Volume 34, Issue 4

Semantic lexical chains have been regarded as important in textural cohesion, although traditionally, the classification of these chains has been limited to repetition, synonymy, hyponymy, and collocates. The cases of automatic extraction of lexical chains have found that the contextual synonyms can not be recognized, nor extracted automatically. This study took the data-based technology to extract the contextually co-occurring lexical chains through thematic lexical items. It found that these contextually co-occurring lexical chains can include the semantic lexical chains and contextual synonyms. It also found that, in extraction of collocates of the co-occurring lexical items, these collocates form secondary lexical chains, which contribute to textual cohesion. The vertical lexical chains made of contextually co-occurring lexical items and the horizontal chains made of collocational lexical items work together in making the text into a coherent whole. 语义词汇链被认为是语篇衔接的重要手段，但是传统上对其的分类局限在重复、同义词、上下义词和搭配等方面。在据此进行的词汇链自动提取的案例中，发现语境同义词没有得到承认，更无法进行自动提取。在此基础上，本项研究采取以数据为基础的计算技术，提取主题词汇的语境共现词汇链，发现其完全可以涵盖语义词汇链和语境同义词，并且在提取共现词汇的搭配词汇时，发现这些搭配词汇实际上形成二级词汇链参与语篇的衔接。如此语境共现词汇构成的纵向词汇链和搭配词汇构成的横向词汇链，使得语篇成为连贯的整体。

This study, with the help of the International Corpus of English, contrastively explores uses of relative clauses by students in Hong Kong, Singapore and British English within the framework of world Englishes (Kachru, Asian Englishes: Beyond the Canon, Hong Kong University Press, 2005, Indian Journal of Applied Linguistics, 15: 85-95, 1989; Kachru & Nelson, World English in Asian Contexts, Hong Kong University Press, 2006). First, in the Hong Kong data, there is probably a tendency to use restrictive relative clauses led by WHICH in places where non-restrictive relative clauses led by WHICH are normally expected. Second, there is another tendency in the employment of non-restricted relative clauses led by THAT in Hong Kong university students' written work and it is interesting to note that this phenomenon seems to be more widespread in Hong Kong student writing than in Singapore student writing and no such cases were found out in the British subcorpus. Given that some distinctive patterns traditionally considered as developmental errors in the language learning process may also be seen as evidence of linguistic variations, second language teachers may need some tolerance towards this variation and compromise between “autonomy” and “grammaticality” in today's society of world Englishes (McKay, International English in Its Sociolinguistic contexts: Towards a Socially Sensitive EIL Pedagogy, Routledge, 2008). 本研究借助国际英语语料库，在“世界英语”（Kachru, Asian Englishes: Beyond the Canon, Hong Kong University Press, 2005, Indian Journal of Applied Linguistics, 15: 85-95, 1989; Kachru & Nelson, World English in Asian Contexts, Hong Kong University Press, 2006)的框架下探讨了香港英语、新加坡英语和英式英语中学生英语作文里的定语从句的使用情况。香港英语似乎往往会在一般情况下使用非限制性定语从句的地方使用以which引导的限制性定语从句。在香港学生英语作文中似乎还存在用that来引导非限制性定语从句的情况，这种情况比在新加坡英语中要多，在英式英语中不存在。这些特点被传统地认为是发展中的语言错误，但从“世界英语”的角度来看，有可能是语言变体的特点。在当今世界英语的社会里，二语老师也许应该对这种变异有所宽容，并在语言“自主性”以及“语法性”之间取得一定的妥协（McKay, International English in Its Sociolinguistic contexts: Towards a Socially Sensitive EIL Pedagogy, Routledge, 2008)。

Although passive listening (i.e., hearing language) may occur in some EFL classes through oral reading, oral presentations, or other oral forms, listening instruction is a relatively neglected skill in EFL teaching, and as a consequence, assessment of listening has received relatively limited coverage in the language testing literature. Interactive listening, based on the idea that listening is real-life communication, has been demonstrated to be a dimension of listening worth teaching. However, no successful classroom interactive listening teaching format has yet been reported, let alone assessed. Based on the models designed by previous researchers, an interactive listening teaching format was designed and trailed a university classroom intervention program in Beijing. In order to do this, it was necessary to construct an objective interactive listening assessment which could measure the listener's ability to: (a) negotiate meaning, and (b) to comprehend the speaker's messages (Macaro, Teaching and Learning a Second Language: a Review of Recent Research, Continuum, 2003; Rost, Teaching and Researching Listening, Longman, 2002). To verify its reliability and validity, a standard listening test, the types of negotiation, and self-assessment were also adopted. The results show that compared with traditional listening tests, this interactive listening assessment procedure provided a more comprehensive and objective evaluation of listeners' listening skills. 在我国英语教学中，听力往往是一个被忽略的技能，相应地听力测试在语言测试中也未受到足够的重视。互动听力作为在实际生活中听力方式的真实再现，已经证明是在教学中值得一试的听力教学模式。但在我国，互动听力的教学设计及测试尚处于摸索阶段。基于笔者设计并在某大学尝试的互动听力教学模式，笔者尝试设计了一种互动听力测试方法来测试学生（a)对听力内容进行商讨的能力（b)对听力内容理解的能力（Macaro, Teaching and Learning a Second Language: a Review of Recent Research, Continuum, 2003)，并将测试结果与标准听力测试、学生使用协商策略的类型、自我评估等三项结果对比来考察它的可信度。结果表明相较于传统的听力测试方法，互动式听力测试方法可以更加真实而又全面客观地检测学生的听力水平。

This study investigated Chinese college students' ability to review their peer's essays and their attitudes towards peer review. I implemented a quasi-experiment on two College English classes for ten weeks. A triangulated analysis combining quantitative measures, qualitative analyses, and field notes showed that the experimental class had the capacity for commenting on peers' writing and demonstrated positive attitudes towards peer review. An independent sample t -test shows that the experimental group performed significantly better than the control groups in several aspects of English writing. On the completion of the experiment, students in the experimental group were also found to have more positive attitudes and higher motivation towards English writing. The findings suggest that as an effective collaborative activity, peer review should be widely employed in English writing instruction to enhance motivation, foster collaboration, and improve English writing. 本研究是对中国大学生英语写作中互读互评能力和态度的实验研究。两个自然班的61名学生参加了本实验。在过程式写作下，实验班系统地学习并开展了同学评议活动。数据分析采用了定量手段和定性分析相结合的方法。互评评语的定量分析、问卷调查、教师观察以及对学生作文的分析表明中国大学生具有互读互评的能力，互读互评有助于提高学生的写作能力，提升学生英语写作的动机和兴趣，促进协作式学习。本研究结果表明作为一项有效的协作式教学活动，互读互评应该在大学英语写作课堂上广泛使用。

Low rating reliability has long been the primary concern in school-based oral English achievement tests. In this study, a computer-aided rating system (CARS) was developed to improve inter- and intra-rater reliability through the instantiation of rating criteria, task division and random distribution, on-line training, reliability verification and sound wave “reading” and “writing.” A rating experiment was conducted among six raters to compare intra- and inter-rater reliability between traditional rating and rating with CARS. At the end of each round of rating, a conference was held. Both quantitative and qualitative analyses show that CARS can significantly improve inter- and intra-rater reliability, mainly through helping raters use criteria more accurately and focus more attention on rating. In addition, the research has also shed light upon further study on improving rating reliability. 学校规模的英语口语课程考试一直面临着评分一致性不高的难题。为此，本研究开发了计算机辅助评分系统（CARS)，力图通过评分标准实例化、评分任务随机分布处理、单项任务评分、在线评分培训和一致性验证、利用波形图谱实现可视化评分和反馈等手段来提高评分一致性。由6位英语教师先后进行传统评分和机助评分试验，并在评分结束后围绕提纲进行座谈。通过对两次评分结果和座谈记录进行定量和定性分析表明：该系统能够帮助评分员把握评分标准、增强责任心和集中注意力，评分员内部一致性和评分员之间的一致性都比传统评分方法有显著提高。最后为进一步开展评分信度研究提出建议和启示。

Based on research concerning teachers' behavior, this study attempts to find out about the discrepancies between the students' perceived and expected behavior of College English teachers and the origins of those discrepancies. A total of 855 non-English majors from four colleges and universities in Zhejiang Province participated in the study. The research methodology consists of a survey and semi-structured interviews with 20 teachers and 40 students. Results showed that there exist significant discrepancies in the mind of college students between their perceived and expected behavior of College English teachers at all eight subscales, and these discrepancies could be attributed to three main reasons: different goals and understanding between teachers and students, lack of students' feedback, and teachers' prior learning experiences as students. 借用以往有关教师角色行为的研究成果，本研究试图从学生视角探寻大学英语教师感知行为和期待行为的差异以及造成这些差异的原因。共有来自浙江省四所高校749名非英语专业学生参加了本次问卷调查，分别有20名大学英语教师和40名学生参加了半结构访谈。研究发现学生期待的大学英语教师行为和他们感知的大学英语教师行为之间存在显著差异。造成差异的原因主要有三个：师生之间对英语教学的理解差异，学生反馈的缺乏以及教师以往英语学习经验的影响。

Studies on communication strategies (CSs) have been carried out for nearly four decades and have contributed a lot to the development of such fields as applied linguistics and second language acquisition, but they are still inadequate and there remain controversies over certain issues. Thus, more systematic and rigorous studies are needed to check or confirm the findings of some studies and further CS research from newer and broader perspectives. This paper mainly reviews the existing empirical studies from different perspectives: CS classifications and research methods, factors affecting the choices of CSs, teachablity and teaching of CSs, and effectiveness of CSs. It is aimed to provide a clear picture of research on L2 CSs and offer some suggestions for further research. 二语交际策略研究已有近40年的历史，相关成果对推动二语习得和应用语言学等学科的发展做出了重要贡献。但交际策略研究仍然不足，人们对相关问题的看法分歧较大。所以为了验证、核实以前的研究，从更加新颖、广阔的视角对二语交际策略进行探究，进行更加系统、科学的实证研究是非常必要的。本文从交际策略分类和研究方法、影响交际策略使用的因素、交际策略的可教性和交际策略教学以及交际策略的有效性等角度，对近40年来交际策略的实证研究成果进行了系统的梳理式回顾，并就如何深化交际策略实证研究提出了一些建议。

This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners' production of appropriate grammatical forms. The findings advocate the presence of the teacher (or tutor) to direct learners' attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction. 本研究以社会文化理论为支撑，旨在探索成人外语学习者在英语课堂任务合作中的互动规律。在香港某大学英语课堂小组交际环境中，试图观察一组大学生合作完成写作任务时支架在同伴互动过程中的发展特点，其中包括主要的支架策略对二语目标语学习的正面和负面作用，及其对学习者最近发展区的影响。本文总结了同伴互动交际的缺陷，强调了教师在二语教学小组活动中指导学生注意语言形式与意义关联，以及推动最近发展区的重要作用。