前言：中文期刊网精心挑选了英语科技论文范文供你参考和学习，希望我们的参考范文能激发你的文章创作灵感，欢迎阅读。
英语科技论文范文1
一些常见的英文文章语言技巧
a)如何指出当前研究的不足以及有目的地引导出自己的研究的重要性
通常在叙述了前人成果之后，用However来引导不足，比如
However，littleinformation..
littleattention...
littlework...
littledata
littleresearch
orfewstudies
fewinvestigations...
fewresearchers...
fewattempts...
orno
noneofthesestudies
has(have)beenless
doneon...
focusedon
attemptedto
conducted
investigated
studied
(withrespectto)
Previousresearch(studies，records)has(have)
failedtoconsider
ignored
misinterpreted
neglectedto
overestimated，underestimated
misleaded
thus，thesepreviusresultsare
inconclisive，misleading，unsatisfactory，questionable，controversial..
Uncertainties(discrepancies)stillexist...
这种引导一般提出一种新方法，或者一种新方向。如果研究的方法以及方向和前人一样，可以通过下面的方式强调自己工作的作用：
However，dataisstillscarce
rare
lessaccurate
thereisstilldearthof
Weneedto
aimto
haveto
providemoredocuments
data
records
studies
increasethedataset
Furtherstudiesarestillnecessary...
essential...
为了强调自己研究的重要性，一般还要在However之前介绍自己研究问题的反方面，另一方面等等
比如：
1)时间问题
如果你研究的问题时间上比较新，你就可以大量提及对时间较老的问题的研究及重要性，然后说(However)，对时间尺度比较新的问题研究不足
2)物性及研究手段问题
如果你要应用一种新手段或者研究方向，你可以提出当前比较流行的方法以及物质性质，然后说对你所研究的方向和方法，研究甚少。
3)研究区域问题
首先总结相邻区域或者其它区域的研究，然后强调这一区域研究不足
4)不确定性
虽然前人对这一问题研究很多，但是目前有两种或者更多种的观点，这种uncertanties，ambiguities，值得进一步澄清
5)提出自己的假设来验证
如果自己的研究完全是新的，没有前人的工作进行对比，在这种情况下，你可以自信地说，根据提出的过程，存在这种可能的结果，本文就是要证实这种结果。
Weaimtotestthefeasibility(reliability)ofthe...
Itishopedthatthequtestionwillberesolved(fallaway)withourproposed
method(approach).
提出自己的观点
Weaimto
Thispaperreportson
providesresults
extendsthemethod..
focuson
Thepurposeofthispaperisto
Furthermore，Moreover，Inaddition，，wewillalsodiscuss...
c)圈定自己的研究范围
前言的另外一个作用就是告诉读者包括(reviewer)你的文章主要研究内容。如果处理不好，reviewer会提出严厉的建议，比如你没有考虑某种可能性，某种研究手段等等。
为了减少这种争论，在前言的结尾你就要明确提出本文研究的范围：
1)时间尺度问题
如果你的问题涉及比较长的时序，你可以明确地提出本文只关心这一时间范围的问题。
Wepreliminarilyfocusontheolder(younger)...
或者有两种时间尺度的问题(long-termandshortterm)，你可以说两者都重要，但是本文只涉及其中一种
2)研究区域的问题
和时间问题一样，明确提出你只关心这一地区
d)最后的原场
在前言的最后，还可以总结性地提出，这一研究对其它研究的帮助。
或者说，furtherstudieson...willbesummarizedinournext
study(orelsewhere)
总之，其目的就是让读者把思路集中到你要讨论的问题上来。减少
争论(arguments).
关于词汇以及常用结构，要经常总结，多读多模仿才能融会贯通。
以上是常见的语言结构，不算抄袭。
怎样提出观点
在提出自己的观点时，采取什么样的策略很重要。
不合适的句子通常会遭到reviewer的置疑。
1)如果观点不是这篇文章最新提出的，通常要用
Weconfirmthat...
2)对于自己很自信的观点，可用
Webelievethat...
3)在更通常的情况下，由数据推断出一定的结论，
用，Resultsindicate，infer，suggest，implythat...
4)在及其特别的情况才可以用Weputforward
(discover，observe..).."forthefirsttime".
来强调自己的创新。
5)如果自己对所提出的观点不完全肯定，可用
Wetentativelyputforward(interrpretethisto..)
OrTheresultsmaybedueto(causedby)attributedto
rsultedfrom..
OrThisisprobablyaconsequenceof
Itseemsthat..canaccountfor(interpret)this..
OrItispisiblethatitstemfrom...
连接词与逻辑
写英文论文最常见的一个毛病就是文章的逻辑不清楚。解决的方法有：
1)句子上下要有连贯，不能让句子之间独立
常见的连接词语有，However，also，inaddition，
consequently，afterwards，moreover，Furthermore，
further，although，unlike，incontrast，Similarly，
Unfortunately，alternatively，parallelresults，
Inorderto，despite，Forexample，Comparedwith
otherresults，thus，therefore...
用好这些连接词，能够使观点表达得有层次，更加明确。
比如，如果叙述有时间顺序的事件或者文献，最早的文献可用AAadvocateditforthefirsttime.
接下来，可用ThenBBfurtherdemonstratedthat..
再接下来，可用Afterwards，CC..
如果还有，可用MorerecentstudiesbyDD..
如果叙述两种观点，要把它们截然分开
AApputforwardthat...
Incontrast，BBbelieve
orUnlikeAA，BBsuggest
orOnthecontrary(表明前面的观点错误，如果只是表明两种对立的观点，用incontrast)，BB..
如果两种观点相近，可用
AAsuggest
Similarily，alternatively，BB..
OrAlso，BB
orBBallsodoes..
表示因果或者前后关系，可用Consequently，therefore，asaresult，
表明递进关系，可用furthermore，further，moreover，inaddition，
当写完一段英文，最好首先检查一下是否较好地应用了这些连接词。
2)段落的整体逻辑
经常我们要叙述一个问题的几个方面。这种情况下，一定要注意逻辑结构。
首先第一段要明确告诉读者你要讨论几个部份
...Therefore，therearethreeaspectsofthisproblenhaveto
beaddressed.
Thefirstquestuoninvolves...
Thesecondproblemrelatesto
Thethridaspectdealswith...
上面的例子可以清晰地把观点逐层叙述。
Or，可以直接用First，Second，Third...Finally，..
当然，Furthermore，inaddition等可以用来补充说明。
3)讨论部份的整体结构
小标题是比较好的方法把要讨论的问题分为几个片段。
一般第一个片段指出文章最为重要的数据与结论。补充说明的部份可以放在最后一个片段。
一定要明白文章的读者会分为多个档次。文章除了本专业的专业人士读懂以外，一定要想办法能让更多的外专业人读懂。
所以可以把讨论部份分为两部份，一部份提出观点，另一部份详细介绍过程以及论述的依据。这样专业外的人士可以了解文章的主要观点，比较专业的讨论他可以把它当成黑箱子，而这一部份本专业人士可以进一步研究。
为了使文章清楚，第一次提出概念时，最好加以个括弧，给出较为详细的解释。
如果文章用了很多的Abbreviation，两种方法加以解决
1)在文章最好加上个Appendix，把所有Abreviation列表
2)在不同的页面上，不时地给出Abbreciation的含义，用来
提醒读者。
总之，写文章的目的是要让读者读懂，读得清晰，并且采取各种措施方便于读者。
一定要注意绝对不能全面否定前人的成果，即使在你看来前人的结论完全不对。这是前人工作最起码的尊重，英文叫做给别人的工作credits.
所以文章不要出现非常negative的评价，比如Theirresults
arewrong，veryquestionable，havenocommensence，etc.
遇到这类情况，可以婉转地提出：
Theirstudiesmaybemorereasonableiftheyhad
consideredthissituation.
Theirresultscouldbebetterconvincedifthey...
OrTheirconclusionmayremainsomeuncertanties.
讨论部份还包括什么内容？
1.主要数据特征的总结
2.主要结论以及与前人观点的对比
3.本文的不足
第三点，在一般作者看来不可取。事实上给出文章的不足恰恰是保护自己文章的重要手段。如果刻意隐藏文章的漏洞，觉得别人看不出来，是非常不明智的。
所谓不足，包括以下内容：
1.研究的问题有点片面
讨论时一定要说，
Itshouldbenotedthatthisstudyhasexaminedonly..
Weconcentrate(focus)ononly...
Wehavetopointoutthatwedonot..
Somelimitationsofthisstudyare...
2.结论有些不足
Theresultsdonotimply，
Theresultscannotbeusedtodetermine
betakenasevidenceof
Unfortunately，wecannotdetermienthisfromthisdata
Ourresultsarelackof...
但是，在指出这些不足之后，随后一定要再一次加强本文的重要性以及可能采取的手段来解决这些不足，为别人或者自己的下一步研究打下浮笔。
Notwithstadingitslimitation，thistudydoessuggest..
However，theseproblemsculdbesolvedifweconsdier
英语科技论文范文2
(一)词汇特点科技英语的词汇主要分为三大类:普通词汇,半科技词汇以及术语和高度技术性的词汇。普通词汇在科技英语的行文中还是占绝大多数。现今,半科技词汇也被认为是普通词汇,因为其在现代社会中应用也相当广泛。句法特点
1.长句科技英语的主要特点之一就是长句。因为长句更能将信息表达的更加细致和准确。如果句子太长又会引起读者的反感,所以大多数科技英语的长句通常会由逗号隔开。
2.被动语态科技英语习惯用被动语态表达目的和精确的科技事实。
(二)文体特征科技英语的作者都试图将语言表达得更加准确、精炼。科技英语的行文朴素,目的就是告诉人们事实,文章结构紧凑严密,表达清晰准确,强调客观性。
二、科技英语翻译技巧
(一)名词化在汉语中,名词通常就只作为名词使用。而在英语,尤其是科技英语中,名词可能会指示特性,动作,或是抽象的感受,例如:kindness,movement等。在翻译这些名词时,可将其译成形容词或动词。
1.增减词汇为了翻译的更加通顺,符合汉语的行文习惯。在科技英语汉译时可适当增减词汇。
2. 将定语从句译为状语从句。
(二)定语从句的翻译
1.将定语从句翻译成定语修饰词,直接放在关键词前。通过对比中英两种语言的句子结构,我们可以看出英语中的定语从句可以放在句子中的任何位置。但是在中文中,通常放在关键词前面。所以大部分的定语从句翻译都可以采用该原则。
2.将定语从句译为状语从句。
三、状语从句的翻译
(一)时间状语从句翻译时,放在主句之前。
(二)地点状语从句翻译时放在主句之前或之后。
(三)目的状语从句翻译时在主句前增加“为了”。
(四)比较状语从句。
英语科技论文范文3
石油英语包括两大板块：石油科技英语和石油地质英语。石油科技英语涵盖领域极其广泛，单从油气藏的生成就包括：油气生成（generation）、运移（migration）、聚集（accumulation）和保存（preservation）。油气从地下开采到地面过程包括选址（siteselection）、勘探（exploration）、开发（exploitation\development）、钻井（drilling）、固井（wellcementation）、录井（welllogging）、完井（wellcompletion）等等。每个领域都包含大量的物理、化学、地球物理勘探、电子专业词汇。而且石油地质英语更是有大量的古生物词汇和引入的拉丁词汇，单词不仅长而且不符合英语发音习惯。例如penecontemporaneou（s准同期的，沉积后到固结前的），其发音虽不佶屈聱牙但也需要相当的词汇量积累才能在遇到如此长的单词时处变不惊。所以在特定的语言环境中，要明确阐述的核心是具体设备或是生产过程，活跃、明晰脑海中对应领域的词汇群，及时根据语境选择或者试着拼写出相近的词语，然后再带回源语中核实是否符合原文意思。语境所谈的是钻井泥浆辅助地质信息搜集的作用，虽然撞击在耳膜上的词语是“shallowingvision”但是我们要理性而又从逻辑思维角度判断文章要表达的真实意图是“shallowinvasion”，即低盐度滤液对油气产层的“浅层侵入”，要从语境中选择石油科技领域的词汇，而非日常英语。另外一处是“lowsalinity”，由于音质欠佳，听译中会产生到底是“lowsalinity”还是“longsalinity”的疑惑，到底文章想表达的是“低盐度滤液”还是“长度较长滤液”？当然，这种相近词带来的疑问是正常的。但是，从滤液物理特性角度而言，侵入产层是由于其自身的浓度和密度与地层流体之间的梯度差导致的“浅层侵入”，而不是滤液长度导致侵入的出现。所以，从石油科技专业角度而言，要掌握专业术语表达，在具体的语言环境中准确地传达、再现源语者的意思。
2.听译过程中的口音问题
口音问题在石油行业并不鲜见，一个项目可能会有美国人、英国人、澳大利亚人，甚至是英语非母语国家的成员，例如：俄罗斯人、印度人、马来西亚人、巴基斯坦人等等。有一个形象的比方是一个大型跨国石油合作项目人员可以组成“联合国”。口音问题会导致听译中出现模糊词语情况。各国家的发音习惯不同，如俄罗斯人习惯把字母“r”发成俄语里面的弹舌音“р”，印度人习惯性将字母“t”无一例外地浊化成“d”。所以针对石油科技英语听译中的口音问题除了要熟悉各主要石油国家发音习惯之外，还要依赖语境，用上下文来确定听到的词是否和语境主旨吻合。有的时候实在听不出某个单词可以记住单词里某一、两个音节，在掌握所谈语境是设备工具还是施工流程基础上，推测此句话要表达的意思是什么，准备可以填入句中的词语，最后结合音节敲定唯一那个词语。但是由于讲课人是一位口音很重的加拿大人，而且吞音现象严重，所以在听的过程中很容易将其混淆成“fast”，从而可能引起错译，翻译成“油或气（或者二者混合体）将井筒环空里的泥浆驱替，由于油气的密度比泥浆小，从而加快流体速度”。根据上下文可知此处谈论的是井喷，泥浆在被密度较小的油或气驱替出井筒形成较大压差情况下导致储层流体涌入井筒这种事故。因此即使初次听出来是“fast”也要深思熟虑，想想“液体快速流动”是否符合原文意思，结合语境，通过调低语速至0.9倍，甚至是0.8倍反复精听，只要曾经接触过这个词，最后是可以拼写出来的。
3.听译过程中的地名和人名
石油的勘探、开发、运输既包括陆上作业也包括海上作业。覆盖的范围也越来越广，所以在谈论石油时不可避免会谈到或已然耳熟或闻所未闻的“地点”“施工人员”和“甲方”“乙方”等地名、人名和公司名。这就要求我们对石油这个行业要有广泛的认识，打牢行业必备基础知识。从听译角度而言，就要从已经听出部分的文章出发，顺藤摸瓜，牵出文章主线，并从这个大环境出发，查找、补充其辐射范围的信息（既可以是中文信息载体，也可以是英文信息载体）。该处的地名“Spindletop”初听可能不知所云，只知道可能是美国德克萨斯州的某个地方，拼写的时候甚至可能意识不到“p”其实是已经被浊化的，因此可能会误拼成“b”，导致南辕北辙，以至于在字典里面无论如何都找不到“Spindletop”这个词。这就需要译者查阅相关资料，了解钻头设计和近代石油工业历史来延展听力能力的触角和敏感程度。本文讨论的话题是钻头的历史，具体谈论的是旋转钻头的推广使用促使了美国德州某油田油气资源大发现和进一步对牙轮本身的更新换代。因此，通过再线查询或是文献查阅可以查出“Spindletop”这个词语，将其放入文中也能从语境、语法、事实的角度满足文章要求。该句中另外一个难点是人名“HowardHughesSr.”，不过该人名比较清晰，能够顺利听译出来。如果是比较生僻的人名不妨先试着拼写出来，再查阅在线词典或是专门的人名词典进行对比，确定后再放回文中检验拼写规则是否符合文章语境。
4.结语
英语科技论文范文4
摘要：依据关联理论，科技英语翻译的过程即为原文作者、译文读者都取得最佳关联的明示――推理过程。另外，科技文章在其用词、句法、结构等方面均有其自身特点。本文着重分析了关联理论与文体学观照下的科技英语翻译策略，指出为了使译文具备最佳关联性，译者应准确推测作者原意，推理读者的认知语境，采用最佳的翻译策略。
关键词：关联理论；文体学；科技英语；翻译策略
中图分类号：H315.9文献标志码：A文章编号：1001-862X（2011）06-0185-004
科技英语是广泛应用于科技领域的一种文体。随着我国科学技术的飞速发展和知识经济时代的到来，人们对科技英语和科技英语汉译的需求与日俱增。而科技领域日益繁多的国际交流已使得科技英语翻译成为研究重点。本文从关联理论与文体学的角度探讨科技英语翻译策略问题，从而为科技英语翻译研究和翻译实践提供了一个全新的视角，并希望能够对科技英语翻译实践有些实际指导作用。
一、关联理论的基本概念
Sperber和Wilson提出的关联理论是西方近20年来影响较大的认知语用学理论。随着学科间的交叉发展，关联理论被引入到翻译理论的研究中，为传统的翻译理论研究注入了新的内容，带来了新的视角，特别是在实践中显示出了其对翻译理论与实践研究的重要指导作用。它把翻译看成一个对原语进行阐释的动态的明确的推理过程，这就从根本上抓住了翻译的本质。相对以前静态的翻译理论，这是一个质的飞跃。关联理论下的翻译论框架基本思路明确，对翻译的解释力也很强。但目前该理论多用于中外文化差异较明显的文学等方面的研究，极少见到应用于科技英语翻译研究。
1.交际的推理本质
在关联理论框架内，翻译是一个涉及两个示意――推理过程、三个交际者即原文作者、译者和译文读者的交际行为。关联理论认为人类交际活动是一种认知活动，交际的本质是推理。交际的过程是一个推理过程，而这种推理是通过对关联性的考虑来指导进行的。严格地说，关联理论只适用于明示――推理交际。译者在关联理论的指导下，根据原文语言刺激和语境信息推理原文作者的交际意图，将其与译文读者的期待相结合，决定阐释什么和如何阐释，并采用适当的方法进行翻译。由此可见，翻译的本质是交际，而交际的本质是推理。
2.语境与语境效果
关联理论认为，语境即“理解某个话语所使用的各个前提的集合。”它指出：要正确理解自然语言，原文作者须基于话语和语境的最佳关联先进行推理。[1]Gutt指出，成功的翻译往往要求译者能够根据动态语境进行推理，而动态语境又依赖于语言与环境的关联。实际上，翻译的过程就是一个语境推理和选择的动态的、不断发展的过程。关联理论的核心是关联性。“关联性”极大地取决于语境效果。在同等条件下，语境的效果越大，关联性就越强[2]。
3.关联与最佳关联
Gutt认为，辖制翻译的基本原则就是关联。因此，在翻译过程中，译者的主要任务就是找出语言与语境之间的关联，特别是最佳关联。根据Sperber和Wilson，说话人和听话人能否找到最佳关联是成功交际的关键所在。而要使交际获得成功，关联原则必须与最佳关联的要求保持一致。根据最佳关联理论，译者就能通过构建最适合的语境，准确地理解源语文章，并且比较贴切地将其译成目的语。
4.语言的解释性和描述性用法
基于关联理论认为，语言的使用有两种不同方式：描述性使用和解释性使用。很显然，由于科技英语翻译即将别人用某种语言所言所写内容用另一种语言再次加以表述，它属于对语言解释性使用的范畴。故不难理解其翻译会不可避免地要受到忠实原则的约束、制约，译者在译文文字的取舍上就必须“尽可能在相关各方面使之与原作相似。”[3]
二、关联理论对于科技英语翻译实践的适用性
在关联理论的观照下，科技英语翻译是一种双重认知――推理活动与交际行为。这可从以下三个方面进行探讨。
1.话题框架与科技英语翻译：
作为原文最初的读者，译者须努力挖掘出原文语境所蕴含的最佳关联，并进而推理，确切传达作者的深层意义。
2.认知环境与科技英语翻译：
译者作为连接作者和读者的桥梁，须结合所获的语境信息，假设读者的认知语境，明确翻译目标。
3.翻译目的与翻译策略：
根据关联理论，翻译目的也是非常重要的语境因素之一。译者必须事先分析假设的目标读者，才能采取合适的翻译策略，将其对原文的理解以具有最佳关联性的形式在译文中加以表述。
由上可知，科技英语翻译过程始终体现着最佳关联的明示――推理的交际行为，是一个“以关联为准绳，以顺应为手段，以意图为归宿，尽量使译文向原文趋同的动态行为”[4]。作为一种实质上在科技语域中语际间的明示推理行为，它必然受关联原则的指导。
三、科技英语的文体特征
科技英语是广泛应用于科技领域的一种文体。在语体上科技英语是一种书面语，非常正规，逻辑严密。科技英语以概念的准确性、判断的严密性、推理的周密性为特征。关联理论认为，译者为达到译文的语用等效，基本前提是他对自然语言正确的认知和理解。在翻译过程中译者应当熟练掌握科技英语文章的文体特征。
1.大量使用专业科技词汇，这是科技英语在词汇上的最大特点。一般而言，科技英语用词谨慎，词义既无感彩，又少形象特征，其词义结构要比普通英语单纯。但随着科学技术的迅速发展，一些词增添了新义，另一方面又扬弃了那些不适应该语体需要的词义，从而使词义结构产生了变化。变化结果是词义带上了专业色彩，词的用法和搭配得以相对稳定。
2.结构严谨、逻辑严密，复杂长句多。因为科技英语用于表达科技事实、概念、原理及解释自然现象，需要用逻辑思维严密、结构严谨、表达客观的语言来阐释因果、条件、让步、目的、对比等上下文逻辑概念。
3.科技英语中名词化结构大量使用及某些句型经常出现，如强调句型、分词及其分词短语、不定式等。
4.语言规范、行文简洁：科技英语的一个突出特征就是语言规范、精练。由于科技英语表述的都是客观事实、信息量大，决定了其语法规范无误。科技语言总的要求是以最少的文字符号传递最大的信息，所以其语言简洁客观，在此类文章中被动句的使用较多。科技英语语言的精练简洁既表现在词汇层，也表现在句法层。
四、关联理论与文体学视域下科技英语
的翻译策略
在科技英语翻译中，由于目的语读者与源语读者有不同的认知语境，两种语言的用词、句法与语义又有差异，译者须运用关联原则并基于其文体特征，结合源语作者的认知语境仔细推理原文，努力提高译文的语境效果。为此，译者需审时度势，适当取舍，采取灵活多变的翻译策略，应力求通过增删、改写、调整等获得目的语读者的认知语境与源语作者交际意图的最佳关联，并使译文合乎汉语的习惯和表达规律。
1.直接翻译
在科技英语源语与目的语有共同的表达方式时，直接翻译（即努力保留原文所有交际线索，以保留原文的风格）是最快捷有效的方法。它主要集中在源语中的科技术语以及具有专业概念的语言单位的翻译之中。
科技术语专业性强，在专业范围内意义相对稳定、单一。对术语翻译的根本前提是熟悉本专业的知识，了解本专业相应的汉语术语，因为在特定专业领域内科技术语在两种语言中的对应性强，可以进行对等翻译。如在汽车专业英语中，一些基本技术术语如：thermostat（节温器），crankshaft（曲轴），distributor（分电器），hypoid gear（准双曲面齿轮），4WD（四轮驱动）等翻译时可实现英汉对等翻译[5]。
另外，对于说明性医学语篇，应采用直接翻译。因为任何内容或形式的改变都会误导用户，导致严重后果。译者应译出原文每一条信息，注意使用“祛风”、“止痛”、“慎用非处方药”等专业词语和科技语篇中典型的祈使句，同时保留原文标题和各分项的版式，用粗体字突出注意事项，实现与原文的大写字体同样的语用功能[6]。
2.间接翻译：可根据不同的翻译目的采取相应的翻译技巧。
（1）词义引申：词义引申即改变原文的字面意义，以适应上下文、逻辑关系及词句搭配上的需要的翻译策略。词义引申时，可从词义转译、词义具体化、词义抽象化、词的搭配四个方面来考虑，达到准确翻译科技词义的目的。为此，译者不但要熟悉原文所涉及的专业技术知识，而且还要通晓词的基本含义和引申含义以及词在特定科技领域中的特定含义。例如：Excessive shaft deflection can be the death of an otherwise well designed machine.（轴的过度弯曲变形能使一台在其他方面都设计得不错的机床报废无用。）句中“death”的词义在当前的语境中得到了引申，译为“报废无用”，更加忠实于原文语意。
（2）转换：转换在科技英语翻译实践中具体体现为词类转换与句子成分的转换。但二者往往交织在一起，不可截然分开。例如：Rockets have found application for the exploration of the universe.（火箭已经用来探索宇宙。）句中名词application和exploration分别转译为动词“用来”和“探索”，更符合汉语表达习惯。
（3）增译：增译即在原文的基础上添加必要的单词、词组、分句或完整句，使译文在语法、语言形式上符合汉语的表达习惯并使译文在修辞、语法结构、词义上与原文保持一致。增译在科技英语翻译中比较常见。例如：The best constructor has the least resistance and the poorest the greatest.（最好的导体电阻最小，最差的导体电阻最大。）英语原句在保证读者理解的基础上采用增译方法，译文中补充了“导体电阻”一词，准确传达了原意。
（4）省译：省译即翻译时将原文中的某个（些）词不译出来，包括省译冠词、介词、代词、连接词、动词与名词。科技英语翻译实践中，省译较增译更为常见。例如：Evidently semiconductors have a lesser conducting capacity than metals.（半导体的导电能力显然比金属差。试比较：显然半导体具有比金属差的导电能力。）科技英语在叙述两种物质的特性比较时，常使用动词have。译时应将英语的形容词译成汉语的谓语，并将have略去不译，使译文简洁晓畅，文约意丰。
（5）编译：编译即译文对原文的切割、加工和整理，以减少译文读者阅读与实际操作无关的资料及猜测晦涩难懂的专业术语时所付出的处理努力。例如：Is cloning technology becoming the sword of Damocles to human beings？（克隆技术是否正成为人类头上的一柄达摩克利斯剑，无时无刻地威胁着我们的安全呢？）句中巧加释意，引出“达摩克利斯剑”的意义，读来通顺流畅且形象鲜明生动，较好传达出原文信息与文化内涵。
（6）反译：反译即翻译时突破原文形式，采用变换语气的办法处理词句，以使译文合乎汉语规范或修辞要求而不失原意。具体包括：将肯定的译成否定的；将否定的译成肯定的。例如：The central fact of biology， evolution， was not established until modern science had been in existence for over two hundred years.（生物学的主要学说进化论，直到近代科学产生二百多年以后才建立起来。）[7]译文将原文的否定形式改用肯定的句式予以表达，言简意赅。
五、结语
关联理论对科技英语翻译实践具有强大的解释和指导作用，它能够较好地从理论上解决在科技英语翻译实践中碰到的许多疑惑，能从深层次上揭示其内在规律性。根据关联原则，译者在从事科技英语翻译时，应充分考虑译语环境下译文读者的认知能力，通过各种交际线索找到源语交际者的真实交际意图，然后通过推理目标语受体的认知环境，选择具有最佳关联性的翻译策略，达到最佳交际效果。基于科技英语文体特征，从关联理论的视域来探讨这些问题有助于更好地把握语用翻译的本质，进而有效指导科技英语翻译实践。
参考文献：
［1］Sperber Dan and Deirdre Wilson. Relevance: Communication and Cognition ［M］. Beijing: Foreign Language Teaching and Research Press， 2001:15-16.
［2］Gutt， Ernst-August. Translation and Relevance: Cognition and Context ［M］. Shanghai Foreign Language Education Press， 2004:48.
［3］Wilson， D. And Sperber， D. Representation and relevance. In R.M. Kempson （ed.） Mental Representations: The Interface Between Language and Reality ［M］. Cambridge: Cambridge University Press， 1988:224.
［4］赵彦春.关联理论与翻译的本质――对翻译缺省问题的关联论解释［J］.四川外语学院学报，2003，（3）:117―121.
［5］吴远庆，肖德法.科技英语的特点及翻译的误区［J］.烟台师范学院学报（哲学社会科学版），2003，（1）:110-113.
英语科技论文范文5
一、高职英语课程设计的三种价值取向
1.以学科为中心的课程设计价值取向
以学科中心的课程设计价值取向是把知识作为课程设计的中心。以学科中心的课程设计的价值取向关键点是“注重构成自由教育的基本知识的掌握”〔1〕。主张按照学科的基本结构进行课程设计。课程设计的最终目标是发展学生的智力水平，课程内容的基本特点是专业性、学术性与结构性，强调学生对基础知识与系统知识的掌握。以学科中心的课程设计把学习者的学习过程当作一个揭示事物自然规律的过程、一个发现新事物的过程、一个如何找到这些事物之间关联性的过程。20世纪80年代以来“，新学科主义”的课程设计价值取向在强调理论、方法、技术、知识的同时，更加关注社会需求以及学习者的学习兴趣与学习需求在课程内容中的重要性〔3〕。
2.以学习者为中心的课程设计价值取向
以学习者中心的课程设计把全面发展学生的能力作为课程设计的最终目标。学生能力的全面发展既包括发展学生的智力需求，还包括发展学生的非智力因素需求，也就是情感、态度、自尊、自信、意志等。以学习者中心的课程设计价值取向把课程设计的中心由课程的材料转移到了学习者，强调学习者的个性发展，注重满足学习者的学习兴趣与学习需求，关注学习者的人格完善，把培养学习者的价值观、情感、态度放到比知识更加重要的地位。在课程内容的选择与组织方面，注重把学习者的学习与现实的社会环境与社会需求相互联系，把学习者的学习心理与课程内容的逻辑顺序相互协调，把学习者的情感世界与知识海洋相互融合。
3.以问题为中心的课程设计价值取向
以问题中心的课程设计价值取向是在以学科中心的课程设计价值取向与以学习者中心的课程设计价值取向的基础上的进一步改进。以问题中心的课程设计寻求的是一种把学科知识与学习者所处的学习情境互相渗透的一种课程设计模式。在这种课程设计模式下，学习者既能够学到学科知识，又能够充分地发挥自主性，达到自我实现。课程设计目标具有一定的灵活性，课程设计内容注重培养学习者的问题解决能力、人际交往能力与社会实践能力。以问题中心的课程设计价值取向在课程学习内容方面的设计打破了学科之间的独立，采用整合的形式，实现了跨学科间的联系。以上三种课程设计价值取向反映了课程的三个不同属性———人本属性、文化属性与社会属性。三个属性之间的关系是相互依存、相互影响、辩证统一的。当前，高职英语的课程设计价值取向已由单一性逐渐被多元化所取代，三者课程设计价值取向不断趋于融合。
二、高职英语课程设计的内容要求
高职英语课程首先是以英语语言文化知识为主要内容的课程，工具性是高职英语的基本属性。高职英语课程设计的价值取向要让学习者在今后的生活、工作、社会交往中能够应用语言进行有效的交流，培养学习者的自主学习能力，增强学习者的文化素养，以适应我国社会的发展以及国际交流的需要，为社会培养高素质的人才。其次，高职英语课程还有人文性的一面，语言的存在构建了人类生存的文化环境，塑造了人类的文化心理，承载着人类的情感态度，人文性是对人类精神世界的一种尊重、提高与关注。语言的人文性可以帮助学习者获取自信心、养护自尊感、培养自强的信念、确立价值观、树立成就感，它在学习者形成良好的个性特征方面起着举足轻重的作用。人文性是高职英语课程设计主体价值选取的方向，是高职英语课程设计的价值所在。
1.高职英语课程结构的设置要满足学习者的学习兴趣
学习需求课程设计的任务是发现学习者的学习兴趣，帮助学习者为完成学习任务而选择最为关键的学习内容。针对高等职业教育的特点，教师可以将两门或两门以上的课程内容进行融合，打破学科界限。经过综合后的课程以教学单元为基本教学单位，将彼此独立的学科融合为一个大领域，实现基础性与职业性相结合的课程设计理念，但是，要强调基础性的决定地位，注重语言知识的基本技能性。这里的基本技能不仅包括听、说、读、写等技能，还包括现代信息技术技能、高超的问题解决技能等。
2.高职英语课程计划的制定要以学习者为中心师生共同合作制定
“以学生为本”，“教师主导、学生主体”的课程设置理念符合高职学习者特有的学习情况。为了满足学习者的学习兴趣、学习需求与学习风格，课程计划的制定要适应学习者的特点和要求。在高职英语课程设计价值取向制定的过程中，要把培养学习者的情感、态度、价值观放在比掌握英语知识更为重要的地位，把着眼点放在学习者的成长、自律与发展方面，把学习者能力的全面发展作为课程设计的终极目标。
3.高职英语课程评价的标准要注重学习者的学习过程
高等职业教育是职业性、技能性的教育，以过程为导向的教育方式更能够体现高等职业教育的人文性与素质性。高职英语课程评价应围绕学习者的学习主题，进行高职英语课程单元教学设计，建立以单元为中心的教学评价体系。高职英语课程设计价值取向的着眼点要放在每一个单元的教学质量方面，即分析每一位学习者的单元学习情况，从而判断该单元教学的实现水平。课程设计是课程规划中最具有创造性的活动。
英语科技论文范文6
1.1 Background of this study 1
1.2 The current situation in oral English learning of non-English major students 1
1.3 Overview of the development of web-based study at home 2
1.4 The significance of the study 2
2. Literature Review 4
2.1 Definition of learning strategies 4
2.2 Classification of learning strategies 5
2.3 Studies on speaking learning strategies 6
2.4 Factors of influencing the choice of speaking learning strategies 8
3. The methodology 10
3.1 The subjects 10
3.2 Instruments 10
3.3 Data collection 11
3.4 Data analysis 11
4. Results and discussion 16
4.1 Frequency of the use of speaking learning strategies 16
4.2 Frequency of the use of different speaking learning strategies. 16
4.3 Differences in the use of speaking learning strategies by speakers with different factors 17
5. Conclusion 19
Acknowledgements 20
References 21
Appendices 23
1. Introduction
In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.
1.1 Background of this study
With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.
In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.
Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.
1.2 The current situation in oral English learning of non-English major students
In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.
According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.
1.3 Overview of the development of web-based study at home
With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.
Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245
1.4 The significance of the study
With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.
What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.
2. Literature Review
In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.
2.1 Definition of learning strategies
In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.
Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.
In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78
In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58
2.2 Classification of learning strategies
2.2.1 Classification of learning strategies abroad
Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:
In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.
The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55
1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.
2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.
The classification by Oxford has been widely used and accepted.
Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.
2.2.2 Classification of learning strategies in China
As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.
Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56
Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54
2.3 Studies on speaking learning strategies
2.3.1 Nature of oral English
Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar. Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.
The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85
2.3.2 Studies on speaking learning strategies abroad
With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:
1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.
2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.
Through employing the me thodology of interpreting transcripts of learners’ language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79
The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.
O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group.
Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75
2.3.3 Studies on speaking learning strategies at home
From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307
In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26
2.3.4 Factors of influencing the choice of speaking learning strategies
During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.
1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154
2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25
3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.
4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.
5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.
6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.
7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85
3. The methodology
The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.
3.1 The subjects
3.1.1 Purpose
The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.
3.1.2 Participants
The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.
3.2 Instruments
The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.
3.3 Data collection
The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.
3.4 Data analysis
This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.
3.4.1 Frequency of the use of speaking learning strategies
Table 3.1 Frequency of the use of speaking learning strategies online and in real life
Category Online In real life
Overall strategies 2.50 4.02
Memory strategies 2.30 4.33
Cognitive strategies 2.57 3.04
Compensation strategies 2. 82 4.83
Meta-cognitive strategies 2. 53 3.12
Affective strategies 2.19 3.03
Social strategies 2.24 4.08
The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.
3.4.2 Frequency of the use of different speaking learning strategies
Table 3.2 Frequency of the use of different speaking learning strategies
Category Mean Std. Deviation
Memory strategies 2.30 2.29
Cognitive strategies 2.57 3.33
Compensation strategies 2. 82 4.91
Meta-cognitive strategies 2. 53 5.18
Affective strategies 2.19 3.43
Social strategies 2.24 3.07
The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.
3.4.3 Differences in the use of speaking learning strategies by speakers with different factors
3.4.3.1 Use of the speaking strategies by different gender
Table 3.3 Frequency of the use of speaking learning strategies by different gender
Category Male Female
Overall strategies 2.33 2.67
Memory strategies 2.28 2.32
Cognitive strategies 2.53 2.61
Compensation strategies 2.51 2.55
Meta-cognitive strategies 2.49 2.57
Affective strategies 2.18 2.20
Social strategies 2.21 2.27
From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.
3.4.3.2 Use of the speaking strategies by different majors
Table 3.4 Frequency of the use of speaking learning strategies by different major
Category Science Arts
Overall strategies 2.36 2.64
Memory strategies 2.25 2.35
Cognitive strategies 2.51 2.63
Compensation strategies 2.59 2.47
Meta-cognitive strategies 2.31 2.33
Affective strategies 2.15 2.23
Social strategies 2.19 2.29
From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.
3.4.3.3 Use of the speaking strategies by different personalities
Table 3.5 Frequency of the use of speaking learning strategies by different personality
Category Extroverted Introverted
Overall strategies 2.50 2.42
Memory strategies 2.27 2.33
Cognitive strategies 2.58 2.56
Compensation strategies 2.56 2.50
Meta-cognitive strategies 2.28 2.34
Affective strategies 2.19 2.17
Social strategies 2.26 2.21
From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.
3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels
Table 3.6 Frequency of the use of speaking Learning
strategies by different self-rated proficiency level
Category High Medium Low
Overall strategies 2.53 1.61 0.89
Memory strategies 1.84 1.71 1.12
Cognitive strategies 2.19 1.97 0.98
Compe nsation strategies 1.51 1.57 1.90
Meta-cognitive strategies 2.57 1.63 0.83
Affective strategies 2.83 1.88 0.67
Social strategies 2.11 1.54 0.83
In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.
4. Results and discussion
4.1 Frequency of the use of speaking learning strategies
As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:
First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.
Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.
Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.
The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.
4.2 Frequency of the use of different speaking learning strategies.
From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.
The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.
Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.
4.3 Differences in the use of speaking learning strategies by speakers with different factors
As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.
As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages
As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.
As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.
As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.
At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.
5. Conclusion
The above discussion of study and research is by no means comprehensive but it deserves our study.
Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.
As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.
It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.
Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.
All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.
Acknowledgements
My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
References
［1］Skehan, P. Individual Differences in Second Language Learning[M]. London: Edward Arnold, 1991:105.
［2］Tav angarian D.& Leypold M.E., Noiting K., Roser M. & Voigt D. Is e-Learning the solution for individual Learning?[D]Electronic Journal of e-Learning, 2004:245.
［3］Ellis, R. The Study of Second Language Acquisition[M].Oxford: Oxford University Press, 1994:154.
［4］Weinstein, C & R. Mayer. The Teaching of Learning Strategies[M]. NewYork. Macmillan, 1986:74.
［5］Chamot, A. The Learning Strategies Handbook. NY[M]. Longman, 1987:96.
［6］Rubin, J. Language Learning Language Strategies: What every teacher should know[M]. Boston: Heinle & Heinele, 1990:156.
［7］Oxford, R. L. Variables Affecting Choices of Language Learning Strategies by University Students[M]. Modern Language Journal, 1989:24.
［8］Ellis, R. The Study of Second Language Acquisition[M].Oxford: Oxford University Press, 1994:54.
［9］Cohen, A. D. Language learning: “Insights for learners, Teachers and Researchers”[M]. New York: Newbury House Publishers, 1990:67.
［10］Cohen, A.D. Weaver, S. & Li, T-Y. The Impact of Strategies-based Instruction on Speaking a Foreign Language[M].Foreign Language Teaching and Research Press, 1998:78.
［11］Tarone, E. Some Thoughts on the Notion of “Communication Strategies” [J]. London: Longman, 1983:65-66.
［12］Stern, H. Fundamental Concepts of Language Teaching[M]. Oxford University Press, 1983:57-58.
［13］Oxford & O’ Malley. A Study of Learning Strategies in Foreign Language Instruction: First Year Report[M]. Rosslyn, Va.: Interstate Research Associates, 1987:155.
［14］Oxford, R.L. Language learning strategies: What Every Teachers Should Know[M]. New York: Newbury House, 1990:54-55.
［15］Cohen, A. Strategies in Learning and Using a Second Language[M].Foreign Language Teaching and Research Press, 2000:124.
［16］陈晓堂，郑敏.英语学习策略[M].北京：外语教学与研究出版社,2002:56.
［17］文秋芳.英语学习成功之路[M].上海外语教育出版社,2003:54.
［18］Bygate, M. Speaking[M]. Oxford University Press, 1987:85.
［19］McDonugh, S.H. Strategies and Skill in Learning a Foreign Language[M]. London: Edward Amold, 1995:78-79.
［20］Ellis, Rod. Learning a Second Language Learning Through Interaction[M] Philadelphia: John Benjamins, 1999:65.
［21］Nunan, D. The Learner-Centered Curriculum: a Study in Second Language Teaching[M]. Cambridge University Press, 1990:45.
［22］Dornyei, Z. On the teachability of communication strategies. TESOL Quaterly[M].TESOL Quarterly, 1995:75.
［23］Huang, X. H. & M. Van Naersson. Learning Strategies for oral communication[J]. Applied Linguistic, 1987:287-307.
［24］陈思齐.英语专业大学生交际策略的使用研究[J].外语教学,1990:24-26.
［25］Ehrman, M & Oxford. Effects of sex differences, career choice, and psychological type on adult language learning strategies[M]. Modern Language, 1989:154.
［26］Bialystock, E. The role of conscious strategies: A psychological Analysis of Second Language use[M]. Oxford: Basil Blackwell, 1981:25.
［27］陈善琼.语言学习策略在中学英语口语教学中的应用[D]. 四川师范大学,2007:85.
Appendices
浙江科技学院非英语专业大学生网上英语口语学习策略调查问卷
一、个人简况
姓名:
性别: A 男 B女
科别： A 理工科 B文科
你的性格特征： A内向 B外向
你认为你目前的英语综合水平： A很差 B一般 C优秀
二、网上英语口语学习策略调查
（元认知策略使用情况调查）
1、我寻求好的网上口语练习的时间和地点。
A从不 B很少 C有时 D经常 E总是
2、上网学习时，我能把握上网学习的时间和内容。
A从不 B很少 C有时 D经常 E总是
3、对于如何上网提高英语口语能力，在不同时期，我有明确的目标。
A从不 B很少 C有时 D经常 E总是
4、我总在寻求更好的口语学习方法。
A从不 B很少 C有时 D经常 E总是
5、我思考和评价自己的上网学习方法从而找出存在的问题和解决方法。
A从不 B很少 C有时 D经常 E总是
6、在说话前， 我先把想说的话组织好再说。
A从不 B很少 C有时 D经常 E总是
（认知策略使用情况调查）
7、我浏览各种英文网站、听英文录音VOA,BBC,. etc及看英文视频等，听和练习口语。
A从不 B很少 C有时 D经常 E总是
8、在用英语聊天时，我会猜想对方下一句会说什么。
A从不 B很少 C有时 D经常 E总是
9、听VOA,BBC，. etc 或欧美剧等英文视频时，我会模仿其说话方式、语音语调及用词。
A从不 B很少 C有时 D经常 E总是
10、听VOA,BBC，. etc 或欧美剧等英文视频时，我会小声跟着说。
A从不 B很少 C有时 D经常 E总是
（记忆策略使用情况调查）
11、我反复观看喜欢的欧美剧，以便加深印象。
A从不 B很少 C有时 D经常 E总是
12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。
A从不 B很少 C有时 D经常 E总是
13、在英文网站上遇到新单词我就猜它的意思。
A从不 B很少 C有时 D经常 E总是
14、一遇到生词就查字典吗?
A从不 B很少 C有时 D经常 E总是
15、我把上网遇到的生词记在单词本上。
A从不 B很少 C有时 D经常 E总是
16、我用金山词霸等网上字典在线查找生词的意义及用法。
A从不 B很少 C有时 D经常 E总是
（补偿策略使用情况调查）
17、QQ聊或聊天室语音等方式交流时， 我会努力猜测TA接下去将说什么。
A从不 B很少 C有时 D经常 E总是
18、QQ聊或聊天室语音等方式交流时， 当不懂对方所言时，会请求对方重复或放慢语速。
A从不 B很少 C有时 D经常 E总是
19、QQ聊或聊天室语音等方式交流时， 当与别人交谈时想不起某个词 时， 我会使用同义词（组）。
A从不 B很少 C有时 D经常 E总是
20、当不能表达自己时， 我会举例等方式进行解释。
A从不 B很少 C有时 D经常 E总是
（情感策略使用情况调查）
21、在网络环境中害怕别人发现你英语方面的不足吗?
A从不 B很少 C有时 D经常 E总是
22、为了把口语说好，我经常自我鼓励。
A从不 B很少 C有时 D经常 E总是
23、说英语紧张时， 我会想办法消除它。
A从不 B很少 C有时 D经常 E总是
24、上网学习英语后，我的学习兴趣提高了。
A从不 B很少 C有时 D经常 E总是
25、我会与家人、同学、老师等探讨口语学习的感受
A从不 B很少 C有时 D经常 E总是
（社交策略使用情况调查）
26、用英语写邮件或聊天时，我请对方纠正我的错误。
A从不 B很少 C有时 D经常 E总是
27、通过网上交流很容易在学习上和同学结成朋友。
A从不 B很少 C有时 D经常 E总是
28、必要时，交谈借助手势、表情等进行表达。
A从不 B很少 C有时 D经常 E总是
29、交谈时，我把精力放在意思表达上。
A从不 B很少 C有时 D经常 E总是
30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。
A从不 B很少 C有时 D经常 E总是
浙江科技学院非英语专业大学生非网络状态下英语口语学习策略调查问卷
（元认知策略使用情况调查）
1、我寻求好的网上口语练习的时间和地点。
A从不 B很少 C有时 D经常 E总是
2、学习时，我能把握学习的时间和内容。
A从不 B很少 C有时 D经常 E总是
3、对于如何提高英语口语能力，在不同时期，我有明确的目标。
A从不 B很少 C有时 D经常 E总是
4、我总在寻求更好的口语学习方法。
A从不 B很少 C有时 D经常 E总是
5、我思考和评价自己的学习方法从而找出存在的问题和解决方法。
A从不 B很少 C有时 D经常 E总是
6、在说话前， 我先把想说的话组织好再说。
A从不 B很少 C有时 D经常 E总是
（认知策略使用情况调查）
7、我参加有利于英语提高的活动，听和练习口语。
A从不 B很少 C有时 D经常 E总是
8、在用英语聊天时，我会猜想对方下一句会说什么。
A从不 B很少 C有时 D经常 E总是
9、听英语时，我会模仿其说话方式、语音语调及用词。
A从不 B很少 C有时 D经常 E总是
10、听英语时，我会小声跟着说。
A从不 B很少 C有时 D经常 E总是
（记忆策略使用情况调查）
11、我反复朗读喜欢的英语文章，以便加深印象。
A从不 B很少 C有时 D经常 E总是
12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。
A从不 B很少 C有时 D经常 E总是
13、遇到新单词我就猜它的意思。
A从不 B很少 C有时 D经常 E总是
14、一遇到生词就查字典吗?
A从不 B很少 C有时 D经常 E总是
15、我把遇到的生词记在单词本上。
A从不 B很少 C有时 D经常 E总是
16、我会努力查找生词的意义及用法。
A从不 B很少 C有时 D经常 E总是
（补偿策略使用情况调查）
17、英语聊天时，我会努力猜测TA接下去将说什么。
A从不 B很少 C有时 D经常 E总是
18、英语聊天时，当不懂对方所言时，会请求对方重复或放慢语速。
A从不 B很少 C有时 D经常 E总是
19、英语聊天时， 当与别人交谈时想不起某个词时， 我会使用同义词（组）。
A从不 B很少 C有时 D经常 E总是
20、当不能表达自己时， 我会举例等方式进行解释。
A从不 B很少 C有时 D经常 E总是
（情感策略使用情况调查）
21、害怕别人发现你英语方面的不足吗?
A从不 B很少 C有时 D经常 E总是
22、为了把口语说好，我经常自我鼓励。
A从不 B很少 C有时 D经常 E总是
23、说英语紧张时， 我会想办法消除它。
A从不 B很少 C有时 D经常 E总是
24、一番努力学习后，我的学习兴趣提高了。
A从不 B很少 C有时 D经常 E总是
25、我会与家人、同学、老师等探讨口语学习的感受
A从不 B很少 C有时 D经常 E总是
（社交策略使用情况调查）
26、用英语聊天时，我请对方纠正我的错误。
A从不 B很少 C有时 D经常 E总是
27、英语打开新的世界，结交更多的朋友。
A从不 B很少 C有时 D经常 E总是
28、必要时，交谈借助手势、表情等进行表达。
A从不 B很少 C有时 D经常 E总是
29、交谈时，我把精力放在意思表达上。
A从不 B很少 C有时 D经常 E总是
30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。
A从不 B很少 C有时 D经常 E总是
谢谢您的合作!
诚 信 承 诺
我谨在此承诺：本人所写的毕业论文《基于网络的英语口语学习策略研究》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。
