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A Study on C-E Translation of Product introductory Texts on Company Websites Under Skopos Theory

Journal of Literature and Art Studies 2019年第3期9卷 347-353页

作者： ZHANG Man CHEN Xiao-xiao Guangdong University of Foreign Studies Guangzhou China

This paper takes the C-E translation of product introductory texts on official websites of three mobile phone makers as the study object under the Skopos theory, with an aim to identify and analyze the distinctive translation features of such special type of text. The exhausted parse and analysis bring out the findings that there exists a significant translation difference between the Chinese and English-version product introductory texts on official websites. It is found that Chinese introductory texts are more inclined to rely on exquisite words and redundant expressions to describe products’ features and functions, while switching to the corresponding English version, simple vocabularies and compact sentence structure are more frequent. Hereafter, this paper raises two practical guidelines to instruct translation activities in business contexts.

关键词： Skopos theory product introductory texts company website C-E translation

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Improving Performance and Enhancing introductory Statistics Using Projects

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American Journal of Computational Mathematics 2017年第1期7卷 21-28页

作者： Joy D’Andrea Rebecca Wooten University of Florida Sarasota USA New College of Florida Sarasota USA

introductory Statistics is a course taught in various community colleges, state colleges, and universities. Implementation of projects in this course has been shown to enhance students’ learning;in addition to increasing the ability of educators to assess students’ learning outcomes in detail. These projects are often inquiry-based and require a balance between flexibility and efficiency. Maintaining balance has provided the students’ opportunities through exploration and learner autonomy. In exploration, a student seeks new methods and options through experimenting. In this paper, we will discuss the benefits of exploration required by projects given in an introductory statistics course. The details of five different projects discussed in this paper—illustrate the practical influence that they could have on higher statistics courses.

关键词： introductory Statistics Projects Inquiry-Based Learning Centered Active Learning

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A Corpus-Based Contrastive Critical Genre Analysis of Universities’introductory Discourses

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Journalism and Mass Communication 2018年第5期8卷 268-276页

作者： YU Weiwei Zhejiang University HangzhouChina

Educational discourses,or to be more specific,universities’introductory discourses have not been studied from the contrastive perspective using critical genre analysis *** study uses Fairclough’s framework of discourse analysis to take a corpus-based contrastive study between the Chinese and global universities’introductory discourses from three ***,the textual dimension will be explored using the corpus-based ***,it studies from the discursive dimension from intertextuality and ***,the social cultural perspective study will be given about the corresponding social cultural interpretation on the differences between Chinese and global universities’introduction discourses.

关键词： university introductory discourses discourse analysis corpus-based intertextuality social cultural practice

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The Effectiveness of Model Rocketry to Teach Science and Quantitative Content to Students in a Non-Science Majors Course at the College Level: An Example from a Planetary Geology Course

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Open Journal of Statistics 2020年第1期10卷 139-153页

作者： Nicholas P. Lang Department of Geology Mercyhurst University Erie PA USA

Engaging non-science majors in a college-level science course can prove challenging. In turn, this can make it difficult to effectively teach science and math content. However, topics related to planetary exploration have a unique way of capturing one’s imagination and may serve to robustly engage non-science majors. In this contribution, I 1) describe a model rocketry lab module,?I have created and implemented into an introductory-level planetary geology course and 2) quantify student learning gains as a result of this module. This module builds on model rocketry lesson plans for science and math coursework at the K-12 level (e.g., [1]?[2])?and involves students working in groups to 1) design and build model rockets to carry out a theoretical mission that addresses a science question the students have developed, 2) launch their rockets and collect related data, 3) synthesize and evaluate their data, and 4) report their results in both oral and written forms. The tasks of building and launching the model rocket serve as a vehicle that allows students to employ the scientific process while learning about planetary mission design and applying geologic and quantitative skills useful to answering a science-related question. Quantification of student learning gains shows that through this lab module, students significantly improved their quantitative and scientific reasoning skills. Results from student questionnaires showed a significant increase in student interest and confidence in addressing scientific questions as well as an understanding of how planetary missions are designed and conducted.

关键词： introductory Geology Non-Science Major Planetary Geology Model Rocketry

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