Author：Fen Liu

Abstract: Previous studies mainly focus on the “Degree Adverb + X” construction, and they seldom pay attention to “Emotive Intensifier + X” construction. Under the framework of Construction Grammar, by exploring the construction representation and its different forms and meanings of the structure of “Emotive Intensifier + X”, and ...

Column：Liguistic Studies   103-112   Details

Author：Zhenqiang Fan

Abstract: The depth of metonymic processing is a newly-emerged key issue in cognitive metonymy studies. A multi-level conceptual analysis reveals that metonymy operates within a matrix domain or metonymic complex, which includes four hierarchical levels: image-schema, domain, frame and mental space. On ...

Column：Liguistic Studies   113-129   Details

Author：Lianzhong Dong

Abstract: This study investigates the washback effects of CET on the achievement test of college English, and it employs the end-term exams of 10 colleges or universities in Beijing and interviews of college English directors and lecturers. The results of the study demonstrate that the end-term exams of most colleges or universities do not include oral English test, but simply copy the CET in aspects of its test contents, question types, and the score weight; the end-term exams of key universities, however, are less impacted by using a variety of subjective question types to examine students’ comprehensive English competence; and the causes resulting in the above distinctions can be partly attributed to the lack of language assessment literacy of college English directors and teachers. Hence, a number of measures, such as accelerating the end-term exam reform, introducing the oral English test and increasing its score weight in the end-term exam,

Column：Liguistic Studies   130-138   Details