我居住在中国用英文怎么表达？

我居住在中国用英文怎么表达？（精选7篇）

篇1：我居住在中国用英文怎么表达？

Many people live in poverty through no fault of their own.

很多人生活贫困并非他们自己有什么过错。

You really need to be mobile if you live in the country.

如果你住在乡村，你确实要有一辆汽车。

This moment will live in our memory for many years to come.

这一时刻将在我们的记忆中留存许多年。

What kind of house do you live in?

你住的房子是哪一种？

The situation is not good but we live in hope that it will improve.

情况不好，但我们依然希望会好转。

We live in an age of rapid technological advance.

我们生活在技术迅猛发展的时代。

篇2：我居住在中国用英文怎么表达？

The ship will remain outside Chinese territorial waters.

中国民众热衷于购买新企业的股票。

People in China are eager to buy shares in new businesses.

中国再次成为一个世界性的强国。

China has once again emerged as a world power.

厨师、工作人员和经理都是中国人。

The chef, staff, and managers are all Chinese.

他整个一生都在中国做医生。

He had spent his entire life in China as a doctor.

★ 漂亮用英文怎么表达?

★ 菠萝汁用英文怎么表达?

★ 用英文怎么表达?中国牌子

★ 下午用英文怎么表达?简写

★ 晚上一起吃饭用英文怎么表达?

★ 我讨厌你用英文怎么表达?

★ 用英文表达新春佳节的成语贺词

★ 请问,这个用英语怎么表达英文看

★ 九点用英语怎么表达

篇3：我居住在中国用英文怎么表达？

1 Authenticity,Native-speaker and Corpora

As mentioned above,McEnery and Wilson's(1996)made a statement that ELT materials in textbooks and actual language use evidenced in corpora are significantly different.The statement itself is not clearly showing preference of one mode over the other.What it does is describing a fact that for teaching's sake,invented language items will be used.Although it's unnecessary to dig for any hint of preference from McEnery and Wilson,such a statement does encourage us to think about important elements in the sphere o English Language Teaching(ELT),such as"authentic or invented texts","native or non-native speaker"and"corpora",which are the major ones to be looked into later in the essay.

Before examining those elements in detail,I'd like to draw your attention to advertising slogans of English language training agencies in China.If necessary,a little web-searching would ge you informed that"authentic materials"and"native speaker teachers"seem to be their most powerful weapons in winning market Such advertising strategy is established upon assumptions of public ideas about English language teaching and learning,and meanwhile it also functions to direct public understandings of issues in question.In bad cases,social blames are directed at school English teaching modes for their"artificiality of teaching materials"and lack of"native-speaking models".Such an atmosphere makes i more urgent and significant for English teachers in school to study the issues fully,get their students better-informed and finally shoulder some social responsibilities.

Definitions of authentic text or teaching material relate much to native-speakers of a language in the way that authentic texts are produced by them,for their communication purposes in that language and not for purposes of teaching that language(Wilkins 1976,Morrow 1977,Harmer 1983,Nunan 1989 cited in Taylor 1994).If we wish to teach a language totally via authentic materials,which is in line with the advertisement slogans,corpora would be the sources for those materials.Sinclair(1996)defined a corpus as"a collection of pieces of language that are selected and ordered according to explicit linguistic criteria in order to be used as a sample of the language",and this"collection of pieces of language"is"a body of naturally occurring language(McEnery,T.,Xiao,R.and Tono,Y.2006)".A simple conclusion,so far,would be that being composed of authentic texts makes corpora unique and ideal teaching resources,in other words,there could be a loud"YES"to corpora.

However,such a comprehension of authenticity fails to see language teaching as a complex enterprise which demands multifaceted understanding.Back in 1985,Breen(cited in Taylor 1994)categorized four types of authenticity with references to"the texts which we may use as input data for our learners";"the learners own interpretation of such texts";"the tasks conducive to language learning"and"the actual social situation of the language classroom".Breen's wholesome understanding of authenticity actually implies that"artificiality"shouldn't be excluded from language teaching practice when the"artificial"piece of text or task works for better teaching results.For instance,students couldn't master"past tense"of English language merely through exposure to an authentic"past tense"text,they would need authentic tasks designed to intrigue practicing before arriving at success.The designing of tasks is artificial in its source but authentic in its function and thus is indispensible for successful learning and teaching of any language,which echoes the saying"Practice makes perfect".A panoramic view of authenticity,which is much needed in present ELT filed of China,implies that language teachers need to build more faith and confidence in themselves and in"the sociolinguistic abilities and educational knowledge and experience of our learners(Taylor 1994)".

Likewise,fuller appreciation of"native speaker function"in language teaching and learning should be called for.Shared mother tongue and culture backgrounds empower non-native speaking teachers in a way that native speaking teachers could hardly simulate.While we don't deny floors for the opposite opinions such as native speaking teachers'role as a language model is what their non-native speaking counterparts lack,it is a reasonable request to make that over reliance upon native speakers must be cast,and belief and appreciation should be built that non-native-speaking teachers could provide authentically-effective materials,tasks,and methods for teaching purposes.Moreover,"native speaker"bears influences of popularisation of corpora and globalisation of English.While the former tests and sometimes disproves native speaker intuition with language,the latter makes"native speaker"such a sensitive topic in teaching sphere that the terminology overlooks the emerging varieties of English around the world,which could be examined seriously through political,economical and other perspectives,though due to limit of space this essay would not analyze them in detail.

Authenticity and native speaker are terms unavoidable when discussing about corpora,but the call for a fuller understanding o authenticity and more reasonable attitudes towards native speakers doesn't indicate my transferring from a"YES"to a"NO"attitude towards corpora.A clearer comprehension of terms above promises better use of corpora in language teaching.The following part of the essay will be contributed to functions of corpora in facilitating ELT in specific teaching contexts,and cautions will be alerted agains hidden dangers while using corpora.

2 Obstacles to Corpora Use among Students

In introducing the use of corpora,the very first consideration should be whether it's applicable or not.In many Chinese colleges according to my knowledge,students'accesses to the internet are not so completely guaranteed that internet-reliable corpora-assisted teaching and learning could be initiated whenever necessary Problems also lie in inaccessibility of some corpora and sophisticated nature of most corpora which may destroy some of students'interests and confidence in using them.Aside from technological obstacles,necessity analysis needs to be conducted before deciding which students would benefit from direct use of corpora and which would be suggested to postpone using corpora and rely more on teachers'synthesized knowledge of language from corpora.

For my teaching context,which may apply to many others in China,there can't be wide use of corpora by the students,resulted from a lack of technological support and students'needs variations Non-majors will be less encouraged to use corpora directly due to comparatively lower requirements for mastery of English from the teacher's side and students'lower motivation for learning the language,let alone highly-demanding"discovery learning"which corpora-assisted learning needs.For English major students,teachers also have to weigh between efforts put into prerequisite skills to use corpora and the outcomes of it.It is not unlikely that some teachers and students will find it not worthwhile.Then,whether knowledge and skill of corpora should be delivered to a class as a whole or to certain high-motivated students is decision left to individual teachers.Besides,the typical large English language class size in China really challenges teachers'management of class while lecturing about corpora,which not surprisingly favours one-to-one guidance when necessary.

Thus it is my argument that currently in many Chinese contexts the facilitating role of corpora remains largely a task for teachers,in spite of their occasional encouragement for student exploration of corpora.Teachers should utilize corpora to their full especially when most of their students are,for various reasons,"deprived of"well-recognized benefits corpora could bring to learning of a language.

3 Corpora and Teaching Materials

Teaching materials,both oral and written types,are numerous to be listed.Typical textbooks,grammar books and dictionaries in Chinese ELT field will be my interests here as great changes have been witnessed in designing of these materials under the influence of corpora.While it's also impossible to cover a diverse range of functions corpora could bring to ELT,those ones with most significant relations to teaching in China will be my focus.

A basic knowledge about ELT in China could start with College English Curriculum Requirements(referred to as Requirements hereafter)decreed by the most authoritative government department in charge of national education,Ministry of Education of China.As embodies authority of Ministry of Education,the Requirements must be studied and put into practice.It is directly stated in the Requirements that all colleges and universities nationwide should keep"in accordance with"the Requirements when formulating"a scientific,systematic and individualized College English syllabus to guide their own College English teaching".It is in such an authoritative document that you can find fundamental role of corpora in the system of ELT in China.The latest version of the Requirements had a supplementation about selection of College English vocabulary:"The choices of vocabulary items are based upon both qualitative and quantitative analysis.(…)the major reference is'The Collins Bank of English'among other corpora."

A conclusion for the above introduction is that corpora have undoubtedly become a crucial factor in ELT in China.Since textbooks,such as the most widely-used College English edited by Dong(2006),accord with the Requirements,it will be quite obvious that corpora would find their voices in them.Choice of vocabulary will affect the choice of articles,make of exercises and so forth.The role of corpora in ELT is being established the moment"word frequency lists"functions in monitoring composition of textbooks.

Aside from classroom-textbooks,reference books such grammar books and dictionaries will find very similar pictures in them in the sense that corpora have built stronger roles in facilitating ELT.A typical example is the popularisation of corpora-based series of Collins books,Collins Dictionary,Collins Student's Dictionary,Collins Dictionary&Thesaurus,and Collins English Grammar,among others.

Longman Grammar of Spoken and Written English(LGSWE for future reference)(Biber et al 1999)is another outstanding example.Quirk(1999)praised the book in its Foreword:"a book so replete with interesting and innovative features,not least by way of frequency data.(…)For anyone planning corpus-based grammatical study,of any language on earth,the LGSWE will rapidly establish itself as indispensable."LGSWE's innovativeness and indispensability lie in its descriptions of grammar use framed upon different varieties of English:registers,with main categories such as"conversation","fiction","news",and"academic prose",and dialects,which are distinguished into geographic or regional dialects(e.g.American English vs.Singaporean English)and social dialects(e g.male vs.female dialect).Very thick a book as LGSWE is,it's inappropriate to recommend for students'direct use,but for reference it is an extraordinary one not only because of its corpora-based nature but its categorizing mode will help build more awareness towards language varieties,which is foreseeable a direction for ELT both in China and other parts of the world.

4 Corpora and Teaching in Practice

As a teacher of English in China,I couldn't sympathise more when coming cross lines describing teachers'vulnerability:"Teachers are aware of the difference in usage but have problems explaining the difference to students,for example,'tall'and'high'(Tsu2004).";"Some lexical items appear to be synonymous but teachers are not sure if they are'absolute synonyms',for example,'day by day'and'day after day'(Lyons 1981;Partington 1998;cited in Tsu2004)."For those teachers who have native-speaking friends tha they could turn to,the problems seem less serious;while for mos"unlucky"others,confidence as well as authority as a teacher drains away.However,those things would only have happened before the existence of corpora.With their gigantic storage of various authentic language items,corpora liberate non-native teachers from reliance upon their native counterparts,and make valuable resources for learning and teaching of the language for non-native teachers.Through concordance lines,Tsui(2004)shared with us the case study of"high and tall";McEnery,T.,Xiao,R.and Tono,Y.(2006investigated"some factors influencing a language user's choice of a full or bare infinitive following HELP";while actually all teachers of English could make their own studies upon their own teaching experiences,I would suggest a study of"die of vs.die from".Limitation of space in the essay suggests an omission of a case study of i here,but I believe corpora would save us from hard memorizing job to tell one from the other,which was what students were instructed to do a decade ago in English language classes in China.Such anecdotes could be easily collected through a small social investigation for study purposes.Impetus for such studies lies in that whatever used to be problems,headaches for teaching in practice will be wel solved through well management of corpora study now.

5 Pedagogical Corpus and Learner Corpus

Considering different purposes of corpora,Hunston(2002summarizes commonly used corpora types:specialised corpus,general corpus,comparable corpora,parallel corpora,learner corpus pedagogic corpus,historical or diachronic corpus,and monitor corpus.As far as teaching is concerned,pedagogical corpus and learner corpus will be my focus here,despite the fact that native corpora have been leading the way in ELT sphere.

Willis(1993,cited in Willis 1996)put forward the concept o"pedagogic corpus",whose advantage is that"when an item is me in one text,examples from previous(and future)texts can be used as additional evidence for the learner to draw conclusions(Hunston2002)."The composition of both authentic and invented languages in such a corpus moves away from the original definition of a corpus to arrive at pedagogical success as it emphasises the function o"repetition"in language learning and also relates to human memorisation science.

Granger is a major figure in learner corpora research.She(2002)defined learner corpora,i.e.computer learner corpora(CLC)as"electronic collections of authentic FL/SL textual data assembled according to explicit design criteria for a particular SLA/FLT purpose",and worked out two methodological approaches in linguistic exploitation of learner corpora:Contrastive Interlanguage Analysis including native vs.non-native comparison and non-native vs non-native comparisons,and Computer-aided Error Analysis.A learner corpus assists language teachers to carry out more objective tests of teaching and learning results when it is being compared with a native corpus or a non-native corpus(e.g.another leaner corpus with data provided by learners of higher language proficiency)Through such comparisons,for instance,a learner corpus could ge teachers informed of overuse or underuse of certain words,phrases or structures by their learners,and then a more effective teaching and learning would be promised.

Another significant role of learner corpora relates to the globalisation of English which,as previously mentioned,stresses recognition of varieties of English.The complicated nature of language and vigorous nature of language teaching and learning make one language differently learnt in different places,in other words,one language turns out to have many different versions around the globe As ELT in China is concerned,a corpus composed of English produced by Chinese students will certainly have its uniqueness compared with other learner corpora.As long as this uniqueness is no negative in the way that it hinders or stops communication,it would be recognised positively.Teachers of English in China,then,need to be sensitive to English language presented in a learner corpus both for teaching and social linguistic study purposes.

6 Conclusion and Future Research Direction

Corpora are powerful instruments in English language teaching,and Chinese contexts demand specific considerations in the use of them.Though a general voice for use of corpora by students of English in China is not strong enough based upon the author's observation,it is highly recommended that teachers of English in China should master corpora-related technological skills and make ful use corpora through various ways.

The study of the role of corpora in ELT in China would be more interesting if related empirical investigations could be taken out and their results incorporated into this essay.That would be thedirection for future research in this field.

摘要：该文通过简要评论McEnery和Wilson关于“课本上的ELT材料和语料库里呈现的现实生活英语有很大差别”开篇,进而分析英语语言教学(ELT)中“教学材料真实性”和“英语为母语教学者”这两个方面及其对“使用”语料库的肯定。但“学生使用语料库的各种障碍”和“语料库资源与教学材料的区别”又支持“不用”语料库进行教学的观点。作者继续分析语料库和实际教学的关联,引入“教学用语料库”和“学习者语料库”,最终以分析如何在中国特定的ELT环境中使用语料库作结。

关键词：语料库,教学材料真实性,英语为母语教学者,教学语料库,学习者语料库

参考文献

[1]Adolphs S.Introducing Electronic Text Analysis:A Practical Guide for Language and Literary Studies[M].London and New York:Routledge,2006.

[2]Biber D,Johansson S,Leech G,et,al.Longman Grammar of Spo ken and Written English[M].Pearson Education Limited,1999.

[3]Dong Yafen.College English Intensive Reading[M].Shanghai:Shanghai Foreign Language Education Press,2006.

[4]Granger S.'A Bird's-eye View of Learner Corpus Research[C]//Sylviane Granger,Joseph Hung and Stephanie Petch-Tyson.Computer Learner Corpora,Second Language Acquisition and Foreign Language Teaching.Amsterdam/Philadelphia:John Benjamins Publishing Company,2002:3-33.

[5]Hunston S.Corpora in Applied Linguistics[M].Cambridge:Cam bridge University Press,2002.

[6]Liu Dinglin,Jiang Ping.Using a Corpus-Based Lexicogrammati cal Approach to Grammar Instruction in EFL and ESL Contexts[M].The Modern Language Journal,2009,93(i):61-78.

[7]McEnery T,Xiao R,Tono Y.Corpus-Based Language Studies[M].New York:Routledge,2006.

[8]Ministry of Education of China.College English Curriculum Re quirements,Beijing:Qing Hua University Press,2007.

[9]Owen C.Corpus-Based Grammar and the Heineken Effect:Lexi co-grammatical Description for Language Learners[J].Applied Linguistics,1993,14(2).

[10]Tsui A B M.What Teachers Have Always Wanted to Knowand How Corpora Can Help[C]//John McH,Sinclair.How to Use Corpora in Language Teaching,Amsterdam/Philadelphia:John Benjamins Publishing Company,2004:39-61.

篇4：我讨厌你用英文怎么表达？

I hate you say you love me but do nothing.

然后你就用这种方法来让我讨厌你?

Then you use this to let me hate you?

我讨厌你用这种下流的字眼。

I hate you to use such vulgar words.

我讨厌你在大庭广众之下说那样的事。

篇5：在五月用英文怎么表达？

我上次见到他是在五月份。

The crisis was at its height in May.

危机在五月份到了最严重的关头。

The festival is traditionally held in May.

这个节日按照传统是在五月份过的。

In May they danced in the streets, buoyed by their victory.

篇6：我居住在中国用英文怎么表达？

It is a good way to practice our spoken English.

这是练习英语口语的好办法。

He did all he could to improve his spoken English.

他尽了最大努力来提高英语口语水平。

An Analysis of Spoken English Test Experiment in College English Classroom Teaching

大学英语课堂教学中口语测试实验分析。

Application of Multimedia Teaching Method to Spoken English Teaching

多媒体教学手段在英语口译教学中的应用。

Interpersonal Meaning Analysis and Application Research on College Spoken English Discourse

篇7：我居住在中国用英文怎么表达？

如何引导学生恰当地用英语表达中国特有的现象和事物呢?笔者认为可以从以下几个方面着手。

首先要在英语教学中引导学生尊重和热爱中国文化。在翻译中要最大限度地保存中国的文化特色[1]即翻译中所谓的异化。例如, 在翻译“一箭双雕”时, 虽然英语中有相对应的表达“one stone, two birds”, 但是我们还是可以翻译为“one arrow, two h a w k s”.并且将“五十步笑百步”译为“Those who retreat fifty paces laugh at those who retreat a hundred paces”而不用“the pot calling the kettle black”。在语篇安排上, 由于中国的思维方式与西方的思维方式的不同, 造成谋篇布局上的不同。此时也没有必要为了迎合西方人的口味和思维习惯而硬放弃某些中式结构。例如在书信的写作中, 中国人习惯在抬头称呼的后面跟写你好, 如:

“敬爱的李老师:

您好!

很久没有给你写信了…”

在翻译这信的时候, 笔者认为可以直接按照中文的谋篇布局直译成:

“Dear Miss Li,

How’s everything with you?

It’s a long time before I w rite to you…”“

这样的翻译, 虽然不符合英语的语言习惯, 但是却更能让西方人了解中国的文化。

其次, 要在英语教学中介绍和引导学生了解中国文化和西方国家文化。在翻译选词时要有意识地进行中西文化比较, 选出最能确切表达中文词义的英语词汇。例如在汉英字典中输入“药店”一词, 你可以得到“drugstore;pharmacy;chemist’s shop…”对这三个词进行比较“drugstore”指即卖药也卖其他日用品的店, “pharmacy”指只卖药品的店, 而“chemist’s shop”指配有药剂师的药店。那么, 通过比较, 选出最恰当的那一个词, 而不是盲目地任选一个词。除了对语意进行比较以外, 还要注意对词内的隐含文化意义进行比较。如“个人主义”的相应英语应该是“egoism”而不是“individualism”, 因为“个人主义”在中国文化中带有贬义, 有“自私自利, 只顾自己”的隐含意义, 而“individualism”在英语文化中却不带贬义, 甚至有积极的意义。在朗文英语词典中是这样介绍其词义的"the idea that the rights and freedom of the individual are the most important rights in a society." (cf.Longman Dictionary of Contemporary English, New Edition, 1998, 30) 。同理, 将“资产阶级自由化”翻译为“bou rgeois liberalization”也不恰当。因为前者在中国政治文化色彩中带贬义, 而后者在西方文化中却是褒义。因此, 笔者认为将其译为“bourgeois liberalization aiming at capitalism restoration in China”更好[2]。

再次, 在英语教学中要有意识地介绍一些对中国特有事物想象的翻译方法。如在翻译中国特有的人名, 地名, 度, 量, 衡等, 除了那些早就约定俗成的, 且不对中国文化带有贬斥和有伤中国尊严的名字的英译如“Sun Yat-sen (孙中山) ;Confucius (孔子) ”可接受外, 其余的可以直接用汉语拼音音译。如““胡锦涛”译为“Hu Jintao”, 而不译为“Jintao Hu”;“欧阳锋”意为“Ouyang Feng”而不译为“Feng Ouyang”.;“钓鱼岛”应译为““Diaoyudao Islands”而不是“Senkakus”。更多的例子如“Qigong (气功) ”"jiaozi (饺子) ", "feng shui (风水) ", "tai chi" (太极拳) , kongfu (功夫) , “mu (亩) ”, “zhang (仗) ”, “chi (尺) ”, “jin (斤) ”, “liang (两) ”and“qian (钱) ”等。在翻译历史传说人物时, 可以适当添加注释, 如“嫦娥”, “后羿”, “福禄寿三星”可以译为"Chang’e (the Chinese moon goddess) ""Houyi (a legendary hero who shot down nine suns) "and"the three gods of fortune, prosperity and longevity”[3]。

总的说来, 在引导学生用英语表达中国特色事物现象时, 要以尊重中国文化为先, 以最大限度地保持中国文化特色为主。在英语教学中, 要有意识地培养学生的民族自豪感, 引导学生热爱和尊重中国文化, 使用适当的英语表达中国特有的事物和现象, 避免使用那些带侮辱性的, 有损中国形象的甚至是错误的翻译。只有中国英语学习者和翻译者自己懂得如何热爱和尊重中国文化, 才能在对外交流中才能显得不卑不亢, 才能提升中国的正面形象, 维护中国人的尊严, 弘扬中国文化。

摘要：在英语教学中引导学生恰当地用英语表达中国特有的事物和现象是必要的。这样既可以调动学生对英语的学习积极性, 又有利于弘扬中国文化和摒除一些有损中国形象的不恰当翻译及其负面影响。

关键词：英语教学,中国文化,中国特色事物和现象

参考文献

[1]黄金祺.应当肯定“西译汉化”现象的积极面——兼论“汉化英语”的出现和发展[J].中国翻译, 1988.

[2]陈定安.英汉比较与翻译[M].北京:中国对外翻译出版公司, 1998.