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  • 1
    Online Resource
    Online Resource
    liu ting yu di yu ji
    Details
    UID:
    gbv_1061796752
    Format: Online-Ressource
    Edition: 清光緖蛰园丛书本
    Original writing title: 柳庭舆地隅记3卷
    Original writing title: 柳庭輿地隅記3卷
    Original writing person/organisation: 孙兰
    Original writing person/organisation: 孫蘭
    Note: 中国基本古籍库 (电子书数据库)
    Language: Chinese
    URL: Volltext
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    Stabi Berlin
  • 2
    Book
    Book
    sui tang wu dai mu zhi hui bian; 北京大学卷 (1991)
    tian jin
    Details
    UID:
    gbv_1034097121
    Format: 2 册
    Original writing title: 隋唐五代墓志汇编
    Original writing person/organisation: 孙兰风
    Original writing publisher: 天津 : 天津古籍出版社
    ISBN: 9787805042220
    Note: SBB-PK Berlin
    Language: Chinese
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  • 3
    Book
    Book
    zi you jing (1910)
    shang hai
    Details
    UID:
    gbv_1038315727
    Format: 线装 5 册 (1 函) , 插图
    Original writing title: 自由镜 三十四章 : 社会小说
    Original writing person/organisation: 蒋景缄
    Original writing publisher: [上海] : 舆论时事报
    Content: 连环画小说, 石印本; 上海'舆论时事报'(日报)自正月到七月每日登刊连载小说, 报社据原版面合装发行.
    Language: Chinese
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  • 4
    Online Resource
    Online Resource
    Liu ting yu di yu shuo san juan (1885)
    [China] : [Verlag nicht ermittelbar]
    Details
    UID:
    gbv_1853431222
    Edition: 清光緒11年(1885)儀征吳氏蟄園刻本
    Edition: Online-Ausgabe Minneapolis, MN East View Information Services$h2018 2018 1 Online-Ressource (1 Heft, 51 Bilder)
    Original writing title: 柳庭輿地隅說三卷
    Original writing person/organisation: 孫蘭
    Original writing person/organisation: 孙兰
    Original writing publisher: [China] : [Verlag nicht ermittelbar]
    Series Statement: Zhong guo zong he fang zhi ku
    Note: 圖像 , Pinyin-Umschrift und Kurzzeichen wurden automatisiert erstellt
    Language: Chinese
    URL: lizenzpflichtig
    URL: lizenzpflichtig
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    Online Resource
    Stabi Berlin
  • 5
    Online Resource
    Online Resource
    An Empirical Study of the Effects of Disfluent Repetitions on the Recognition of Subsequent Words (2008)
    Details
    UID:
    gbv_105250180X
    Format: 电子文献
    Content: The paper reports our study on the effects of repetitions on the on-line processing of subsequent words in spontaneous speech through word monitoring tasks. A total number of 68 sophomores from English Department of Anhui University participated in the word monitoring experiments.The results of our experiments reveal that，in comparison with fluent input，repetitions facilitate the identification of the subsequent word.Target words preceded by repetitions are recognized about 95 milliseconds faster than when they are not；and furthermore，they are still recognized considerably faster even when the second token of the repeated part is replaced by pause of equal length.The reasons for these results are possibly that the retrieval of the first token of the repeated part speeds up the retrieval of the second token，that the second token in turn might confirm that the first token is heard correctly,and that the elapse of the time during the second token of the repeated part might help clear the doubts or uncertainty accumulated during prior processing，thereby releasing more temporal as well as attentional resources for the parser to concentrate on processmg the following word immediately to come.It has been maintained that these findings might contribute to the knowledge of the workings of the parser,which could further shed light on the overall construct of the language understanding system. @Key words：disfluency；repetitions；speech comprehension；the parser
    Note: 文本型 , 硕士
    Language: Chinese
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看全文信息)
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    Stabi Berlin
  • 6
    Online Resource
    Online Resource
    On the Developmental Path of Derivational Affix Knowledge in Chinese EFL Students (2004)
    Details
    UID:
    gbv_1050988345
    Format: 电子文献
    Content: Based on the word knowledge framework, this thesis adopts a cross-sectional approach to inüestigate the knowledge development of 10 derivational affixes (3prefixes and 7 suffixes) in both receptive and productive aspects in Chinese EFL students (representing three proficiency levels: high school students, non-English major sophomores and English major seniors).It aims to examine whether the learners' receptive mastery exceeds productive command and pinpoint an order of acquisition under Chinese EFL classroom setting, if there is any.One hundred and twenty subjects participate in the study, who are first tested on their vocabularysize and then take the derivational affix knowledge test which consists of a receptive and productive section.Statistical software SPSS (Statistic Package for Social Sciences)10.0 for Windows is employed for data analysis.Our study reveals a significant growth in affix knowledge across the three groups of subjects apart from significant differences in vocabulary size in relation to the learners' proficiency level.Participants in general have more receptive affix knowledge than productive knowledge and both correlate positively with the vocabulary size.As for the order of acquisition, a consistent rank exists across all three levels in receptive affix knowledge but not in production.Among prefixes disis the best mastered, preceding in- and non-.For suffixes, the adverb suffix -ly and adjective suffix -able elicit the most correct responses which are in turn followed by noun suffixes -ness and -tion and two other adjective affixes -y and -ive, while the verb suffix -ize is the least mastered.Some factors may contribute to the order found here, such as frequency and productivity of affixes, frequency of derivatives,classroom instruction in addition to learners' own contribution.
    Note: 文本型 , 硕士
    Language: Chinese
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看全文信息)
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    Stabi Berlin
  • 7
    Online Resource
    Online Resource
    A Study on Effects of ums and uhs in Spontaneous Speech on Chinese EFL Learners' Comprehension of English (2006)
    Details
    UID:
    gbv_1053640250
    Format: 电子文献
    Content: 2Spontaneous speech differs markedly from speech data often studied in psycholinguistic experiments in that the former contains disfluent features like fillers，false starts，repetitions and self repairs.This paper attempts to explore how filled pauses ums or uhs in spontaneous English speech affect Chinese EFL learners’comprehension by means of word monitoring tasks.The experiment results of the present study suggest that ums and uhs do exert an effect on Chinese learners’identification of the upcoming target words.Ums and uhs，as a whole，facilitate word recognition and incorporation，with ums slowing down and uhs speeding up online comprehension respectively.Nevertheless,the long duration of ums and the maior delay they signal may disrupt learners’attention to the target words，while the short duration of uhs and the minor delay they signal will make it easier for 1earners to recognize the target words.In terms of locations，filled pauses within intonation units facilitate online comprehension given that their unexpected occurrence intensifies learners’attention to the target words．Similarly,filled pauses between intonation units have a beneficial effect on word identification.because the vocalized filled pauses are more prominent in prompting learners to identify the target words when they occur at the boundaries of intonation units where silent pauses usually fit.The results thus gained contribute to the knowledge on operations of the parser,which may further shed light on the overall construct of the speech comprehension system with regard to Chinese EFL learners’comprehension of English spontaneous speech and provide some insights for teaching English as a foreign language．
    Note: 文本型 , 硕士
    Language: Chinese
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看全文信息)
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    Stabi Berlin
  • 8
    Online Resource
    Online Resource
    On Chinese EFL Learners'Form-Meaning Mapping in L2 Vocabulary Acquisition (2006)
    Details
    UID:
    gbv_1053640226
    Format: 电子文献
    Content: Based on our classification of the randomly selected lexical semantic errors committed by senior high school students，junior and semor English majors in terms of semantic transfer in Chinese Learner English Corpus，the current paper attemptsto explore form．meaning mapping in L2 lexical acquisition through careful analysis of the specific features suggested by each error type at different language proficiencylevels.Statistical examination and analysis of the sample semantic errors show that (1)the total number of lexical semantic errors decreases as learners’language proficiency level increases and SO does the number of each type of semantic transter errors； (2) the relative frequency of interlingual transfer errors differs significantly at a confidence interval of 0.001 between senior high students and jumor English majors，yet no significant difference has been found between junior and semor English majors； (3)x2 tests show that there is no significant difference among all three proficiency levels with regard to the changes in the relative frequency of mixed transfer errors．Accordingly,we maintain that for Chinese students learning English in classroom situations L2 form-meaning mapping is largely realized through the connection between L2 word forms and the semantic content of their L1 counterparts at the initial stage.And a transition from L2 form-meaning mapping via association with L1 words to direct L2 form-meaning mapping occurs gradually wltla learners’improved mastery of the target language.Yet thiS transition process will most probably come to an untimely end at the L1 lemma mediation stage of L2 leXical development．
    Note: 文本型 , 硕士
    Language: Chinese
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看全文信息)
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    Stabi Berlin
  • 9
    Online Resource
    Online Resource
    The Modality Effect of L2 Lexical Access (2006)
    Details
    UID:
    gbv_1053640242
    Format: 电子文献
    Content: The role of modality in L2 lexical access has not been adequately explored inL2 acquisition research.In this paper we inüestigate within the theoretical framework of lexical store and access in the mental lexicon whether the modality effect exists in L2 lexical access and if so,whether word frequency confounds with this effect.Seventy-nine English-major sophomores were randomly assigned tovisual and auditory lexical decision tasks.Both reaction time and error rate data obtained in the study indicate that the modality effect in L2 lexical retrieval does exist among Chinese EFL learners.However,no significant interaction between the modality effect and the frequency effect has been revealed．What has been observed could be well explained by Morton's logogen model.Significance of the study rests in its further theoretical exploration of the mental processes inüolüed in L2 lexical access on the one hand．and its implications for the understanding of L2 learners'less developed listening ability as compared to their reading ability on the otherhand.Countermeasures that are to be taken to improve the situation have also beententatively suggested.
    Note: 文本型 , 硕士
    Language: Chinese
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看全文信息)
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    Online Resource
    Online Access
    Stabi Berlin
  • 10
    Online Resource
    Online Resource
    Chinese College Students' English Proficiency Required for Bilingual Education Revisited (2008)
    Details
    UID:
    gbv_1051959861
    Format: 电子文献
    Content: In light of the study conducted by Hart Jianxia and Yu Liming，who propose thatCET be used to determine students’English proficiency necessary for bilingualeducation at the tertiary level，this Paper attempts to further inüestigate the extent towhich students’English proficiency might affect their academic achievement in thebilingual coulse from the perspective of basic English and discipline—specific Englishproficiency by carrying out a case study via a bilingual course of SoftwareRequirements Engineering in the University of Science and Technology of China.Anintaet class with 57 first.year graduate students in the bilingual course of Software Requirements Engineering participated in the study.Inferential statistical analyses ofboth students’subject achievement test scores in relation tO their English languageproficiency and their responses to the questionnNre indicate：(1)from the perspectiveof basic English proficiency,students who have passed CET4 carl master subjectcontent as well as those who have passed CET6；(2)however，from the perspective ofdiscipline.specific English proficiency,the students Who have taken the pre-COllrSetraining of discipline—specific English vocabulary are likely to gain better academicachievement than those who have not；(3)students are less capable of usingdiscipline-specific English vocabulary；they are slow in identifying and retrieving thecoming technical terms from their memory SO that they fail to follow the teacherclosely in the course.It has been maintained that students who have oassed CET4 andhave a good command of discipline.specific English vocabulary are 1ikely to enrolJinbilingual programs for better academic achievement.The findings of the studyprovide pedagogical implications for the practice of bilingual education in China andfurther directions for fUnIre research.
    Note: 文本型 , 硕士
    Language: Chinese
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看文献信息)
    URL: Volltext  (点击此处查看全文信息)
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    Online Resource
    Online Access
    Stabi Berlin
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