“Zhe” in the structure of “V1 zhe V2” in the Chinese translation of Qingwen Zhiyao is a counter translation of the Manchu adverb affix “- me” “- fi” “- hai, - hei, - hoi”. There are some special uses of this structure in Chinese translation, such as the combination of the tentative state and the continuous marker “zhe”, and the non continuous verb enters the “V1 zhe V2” structure as V1. The reason is that it is influenced by Manchu. The interference characteristics of Manchu language are weakened in the adaptation of Qingwen Zhiyao. By investigating the literature of the Qing Dynasty, it is found that the usage influenced by Manchu such as “Xiang zhe qiao” and “Zhuo liang zhe” once entered Chinese in the Qing Dynasty, and disappeared in modern Chinese with the decline of Manchu. The Chinese version has traces of Southern Mandarin, and the adapted version reflects the characteristics of Beijing Mandarin. The principle of iconicity has different constraints on the word order of verb conjunction in Manchu and Chinese. The text adaptation follows the law of sentence pattern development and reflects the prescriptive direction of Chinese sentence pattern development. Language contact affects the development of relevant sentence patterns to a certain extent, but it is ultimately restricted by the law of Chinese itself.

With the emergence of sociolinguistic approach in second language learning, instructors have begun to acknowledge the native language (L1) as a legitimate tool with the potential to facilitate second language (L2) learning mainly in output-based tasks. This study focuses on how the use of L1 by L2 learners affects their task achievement. Two communicative tasks were used, and tasks were carried out by 32 high school students in L2 only, or in L1 and L2 during group test sessions held on different days. Tape-recorded transcripts of learners when performing the tasks, interviews, and questionnaires were collected and analysed to investigate effect on the use of L1. The findings suggest that during performing the tasks, learners used their L1 to complete their tasks for a variety of functions. Through the L1, they explained and negotiated the task each other, or checked their understanding or compared answers to the task against their peers. To allow the learners to use of their L1 was even more effective than to urge them to use L2 only in a foreign language class using task. Further investigation indicates that, if one of goals of output-based introduction is considered as the successful completion of the task, the learners’ use of L1 may be beneficial to attain the goal when performing completely in L2 is impossible or beyond the learners’ linguistic ability.

The concept of Original Sin is central to Anglo-Catholic and Roman Catholic theology. In both Paul's epistle to the Romans and Article IX of the Church of England's Thirty-Nine Articles, Original Sin is not seen merely as an aspect among others of a Christian life but an unavoidable condition of existence. This belief in the fallen state of humanity and nature presents the Christian poet with particular difficulties and nowhere are these difficulties more in evidence than in the matter of language. T. S. Eliot's embrace of Anglo-Catholicism within Anglicanism put the matter of language at the center of his later work, especially Ash-Wednesday and Four Quartets. If humans are fallen creatures, the language they use must, in some sense, be fallen too. Eliot recognized this dilemma and adopted a number of stylistic devices in his later poetry to convey his sense of the fate of language in a fallen world. These devices include his use of repetition that suggests a kind of stammering, incomplete grammatical structures and punctuation, self-deprecatory statements, moments of self-exposure and confession. Most notably in both Ash-Wednesday and Four Quartets, Eliot cautions his readers not to be beguiled by the beauty of poetry itself. In 'East Coker' he goes so far as to state baldly that the 'poetry does not matter'.