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|Title:||Raising Students' Awareness of Idiomatic English through Cross-Translation Practice|
Department of English, NTNU
The present study investigated how college students became aware of their Chinglish and the role of teacher intervention in the learning of idiomatic English. According to a language-restructuring model based on the noticing hypothesis, cognitive comparison, and other related theories, cross-translation practice was developed to examine the students’ noticing and awareness levels. The results of this study indicated, first of all, that the students’ cross-linguistic awareness was too limited for them to judge or explain their unidiomatic output, although they noticed the discrepancy through cross-translation practice. Secondly, after the practice, the students identified choice of words and failure to think in English as the causes of their un-English expressions, and thus teachers intervention was strongly needed to explain the differences, especially at the lexical level. It was concluded that the cross-translation method could supplement the teaching of idiomatic English by raising the students’ awareness of unidiomatic English, refining word usage, and increasing cross-linguistic knowledge of English usage.
|Appears in Collections:||英語教學|
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