教师话语的互动性与语言习得

第二语言的习得离不开语言的输入输出与互动。互动性的教师话语不仅可以为学生提供可理解性输入,同时也为学生提供语言输出的机会。本文通过探讨教师话语互动性和语言习得的关系,探索提高教师话语互动性的途径,让学生在课堂互动中学会运用语言,促进他们的语言习得。     

浅谈阅读中的二语词汇附带习得影响因素

通过广泛阅读实现词汇附带习得是一种非常有效的词汇习得方式。回顾了词汇附带习得概念的提出,指出词汇附带习得的必要性,总结了影响二语阅读过程中词汇附带习得的几个主要因素。     

二语习得中母语迁移现象对翻译能力的影响

语言迁移一直是应用语言学,二语习得和研究的中心问题。通过分析二语习得中的母语正负迁移现象,进而探讨其对翻译能力的积极和消极影响,这对有效提高翻译能力是可行且是必须的。     

模因论对二语词汇习得的启示

模因论（memetics）是解释文化进化规律的语用学理论。语言是模因的载体，语言本身也是模因，即模因语言，语言模因揭示了语言发展规律。作为语用学理论模因论也为二语习得提供了可借鉴的理论依据和方法。本文重点从模囡论的角度分析二语词汇习得，旨在尝试性研究模因论对二语词汇习得的启示，为二语词汇习得提供新的理论支持，为广大外语教师提供参考性方法。     

从影响阅读之要素看国外二语研究新动向

着眼于西方学者近十几年来所从事的二语阅读方面的最新研究成果,以影响二语阅读的要素(词汇知识、背景知识、语篇结构知识、阅读策略、阅读流利度)为出发点,对学者们提出的热点问题和建议进行了提取和总结,以期为国内从事英语教学、对外汉语教学等相关领域的教师和研究人员提供参考。     

浅谈语际语用学的发展与研究

语际语用学研究是一个新兴的领域,是以语用学理论为基础的二语习得理论和跨文化语用学发展的交叉学科,是语际语言的语用学研究。语际语是外语学习者在学习过程中产生的一种介于母语与目的语之间的过渡性语言形式。通过认识和了解语际语用学,有助于二语习得者最终掌握第二语言。     

话语分析视角下教师话语策略的分析

通过话语分析方法对教师话语进行了不同角度的剖析,重点分析了影响教师话语功能和效果的因素,以期能够通过灵活应用各种教师话语策略来影响学生学习英语的积极性,从而提升课堂内学生进行大学英语学习的学习效果。     

影响第二语言习得的个体差异——以两位土库曼斯坦汉语留学生为例

在第二语言习得的学习过程中,由于文化差异、教学和学习方法等因素,习得的效果不尽相同,其中学习者的个体差异也尤为重要,主要包括:年龄、性别、动机、性格、态度、焦虑、自信等方面。以两名来华学习汉语的土库曼斯坦留学生在中国计量学院的学习情况为例,并借鉴已有的二语习得研究成果,探究影响第二语言习得的个体差异,为优化第二语言习得效果提供参考。     

教师话语下的中职英语分层教学探析

中职英语教学面对基础悬殊的学习者,采取分层法实属必要。教师话语是课堂教学的重要组成部分,教师的话语可以从五个方面对分层教学的实施加以细化分析:数量、质量、调整、提问和反馈。     

大学英语专业阅读课堂教师反馈语的调查分析

通过课堂观察录音和问卷调查的方法,研究教师课堂反馈语的类型特征。研究发现,大学英语专业阅读课堂上教师反馈语类型多样;简单反馈语出现频次较高,其中简单积极反馈语频次最高,详尽反馈语出现频次偏低;建议纠正错误时教师避免打断学生,可通过引导学生自我修正的方式鼓励学生积极思考来纠错。     

二语习得中内隐学习和外显学习协同发展的权衡

美国心理学家A.S.Reber首次提出了内隐学习的概念,并将学习分为内隐学习和外显学习两种。内隐学习是无意识参与的一种学习方式,而外显学习是需要付出努力的,借助手段的有意识的活动。两者有着不同的学习机制,但却有着紧密的联系,不能够将两者完全割裂。而研究者如Dekeyser、Hulstjin将内隐和外显学习引入了第二语言习得中,开辟了二语习得研究的新领域。在二语习得中应将两种学习有机结合起来,实现两者的协同发展和动态权衡,提高学习者习得语言的能力。     

The development language: BPL category and the poverty discourse in contemporary India

The paper highlights the complex relationship between development and language and argues that poverty as a condition of underdevelopment is materialized in representation. Instead of limiting the scope of the topic to the rhetorical aspects of development thought, it is proposed that development language produces a specific reality of poverty while writing about it. Using a post-structuralist framework and drawing from various Planning Commission reports on poverty lines, the paper goes on to implicate these reports in the production of authoritative knowledge and the elision of the poor. Through the identification of the cut-off line, which distinguishes the poor from the non-poor, these reports control our ways of knowing and suspend our ability to imagine poverty in any non-institutional manner. Such representation not only omits poor’s everyday experience and converts poverty as experience to poverty as knowledge, but also predicates its objectivity on such elision. The paper also highlights the slippages and contradictions in these reports, and shows how in the seeming inevitability of poverty knowledge, people find innovative ways to appropriate and disrupt it.     

赖斯访谈中的间接话语策略分析

以赖斯在《杨澜访谈录》中的访谈实录为文本,主要研究政治人物在访谈中故意打破合作原则,通过巧妙利用模糊限制语和降低信息准确度两大语用策略,成功实现保证会话顺利进行和维护自己的面子的双重目的。从语用功能角度出发,试图对隐藏在这场高端对话背后的语言策略进行批判性分析。     

From the curriculum to the classroom: The urgent need for preservice human rights teacher education in the United States

Abstract

Despite recent progress made by the human rights education movement in the United States to bring human rights education into curriculum standards, textbooks, and classrooms, preservice and in-service teachers have few opportunities to receive human rights education themselves. I argue that future teachers urgently need to receive preservice human right teacher education for a number of reasons. First, social studies curriculum standards in forty-two US states include human rights standards (Advocates for Human Rights 2016). Second, human rights education allows learners to engage with the human rights framework and gain skills to advocate to end human rights violations. Third, for human rights education to be effective in ending human rights violations, teachers must teach in a way that can help to dismantle oppression rather than perpetuate it. Thus, teacher educators must implement preservice human rights teacher education thoughtfully. I address challenges to, critiques of, and recommendations for implementation. Following this, I build on these ideas with my own recommendations for implementation. These recommendations are based on interviews I conducted with members of Human Rights Educators USA, a national volunteer network of educators and advocates who promote human rights education in the United States (HRE USA 2018).     

Working hard on the outside: a multimodal critical discourse analysis of The Biggest Loser Australia

The Biggest Loser (TBL) is a reality television weight-loss programme that positions itself as a response to the so-called “obesity crisis”. Research on TBL has thus far focussed on audience responses and its effect on viewers’ beliefs about weight loss. This article focuses instead on how meaning is constructed in TBL. We conducted a multimodal critical discourse analysis of a key episode of TBL (the 2012 Australian season finale) to examine how the textual, visual and auditory elements combine to construct meanings beyond the ostensible health messages. Although the overt message is that all contestants have worked hard, turned their lives around and been “successful”, examination of editing choices, lighting and colour, clothing and time spent on contestants allows us to see that the programme constructs varying degrees of success between contestants and provides accounts for these differences in outcomes. In this way the programme is able to present itself as a putative celebration of all contestants while prescribing narrow limits around what constitutes success. TBL reinforces an ideology in which “success” is a direct result of “the work” of weight loss (both physical and emotional), which can apparently be read straightforwardly off the body. TBL’s “celebration” of weight loss thus reproduces and strengthens the widespread view of fat bodies as physical manifestations of individual (ir)responsibility and psychological dysfunction, and contributes to the ongoing stigmatisation of obesity.     

The discourse of disability in modern China

With the collapse of the imperial system, Confucianism rapidly lost its credibility and authority. 'Nature' was now conceptualized as a set of relatively impersonal forces that could be objectively investigated. No longer were physical bodies thought of as being linked to the cosmological foundations of the universe: bodies were produced according to biological laws inherent in 'nature'. Identity and ancestry were buried deep inside the body. With the spread of an alternative epistemology based on scientific knowledge, a new medical semiology of the 'monster' appeared, in which the causes of malformation were firmly attributed to purely physical factors. Malformed infants came to be symbolic representations of racial degeneration, while freaks embodied the disfigurement of the nation. Raising the spectre of racial extinction, many writers claimed that the poor physical quality of the population was one of the key causes of the nation's backwardness. The strengthening of the population and the improvement of the race were represented as the essential prerequisites for national survival.     

Contextual meanings in policy discourse: A case study of language use concerning resource policy in the New Zealand high country

Variation in the meaning and use of the term landscape by different decision makers and decision influencers in the New Zealand high country is analysed in relation to the way they describe a resource policy issue. The case study is based upon documentary sources and oral accounts of the role that trees might play in high country land use. Links between language use and interest are identified and explored, and some consequential implications discussed.     

The value of discourse analysis as a methodological tool for understanding a land reform program

The negotiation and contestation of social value, authority and knowledge is intrinsic to development interventions. Discourse analysis is growing in popularity as one of the tools through which this contestation and negotiation can be explored. This paper explores the policy issues illuminated by a discourse analysis of the Land Reform Pilot Project in the KwaZulu Natal province of South Africa. Specifically, it is argued that discourse analysis highlights human agency and ideological practices and in so doing reveals the construction and contestation of social value, authority and knowledge.