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He, Huaqing; Deng, Yunfei – English Language Teaching, 2015
In China, English as a foreign language (EFL) learning mainly occurs in the classroom, and the resultant lack of practice using English in authentic settings makes it quite difficult for many Chinese learners to learn English words. They may often feel that English words are "difficult to learn and easy to forget." As such, how to…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Foreign Countries
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Li, Yanyan; Dong, Mingkai; Huang, Ronghuai – Educational Technology & Society, 2009
Online discussion forums provide open workspace allowing learners to share information, exchange ideas, address problems and discuss on specific themes. But the substantial impediment to its promotion as effective e-learning facility lies in the continuously increasing messages but with discrete and incoherent structure as well as the loosely-tied…
Descriptors: Semantics, Active Learning, Social Environment, Internet
Chen, Junyu – International Education Journal, 2007
This article discusses the reasons why Chinese learners of English avoid using phrasal verbs in an English community context or when using English as an inter-language in China. The avoidance of phrasal verbs often leads to ineffective communication. By adopting appropriate pedagogical and methodological approaches or providing proper guidance to…
Descriptors: Verbs, Foreign Countries, English (Second Language), Interlanguage
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Scotton, Carol Myers; Wanjin, Zhu – Language in Society, 1983
The vocative use of the Chinese term of address "tongzhi" ("comrade"), is analyzed. It was found that in its unmarked form it is a neutral term, but marked, its use becomes a negotiation to change the social distance between speaker and addressee, possibly explaining how certain such structures evolve and are maintained. (MSE)
Descriptors: Chinese, Communism, Diachronic Linguistics, Discourse Analysis