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An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”

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Zeitschriftentitel: English Language Teaching
Personen und Körperschaften: Li, Jing
In: English Language Teaching, 13, 2020, 6, S. 58
Format: E-Article
Sprache: Unbestimmt
veröffentlicht:
Canadian Center of Science and Education
Schlagwörter:
Linguistics and Language
Language and Linguistics
Education
author_facet Li, Jing
Li, Jing
author Li, Jing
spellingShingle Li, Jing
English Language Teaching
An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
Linguistics and Language
Language and Linguistics
Education
author_sort li, jing
spelling Li, Jing 1916-4750 1916-4742 Canadian Center of Science and Education Linguistics and Language Language and Linguistics Education http://dx.doi.org/10.5539/elt.v13n6p58 <jats:p>The debate on how to understand such expressions of multiplication entailing &amp;ldquo;times&amp;rdquo; as &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; has been on and off in China since the 1980s. A review of literature seems to suggest that despite early-stage divergence in understanding, there is a general consensus among the Chinese academia at present that the English word &amp;ldquo;times&amp;rdquo; entails the base number, and therefore expressions of multiplication like &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; are equivalent to the expression &amp;ldquo;n times as much/many as&amp;rdquo;. This paper intends to find out whether this consensus is reflected in Chinese EFL learners&amp;rsquo; understanding of those expressions. Altogether 16 English majors from one of the key universities in the northern part of China were tested on their understanding and translation of two passages with embedded arithmetic comparisons using &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase n times&amp;rdquo; respectively. It is found that a sizable proportion of them (62.5% for the former and 56.25% for the latter) gave inaccurate translation and that their rendering manifests not only their misunderstanding but also indiscretion in the translating process. Such factors as students&amp;rsquo; indiscriminate use of information from the Internet, ambiguity and errors in popular grammar books, the presumed disjunction between EFL research and EFL teaching, and the untimely updating of English competence on the part of Chinese EFL teachers in China are proposed as possible reasons. </jats:p> An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times” English Language Teaching
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title An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_unstemmed An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_full An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_fullStr An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_full_unstemmed An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_short An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_sort an empirical study of chinese efl learners’ understanding and translation of expressions of multiplication entailing “times”
topic Linguistics and Language
Language and Linguistics
Education
url http://dx.doi.org/10.5539/elt.v13n6p58
publishDate 2020
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description <jats:p>The debate on how to understand such expressions of multiplication entailing &amp;ldquo;times&amp;rdquo; as &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; has been on and off in China since the 1980s. A review of literature seems to suggest that despite early-stage divergence in understanding, there is a general consensus among the Chinese academia at present that the English word &amp;ldquo;times&amp;rdquo; entails the base number, and therefore expressions of multiplication like &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; are equivalent to the expression &amp;ldquo;n times as much/many as&amp;rdquo;. This paper intends to find out whether this consensus is reflected in Chinese EFL learners&amp;rsquo; understanding of those expressions. Altogether 16 English majors from one of the key universities in the northern part of China were tested on their understanding and translation of two passages with embedded arithmetic comparisons using &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase n times&amp;rdquo; respectively. It is found that a sizable proportion of them (62.5% for the former and 56.25% for the latter) gave inaccurate translation and that their rendering manifests not only their misunderstanding but also indiscretion in the translating process. Such factors as students&amp;rsquo; indiscriminate use of information from the Internet, ambiguity and errors in popular grammar books, the presumed disjunction between EFL research and EFL teaching, and the untimely updating of English competence on the part of Chinese EFL teachers in China are proposed as possible reasons. </jats:p>
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description <jats:p>The debate on how to understand such expressions of multiplication entailing &amp;ldquo;times&amp;rdquo; as &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; has been on and off in China since the 1980s. A review of literature seems to suggest that despite early-stage divergence in understanding, there is a general consensus among the Chinese academia at present that the English word &amp;ldquo;times&amp;rdquo; entails the base number, and therefore expressions of multiplication like &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; are equivalent to the expression &amp;ldquo;n times as much/many as&amp;rdquo;. This paper intends to find out whether this consensus is reflected in Chinese EFL learners&amp;rsquo; understanding of those expressions. Altogether 16 English majors from one of the key universities in the northern part of China were tested on their understanding and translation of two passages with embedded arithmetic comparisons using &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase n times&amp;rdquo; respectively. It is found that a sizable proportion of them (62.5% for the former and 56.25% for the latter) gave inaccurate translation and that their rendering manifests not only their misunderstanding but also indiscretion in the translating process. Such factors as students&amp;rsquo; indiscriminate use of information from the Internet, ambiguity and errors in popular grammar books, the presumed disjunction between EFL research and EFL teaching, and the untimely updating of English competence on the part of Chinese EFL teachers in China are proposed as possible reasons. </jats:p>
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spelling Li, Jing 1916-4750 1916-4742 Canadian Center of Science and Education Linguistics and Language Language and Linguistics Education http://dx.doi.org/10.5539/elt.v13n6p58 <jats:p>The debate on how to understand such expressions of multiplication entailing &amp;ldquo;times&amp;rdquo; as &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; has been on and off in China since the 1980s. A review of literature seems to suggest that despite early-stage divergence in understanding, there is a general consensus among the Chinese academia at present that the English word &amp;ldquo;times&amp;rdquo; entails the base number, and therefore expressions of multiplication like &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase (by) n times&amp;rdquo; are equivalent to the expression &amp;ldquo;n times as much/many as&amp;rdquo;. This paper intends to find out whether this consensus is reflected in Chinese EFL learners&amp;rsquo; understanding of those expressions. Altogether 16 English majors from one of the key universities in the northern part of China were tested on their understanding and translation of two passages with embedded arithmetic comparisons using &amp;ldquo;n times more than&amp;rdquo; and &amp;ldquo;increase n times&amp;rdquo; respectively. It is found that a sizable proportion of them (62.5% for the former and 56.25% for the latter) gave inaccurate translation and that their rendering manifests not only their misunderstanding but also indiscretion in the translating process. Such factors as students&amp;rsquo; indiscriminate use of information from the Internet, ambiguity and errors in popular grammar books, the presumed disjunction between EFL research and EFL teaching, and the untimely updating of English competence on the part of Chinese EFL teachers in China are proposed as possible reasons. </jats:p> An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times” English Language Teaching
spellingShingle Li, Jing, English Language Teaching, An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”, Linguistics and Language, Language and Linguistics, Education
title An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_full An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_fullStr An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_full_unstemmed An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_short An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
title_sort an empirical study of chinese efl learners’ understanding and translation of expressions of multiplication entailing “times”
title_unstemmed An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”
topic Linguistics and Language, Language and Linguistics, Education
url http://dx.doi.org/10.5539/elt.v13n6p58