation with the same language proficiency in English. The subjects were required to complete two consecutive interpreting tasks of differed difficulty concerning the same topic. Based on the qualitative and quantitative analysis of collected data, major findings are summarized in the following three points: 1) when interpreting the same Chinese text, the notes taken by the second-year and fourth-year undergraduates are both SL-oriented, whereas the number of the total notes and TL-based notes written by the fourth-year students is greater than the second-year students. 2) Although the total numbers of their notes have shown no significant surge or drop as the text difficulty increases, the number of TL-based notes taken by fourth-year students has declined conspicuously while those taken by second-year students stays stably low. The results indicate that when the source text of interpreting is one’s A/native language, there are no obvious barriers in comprehension. Moreover, when dealing with the speech in certain degree of difficulty, the fourth-year students have presented a better performance in searching for equivalents in the target language. 3) When the source language shifts from B language to A language, the number of TL-based notes written by second-year students greatly increases whereas that by fourth-year students shows no significant difference. This trend demonstrates that the effects of interpreting directionality on second-year students are greater than those on fourth-year students.
Key words: English-Chinese Consecutive Interpretation; Note-taking; Levels of Expertise; Interpreting Directionality
Applying Automated Writing Evaluation System to EFL Writing:
A Case Study on Criterion
余婕
Abstract: In the research field of EFL writing teaching, there are plenty of studies arguing for the effectiveness of immediate feedback rather than delayed feedback. In an authentic teaching situation, truly immediate feedback seems impractical. The Automated Writing Evaluation (AWE) system, however, is designed for providing users with immediate feedback, which also reduces the teachers’ workload in the meanwhile. Developed by Educational Testing Service, Criterionis a web-based instructional writing tool that helps students, plan, write and revise their essays guided by instant diagnostic feedback and a Criterion score.The feedback relates to grammar, usage, mechanics, style, and organization and development. This study is mainly a case analysis of the participant’s experience of applying Criterion to an EFL writing exercise. Data were collected through Criterion score, screen video records and interview. By analyzing the data, the study explored whether the feedback was helpful for the student in the writing and revision of his essay.
Key words: AWE; Criterion; feedback; EFL writing
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外语学院研究生科
外语学院研究生会
2018年4月5日
