The inconsistency between the radar image information and electronic chart information in the high latitudes can result in much difficulty on the identification of marks, which will be dangerous to the ship's navigation. By analyzing the characteristics of the projection methods of the high-latitude sea area charts, we discuss the causes for the errors of the radar image and superimposed ECDIS information. This thesis puts forward the method of subdivision of longitude in the weft to correct the Mercator projection distortion, and therefore we can get the Mercator projection which is able to meet any predetermined accuracy requirements. Based on GPS coordinates value, radar real-time location information is changed into the screen coordinates through a coordinate transformation, and we can position radar center position on the ECDIS chart accurately. In this way, we can realize the real-time, rapid, precise overlay display of radar echo and ECDIS chart.
The present paper focuses on the frequently used verb keep by Chinese non-English majors and native speakers based on three corpora, namely, Brown, St3, and St4 in CLEC. Brown stands for a corpus of native speakers, whereas St3 and St4 in CLEC stand for Chinese non-English majors who take CET-4 and CET-6 tests, respectively. This paper employs the contrastive analysis theory. The thesis investigates the commonly used keep senses by Chinese learners in CLEC compared with those senses in Brown by native speakers. This current research also employs a large amount of computer instruments like SPSS, AntConc, Microsoft Excel, and Wordsmith. Furthermore, the research aims to find out whether Chinese learners’ performance on verb keep gets improvement with the promotion of their English proficiency. The results of the paper show that Chinese non-English majors do not have a good command of the frequently used senses of keep by native speakers. There exists overuse and underuse of some senses. Nevertheless, with the improvement of English proficiency, Chinese learners’ employment of keep is becoming much closer to that of the native speakers. According to the research, some pedagogical reflections to improve English teaching and learning of verbs like keep are also discussed in the paper. Blended teaching can be applied before class, and microlectures can be provided online. Keep phrasal verbs, idioms, and collocations can be included in microlectures, while class teachers and students can collaboratively draw mind maps of verb keep. After class, more assignments can be provided online, such as multiple choice, blank filling, translation, and so on.
This paper analyzes the use of verb, phrasal verbs, and idioms represented by the verb keep employed by Chinese non-English major students as well as by native speakers by way of corpora comparison and Contrastive Analysis. The corpora in this paper involve the English native speaker corpus (Brown) and the subcorpora St3 (non-English major Band 4) and St4 (non-English major Band 6) in the Chinese English Learner Corpus (CLEC). This thesis analyzes the use of phrasal verbs and idioms of verb keep which is commonly used by Chinese non-English major learners. The instruments employed in this thesis are Antconc, SPSS, Microsoft Excel, and so on. In addition, through corpora comparison and contrastive analysis, this paper contributes to explore whether Chinese learners’ grasp of phrasal verbs and idioms of verb keep will get improvement as their English level develops. This research findings show that Chinese non-English majors’ use of phrasal verbs and idioms of keep is far less plentiful than that of native speakers. The Chinese learners are liable to use only a small portion of keep phrasal verbs and idioms compared with the native speakers. Nevertheless, with the development of Chinese learners’ English proficiency, their employment of keep phrasal verbs and idioms is getting much closer to that of the native speakers. Based on the above research, this paper also puts forward some teaching suggestions for verbs like keep. Some pedagogical implications are drawn on EFL teaching and learning. Microlecture videos can be employed for online and offline teaching, which is quite popular nowadays. The first five keep phrasal verbs should be attached great importance. As for keep idioms, the first six keep idioms should be emphasized. Some example sentences and related exercises can be involved. Students are also encouraged to use mind map during vocabulary learning.
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