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An OT Analysis of Nasal-obstruent Clusters in English

外国语 2013年第6期36卷 2-17页

作者： ZHENG Jizheng jeroen van de weijer Shanghai Customs College Shanghai 201204 Shanghai International Studies University Shanghai 200083 China

This paper argues in favor of an Optimality Theory(OT)constraint hierarchy governing the phonotactics of nasal+obstruent clusters in *** paper shows that in careful speech English has a strong tendency favoring voiceless obstruents after nasals both in medial and coda positions,and retains a contrast between voiced and voiceless obstruents,as supported by statistical *** the paper proposes that,in English,the Optimality constraint IdeNT-IO(ObsVce)dominates**** also show that in English voiced coronal stops are retained post-nasally,whereas voiced peripheral(labial and velar)stops are deleted(or,rather,not permitted).To explain this phenomenon,the paper proposes that the markedness constraint VOICED-CODA ranks between MAX-COR and MAX-PER,and the constraints IdeNT-IO(ObsVce)and*VOICED-CODA work in tandem to result in the deletion of peripheral voiced *** shows that the same constraint hierarchy also applies to nasal+non-stop obstruent clusters,*** with fricatives and affricates,both medially and in final ***,It is pointed out that as language is changing,this is reflected in a changing constraint hierarchy as ****VOICEDCODA and*NO become higher ranked,this would cause either devoicing or deletion of voiced obstruents in the coda,or it would cause obstruents after nasals to become *** processes are found in faster,informal speech styles and may reflect change in progress.

关键词：英语学习阅读知识学习方法阅读材料

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Written Corrective Feedback: A Case Study of One Teacher's Feedback on ESL Students' Initial and Final Drafts

二语写作

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二语写作 2022年第2期 34-54页

作者： Peihong CAO jeroen van de weijer Northeast Normal University Shenzhen University

despite the heated research of written feedback(WF), few studies have explored the actual practice of English writing instructors in situ and even fewer studies report teachers’ feedback practice on students’ initial draft and final draft separately. Therefore, this case study, through analyzing the WF provided on students’ initial and final drafts in situ in America and the data drawn from the interview, explores one writing teacher’s practice of providing WF and the(mis)match between her cognition and practice. The results show that the participant employed such WF strategies as underlining rubrics and written commentaries to provide positive feedback, negative feedback, and suggestions for improvement on both drafts. The feedback targeted students’ writing content, organization, and language on both drafts, but the feedback foci differed. The feedback on language changed from general to specific and the number increased significantly. Moreover, differing from most previous research, the teacher’s cognition matched with her practice. This current study may offer some insights into tailoring one’s feedback practice to students’ different drafts and into how to provide balanced and sufficient feedback for students.

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