The Analysis of Chinese Sentence Semantic Chunk Share Based on HNC Theory

PACLIC 20 / Wuhan, China / 1-3 November, 200

Chinese elements : a bridge of the integration between Chinese -English translation and linguaculture transnational mobility

[Abstract] As the popularity of Chinese elements in the innovation of the translation part in Chinese CET, we realized that Chinese elements have become a bridge between linguaculture transnational mobility and Chinese-English translation.So, Chinese students translation skills should be critically improved; for example, on their understanding about Chinese culture, especially the meaning of Chinese culture. Five important secrets of skillful translation are introduced to improve students’ translation skills

East Lancashire Research 2008

East Lancashire Research 200

Restructuring parameters and complex predicates--a transformational approach

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1988.Bibliography: v.2, leaves 557-575.by Hyon Sook Choe.Ph.D

The Analysis of Chinese Sentence Semantic Chunk Share Based on HNC Theory

Abstract. This paper analyses anaphora from the view of concept association vein. It probes into the problem of sentence semantic chunk share based on the sentence category expression of HNC theory. Firstly, the chunks share is divided into two kinds, one is sharing in a sentence where there is chunk extension into sentence in the sentence, and the other is sharing between two sentences. Secondly, the anticipation knowledge of sharing in one sentence is acquired by deduction from the definition of sentence category which chunk extends into sentence. Then, the classification of sharing between two sentences and corpus investigation are presented, the distribution data of the share is counted, and preliminary analysis for the data is put forward. The sentence analysis processing can benefit from the result

The minority ethnic group experience in Scottish higher education

This study explores the contexts and learning experiences of a group of minority ethnic group learners as higher education students in the University of Dundee. The research serves a scoping purpose, aiming to examine the influences, values, attitudes, behaviours and policies that affect the learning experiences of these bilingual minority ethnic group students in the monocultural and monolingual Scottish educational system. An initial exploration of these factors lays the foundation for the further aim of appraising the ways in which ethnicity, cultural values and bilingualism contribute to the learning profile of such students. Quantitative data were obtained from public domain statistical records, and qualitative data from a pilot postal questionnaire, focus group meetings and single or paired interviews. Research literature underpinning and informing the study draws from various fields including anthropology, bilingual education, demography, cognitive psychology, education, language acquisition, linguistics and sociology. The voices of the students combine to provide a powerful commentary of their experiences and this gives rise to the emergence of several themes in this research. A key theme, the importance of identity, is one that is woven through this work. Changing emphases can be observed in the developing Ethnic, Academic and Global modes of Self as these mutate in response to tensions that arise for the students as they straddle the dichotomy of heritage and educational cultures. The difference that distinguishes resident bilinguals from dominant ethnic group students can be seen in their differing language profiles. Problematic aspects of learning at university can apply to all learners, but such difficulties seem to be accentuated in the case of resident bilinguals. The acquisition of academic literacies is one such problematic area and, while both resident bilingual and dominant ethnic group students can be challenged in these areas, this can be in subtly different ways