Metalinguistic awareness is defined as the ability to reflect on and manipulate the structural features of language． The present paper first introduces the operational definition and the measuring tools of  metalinguistic awareness ，and talks about the transfer of  metalinguistic awareness  across  the  native  language  and  the  second  language． Then ，the  significance  of  metalin- guistic awareness in second language acquisition is justified．     Dynamic and Interactive Model is proposed at the end of the paper ， which depicts the exact influence of metalinguistic awareness in second language acquisition．        In this model ，metalinguistic aware- ness ，native language ，working memory ，naming speed ，and affective factors constitute a dynamic and organic system ，shedding influence on second language acquisition as a whole．

Translation Studies (TS) is an area of research that has benefited greatly from and been advanced by the corpus methodology over the past two decades. This paper first introduces the paradigmatic shifts in Translation Studies, and then explores the state of the art of Corpus Translation Studies in three areas, namely, applied translation studies, descriptive translation studies and theoretical translation studies, in an attempt to establish a new theoretical framework for translation studies and translation teaching.

Danica Seleskovitch, representative of the Paris School, claims that perception/comprehension, deverbalization and expression constitute a triangular model of interpreting rather than a linear process of message/sense transfer. This article, by tracking the generation of this interpreting model and reflecting upon its theoretical values and deficiencies, argues that this very triangular model, though failing to elaborate on the hypothesis of deverbalization and how linguistic information is processed in interpreting, is a bold theoretical innovation which helps accelerate the cognitive psychological turn of international interpreting studies and serves as great inspiration for the emergence of ensuing information processing models of interpreting. Then the article, based on the theories of modern cognitive psychology, proposes that the processing of linguistic information in interpreting is accomplished through the combination of controlled and automatic processing, serial and parallel processing and top-down and bottom-up processing.

Problems arising from application of the German functional approach to translation studies and practice have been under much discussion. It is maintained in this paper that they mainly result from the failure to have a holistic and comprehensive understanding of the approach and its key concepts, because attention has been focused on the similarity of different schools within the approach, while their differences have been largely neglected. Therefore based on the analysis of the essence of the approach and the relationship of the key ideas represented by its different schools, the present paper conducts a case study of misapplication of the approach in literary translation criticism. The study shows how the misapplication has led to the wrong conclusion and points out root causes for such misapplication.

Learning strategies are generally signs of learner autonomy. This paper reports an investigation conducted into learning strategies used in the Self-Access Centers (SACs) in a university of the provincial level. The results yielded from the study reveal that participation and acceptability of SACs are far from satisfactory, and that most students tend to use some cognitive strategies while neglecting meta-cognitive strategies and social strategies.

The language of the translated English texts in The Chinese-English Library of Chinese Classics should at least have two historical functions: appropriate expression of the thoughts, emotions and customs, and so on of the traditional Chinese classics in The Library to promote the classics of traditional Chinese culture; and construction of the foundation of China English and its independent position in the world of Englishes. Configuration, construction and consolidation of this foundation entail more investigation and research to come, and furthermore, there is no doubt about its significance for Chinese international exchanges and global familiarization with Chinese culture. An observation and analysis of two cases in the current Chinese English and a reference of the generation and development of British English, American English, other Englishes and China English can prove the feasibility of constructing China English with The Chinese-English Library of Chinese Classics as the foundation, and the conduciveness for establishment of basic vocabulary and expressions, and demonstration of basic characteristics and imagery of traditional Chinese culture. Meanwhile, this study also provides a new approach for study of the development in theory and practice of Chinese-English translating.

Teacher’s Assessment Literacy has become an emerging issue of concern and discussion in educational measurement. In this article, the authors first give an overview on the issues of Assessment Literacy in general education, including the source of problems, its definition and the research carried out both overseas and domestically. The authors also comment on the research areas and research methods regarding Language Assessment Literacy (LAL), including the construct of LAL, research into LAL and LAL awareness raising efforts by the school teacher. Topics for future research are suggested at the end of the article.

For almost 200 years, the prevalent modes of foreign language teaching (FLT) have undergone gradual development and changes, alongside the research on western linguistics. This thesis studies the changes of the methodology of FLT in light of the history of western linguistics, and observes the impact of different schools of western linguistics on the mode of FLT since the beginning of the 19th century. It also analyzes the course in which linguists have induced linguistic theories via observation and meditation on FLT practices.

Psycholinguistics investigate the psychological and neurophysiological factors in language production, processing and comprehension. This article reviews the new research progress in the last two decades, and foresees the future development trend of this interdisciplinary subject. After clearly and fully examining the empirical evidence of psycholinguistic studies on levels of characters, words, sentences, discourse and phonology, the article prescribes advice on language learning principles in accordance with these specific language elements. The article outlines the foreign language teaching and learning strategies as follows: bridging over the phonological channels and stressing on the orthography; reflecting the semantic features and developing the sense of context-usage; emphasizing the role of scenario and succeeding in expressing ideas on the discourse level.

This thesis is a tentative description and discussion of the publishing situation of translated (into English) modern and contemporary Chinese literature. The emphasis is placed on four aspects, namely publication and spread, marketing and its effect, feedback from different groups of readership, and joint ventures by Chinese and foreign publishers. In doing so, the brief history of publishing English translations of modern Chinese literature is laid bare, revealing its success and failures.

In the past two decades or so, washback or the influence of testing on teaching and learning has been intensely researched. Hypotheses and models have been formulated to uncover its nature, scope, patterns and mechanisms. Its intensity, length, specificity, intentionality and value have also been explored. Theorizing has done much to provide frameworks for empirical studies, which in turn have afforded evidence for or against concepts and theories of washback. An overview of the washback studies has shown that language tests have imposed both positive and negative washback on all aspects of teaching and learning, including teaching content, methods, materials. However, tests' influence on learning outcome remains largely nebulous due to scarcity of studies on this issue. Further, washback theories and models still leave considerable room for improvement before their explanatory power can be desirably enhanced.

This paper studies types and characteristics of the teacher classroom feedback through the examination of 18 classes of 9 middle school English teachers. We find 9 types of single feedback and 7 types of mixed feedback are used in middle school English classes. The characteristics of the teacher feedback include: repetition and positive feedback of the single feedback and “positive feedback + repetition” of the mixed feedback are the most frequently used in their respective types; the interaction between the teacher and the student is usually ended by the teacher feedback in separate IRF interactions; there exist differences of feedback use between different teachers in different types of classes; the teacher feedback focuses more on forms of language than on meanings of interaction.

Translation is not equal to text conversion．It is a complex activity restricted by history，culture society，etc．Therefore，the objects of translation criticism should not be limited to static translation results. The whole dynamic process of translation，from the choice in translation to the reception of translation should be concerned．Many elements in and out of text should be included.Although the traditional text contrast criticism can，on the language level，analyze and evaluate the translation works in detail，this kind of criticism may be one-sided．It is not able to highlight the multiple functions of translation criticism: evaluate the translation works，analyze the translation phenomena，guide the translation practice，etc．This paper points out that，as a bridge of experience and cognition between translation practice and translation theory，translation criticism should penetrate the surface and reach the deeper layer—the process of translation．It should give essential attention to the elements out of text that affect the production and the reception of translation，especially the subject of translation．Thus the historicity，the integrity and the practicability of translation criticism can be showed．

As part o f a longitudinal study, this paper reports an SEM analysis of the relationship between types of English learning motivation and learners' self-identity changes. The data were collected through a questionnaire, implemented 5 times in four years, on over 1300 students from five universities in Beijing. SEM results of the 5 tests show that types of English learning motivation and self-identities influenced each other, with the former having greater effect on the latter. As time went by, the effect of English learning motivation on self-identities decreased, while that o f self-identities first descended and then ascended. Positive correlations were constantly found between immediate achievement motivation and learning situation motivation, and between going abroad motivation and subtractive identity change.

The publication of Les Niveaux Seuils in 1975 was followed by heated discussions about the methodologies of teaching French as a foreign language. Towards the end of the 20th century, the Council of Europe produced le Cadre européen commun de référence pour les langues (CECR, 1996, 2001) , which brought the pedagogical issue back under extensive examination, but in new lights of the efficiency demand, the awareness of the absence of reliable systems for evaluation, and the emerging multi-lingual and cross-cultural context. Based on the “competence approach” principle, CECR defines and classifies different goals of teaching French as a foreign language. While it has been promoted as a flexible, accommodating frame of reference for evaluation, CECR is not supposed to impose a uniform standard upon the whole variety of educational contexts and multilingual situations.

As a new approach of exploring language phenomena and nature, corpus linguistics has witnessed encouraging development since the 1980s. Corpus has virtually penetrated into every field of language research. At present, the employment of bilingual parallel corpora and translational corpora in translation teaching and research is well studied. However, study on the use of monolingual corpora in translation teaching and research is scant. By using freely-accessed Corpus of Contemporary American English（COCA Corpus）and Corpus of Chinese Language (CCL Corpus) in translation teaching, this article endeavors to prove that monolingual corpora are useful tools in translation teaching.

This paper aims at exploring stylistic features of Abraham Lincoln’ Gettysburg Address by applying the analysis methods of dualism in stylistics. The analysis is done from the following four respects: lexis, grammar, rhetorical devices and cohesion and context. And we find that Abraham Lincoln’ Gettysburg Address belongs to formal style. Though its structure tends to be complicated, its fog index belongs to easier category; therefore its language is not very hard to understand. Owing to the use of a lot of rhetorical devices, its language is lively and impressive.

he primary purpose of this study was to provide validity evidence for the Vocabulary Size Test ，which is designed to measure the vocabulary size of non － English majors in universities． The preliminary test papers were established by integrating principles from literature review． After two experimental tests on students ，the final Vocabulary Size Test Paper containing 104 i- tems was produced based on their item discrimination and difficulty． Results showed: its Cronbach's coefficient was 0 ． 918; test － retest reliability was 0 ． 644 ，p = 0 ． 000 ; discrimination validity was t = 6． 358 ，p = 0 ． 000 ; Correlation coefficients between lev- els scores were from 0 ． 068 to 0 ． 496; Correlation coefficients total score and levels scores were from 0 ． 294 to 0 ． 812 ，fitting me- trology demand． The conclusion was that the Vocabulary Size Test Paper has sound psychometric properties for Chinese college students 。

This paper takes stock of the important development of Corpus-based translation pedagogy and examines the main methods currently employed in corpus-based translation pedagogy using an adapted version of the three-level model elaborated by Richards and Rodgers (2003) for the analysis of language teaching methods. This investigation brings to light significant differences between translator training, where corpora are well established, and translator education, where they have just started to make inroads. Arguably, one of the reasons for this gap lies in the lack of interdisciplinary theoretical frameworks conceived specifically for translator education. On the basis of these considerations, I will explore, in the second part of my paper, the principles underlying an envisioned transcultural conceptual framework, within which corpora can play a significant role in equipping students of language and translation with the competences and capacities they need for the future. These principles are: ‘symbolic competence’, as elaborated by Kramsch (2006, 2009) in the theory of foreign language education and ‘holistic cultural translation’, as put forward by Tymoczko (2007) in translation theory.

Building a theory of real-time classroom formative assessment ( FA) is not only needed for the research and prac- tice of FA ，but is of critical value for the improvement of classroom foreign language teaching in China． Based on formative as- sessment literature from home and abroad ，this paper discusses the definition and characteristics of real-time FA ，reviews related empirical studies ，and points out the weaknesses in its current research． In order to build a real-time FA theory that is both situ- ated in and applicable to the foreign language teaching context in China ，the paper proposes three suggestions : ( 1) starting with the front-line classroom practices ; ( 2) focusing on the learning objectives in classroom ; and ( 3) putting the “contingencies ”be- tween the real-time FA procedures at a central place．

ESP is practiced at the tertiary level in most countries where EAP is especially highlighted to prepare students for their academic study． However ，EAP is new at Chinese universities and colleges． Needs analysis of the students of four universities reveals that EAP is becoming increasingly significant against the background of the internationalization of higher education．Based on the analysis ，the paper uses the case of the EAP course offered at Fudan to illustrate its goal ，material development and classroom activities so that a feasible model of EAP is provided for the freshmen's college English teaching．

Due to the lack of any precedent examples and models of MTI theses, the present MTI theses still follow the model of traditional academic theses. Such a practice sees no relation with the real operation of the translation profession, and thus has gone far away from the initial purpose of setting MTI education. Based on the characteristics of translation profession and the management of real translation projects, this paper takes the model of other professional master degree theses as the reference and suggests four models of MTI theses, i.e. Internship report of key positions, translation practice report, translation experiment report and translation research report. And the contents and forms of these four models are also discussed.

Since the “Cultural Turn”, in the 1980s, in translation studies, “The Task of the Translator” by Benjamin has been looked up to as if it were the Bible of that particular academic field by almost all scholars therein. French philosopher and translator Antoine Berman’s The Age of Translation’s investigation of Benjamin’s views of translation is thorough, significant and deep-going and casts a new theoretical light, in which this paper exposes Benjamin’s three major disturbing moments which are powerful enough to subvert the traditional views of translation. In attempting to answer questions such as: In which way does that article of Benjamin’s approach the essence of translation ? and what linguistic metaphysics drives such an approach ?, the paper expounds on issues including the essence of translation, translatability, and direct translation, based on Benjamin’s thinking about them as is revealed in the “divine text.”

Construction Grammar regards a construction as the paring of form and meaning/function, which also argues that constructions are generalized through language use by learners. Morphemes, words, idioms and phrases, and syntactic structures, etc. in Traditional Pedagogical Grammar are all constructions in Construction Grammar. Based on Construction Grammar, this paper explores English grammar teaching contents and methods.

A good Chinese-English (C-E) translation coursebook should take into account both the students’ English proficiency and the essential problems in the teaching. In the current situation, the students’ English proficiency is far from satisfactory and the time to teach is limited. Thus, we suggest two principles in writing C-E translation coursebooks: the principle of systematicity and the principle of linking. In the principle of systematicity we detail the translation theories, skills and knowledge on the four levels of lexis, simple sentence, complex sentence and text, and hold that the teaching of skills, which are the connection between theories and knowledge, is the focus. In the principle of linking, we showcase the building of twelve related corpora in light of knowledge chunks and the students’ cognitive features, and suggest linking them to the website of the course or the coursebook. Such a teaching system ensures that the students will most effectively achieve C-E translation competence in the shortest time.

The theories, models, methodologies and their application in interlanguage phonology, as a focused field of interlanguage research, has developed from the contrastive analysis period to the present developmental, dynamic and more deepened studies. This paper, while following the half-century development through a historical perspective, tries to give an over view of the research field in terms of theoretical foundations, research methods and their development.

Test-taking strategies, the consciously selected processes and procedures by test-takers, have become necessary evidence for test validation. In the 50 years’ (1958-2009) research history of test-taking strategies, test-wiseness strategies were firstly emphasized between the late 1950s and the mid-1980s. After that the research focus shifted to language learner strategies and test management strategies. This article reviews the research results of these two periods and points out that further research efforts should go to balancing the research topics, revising strategy classifications and validating research instruments. Test-taking strategy research should contribute more to test development and validation.

With the development of language teaching methodology, the classroom practice of English language teaching has been under going many changes. Aiming at investigating the discourse used by the English teachers in the junior high school classrooms, this study discovers new functions of English teachers classroom discourse, based on which a new framewor k of discourse functions including 4 categories and 25 sub- categories is proposed. The results of the research are expected to provide insights for the study of language teaching and language teacher education.

This paper reports an English writing instructional experiment in which Experiencing Teaching Theory is applied successfully in English practical wirting instruction. The experiment has been implemented in a local university for four rounds since 2005, involving 600 students, taking the network version Experiencing English Writing compiled by Yang Yonglin, a professor at Tsinghua University, as the platform for English writing instruction. The results showed that the testees’ awareness of genre and their ability of practical writing were increased obviously.

Are the sameness or similarities between human natural languages a kind of Wittgenstein’s “language family resemblance” or a kind of Chomsky’s “absolute linguistic universals?” “Absolute linguistic universals” are prior to human language experiences and exclusively exist in all human mind. According to Wittgenstein, though all the family members have this or that similarity, we could not find in them a universal characteristic. We can suppose a “language faculty”, but it doesn’t necessarily mean we can define it. All of our linguistic theories are only a kind of explanations for some specific language phenomenon. It is not a throughout thread but the entanglement of all the threads that makes a rope.