共查询到19条相似文献，搜索用时 78 毫秒
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区别于传统的教学模式,词块教学法在改善语言使用的连贯性、地道性、流畅性方面具有一定的优势.通过阶段性的课堂教学的行动研究,调查了解了学生的词块掌握能力；通过教学活动的不断调整和改进,试图寻找一种更有效的方法来提高学生的词块意识及其在写作中的词块运用能力. 相似文献
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"大学英语语篇阅读教学实验"研究报告 总被引：1，自引：0，他引：1
传统阅读教学较多关注单词、句子、语法等微观单位的分析、理解,未能从语篇的高度分析、理解文章,影响了学生阅读能力的培养和提高.语篇阅读教学着眼于语篇,高屋建瓴地引导学生学会把握单词之间、句子之间、段落之间的关联,从而实现对文章结构及含义的深刻理解. 相似文献
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郑昕 《广东青年干部学院学报》2005,19(1):92-93
语料库研究已经被广泛应用于研究语言在自然文本中的用法,研究说话者或作者如何使用语言;相似的语言结构在不同语境中使用与功能等等.国外有关专家曾将50个英语常用词出现频率作比较,发现"and"的使用频率位列第三,仅次于"the" 和"of" (Kennedy,G.,199898) 而 "and" 作为连接词,既可以连接单词,也可以连接单句,比起 "the" 和 "of",更可以看出使用者的英语语言能力. 相似文献
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主持人语:劳动关系作为最基本的社会关系,在今天,已成为构建和谐社会之基础。企业劳动关系不和谐,社会就不可能实现"长治久安",企业就不能健康而稳步的向前发展。 相似文献
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主持人语:劳动关系作为最基本的社会关系,在今天,已成为构建和谐社会之基础。企业劳动关系不和谐,社会就不可能实现"长治久安",企业就不能健康而稳步的向前发展。 相似文献
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主持人语:劳动关系作为最基本的社会关系,在今天,已成为构建和谐社会之基础。企业劳动关系不和谐,社会就不可能实现"长治久安",企业就不能健康而稳步的向前发展。 相似文献
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主持人语:劳动关系作为最基本的社会关系,在今天,已成为构建和谐社会之基础。企业劳动关系不和谐,社会就不可能实现"长治久安",企业就不能健康而稳步的向前发展。 相似文献
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根据韩礼德的理论,语言由三元功能组成,即概念性功能、人际关系性功能和文本性功能。与传统的词汇比喻相对应,语法比喻就上述三种功能都单独发挥作用。本文围绕语法比喻的类型、与谈话方式、文本组织和语言类型的关系等几个方面进行了阐述。 相似文献
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杨静怡 《中国劳动关系学院学报》2007,21(5):119-121
高职英语教学的目标是培养学生的语言应用能力。语言的学习离不开特定的社会文化环境,在语言教学过程中忽视社会文化能力的培养,就会在跨文化交际中产生"文化休克"现象。高职英语教学应重视培养学生的社会文化能力,使文化教学和语言教学相辅相成,最终达到语言为交际服务的目的。 相似文献
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第二课堂合作学习辅助大学英语教学探析 总被引：4，自引：0，他引：4
董连忠 《中国劳动关系学院学报》2011,25(5):122-125
高校大学英语第二课堂合作学习是课堂教学的有效延伸与补充,对大学英语课堂教学和学生的外语习得有很大促进作用.第二课堂合作学习使大多数学生明确了学习方向,提高了语言学习技能,尤其是增强了他们的合作学习与自主学习能力. 相似文献
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姚凤梅 《中国劳动关系学院学报》2004,18(2):90-92
交际法是一种既培养学习者语言能力又培养其交际能力的教学方法,为我国外语学界所认可并在基础教育外语教学中广泛采用。在成人英语教学中也应该引入交际法。 相似文献
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尹智瑾 《广东青年干部学院学报》2014,28(3):93-96
目前高职英语写作课多数强调应用文及应试议论文的教学,不能真正提高学生的英语表达能力。在高职英语写作教学中应用输入和输出理论,平衡输入和输出,可以打破沉闷的课堂气氛和被动的学习方式,切实增强学生的英语表达思维和语言能力。 相似文献
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在英语学习过程中,僵化现象是一个极其普遍的问题,多年来已经成为困扰我国外语教育与学习的一个难点。为克服这一僵化现象,我们利用调查问卷的形式,对大学专业英语教学停滞不前的现状进行分析释因,得出帮助学生克服僵化、提高教学效果的方法,以及就如何缓解僵化现象提出教改措施。 相似文献
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乔晓芳 《中国劳动关系学院学报》2011,25(4):115-117
英语写作课教学始终是英语教学的薄弱环节.写作教学不是孤立的,它有赖于其他教学环节.只有学生打下了扎实基础,积累了一定语言知识,写作能力才能提高.在写作的教学过程中,教师应当对各种教法兼容并蓄,并用不悖.要根据学生的学习状态以及教学的课时安排扬长避短,运用好不同的教学方法. 相似文献
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Lisa L. Liu Aprile D. Benner Anna S. Lau Su Yeong Kim 《Journal of youth and adolescence》2009,38(4):572-586
This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s
academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to
exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended
to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’
heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth
whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was
related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated
with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in
both the English and heritage language may confer advantages to Chinese American youth.
Lisa L. Liu is a doctoral student in the Clinical Psychology Program at the University of California, Los Angeles, where she received her Masters in Clinical Psychology. Her research interests focus on the mental health of immigrant and minority families, including the role of parenting practices, parent–child relations, and socio-cultural factors on youth adjustment. Aprile D. Benner is a postdoctoral fellow at the Population Research Center at the University of Texas at Austin. She received her Ph.D. in Education at the University of California, Los Angeles. Her research interests center on adolescent development of low-income and minority youth, specifically investigating how adolescents navigate transition experiences in the early life course and how social contexts influence development. Anna S. Lau is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles where she also received her Ph.D. in Clinical Psychology. A major objective of her research is to enhance the effectiveness of psychosocial interventions for ethnic minority families and children at risk of parenting and child behavior problems. She has authored over 30 articles in the fields of children’s mental health services, child maltreatment, and minority family adjustment. Su Yeong Kim is an Assistant Professor in the School of Human Ecology, Department of Human Development and Family Sciences at the University of Texas at Austin. She received her Ph.D. in Human Development from the University of California, Davis. Her research interests include the role of cultural and family contexts that shape the development of adolescents in immigrant and minority families in the U.S. 相似文献
| Lisa L. LiuEmail: |
Lisa L. Liu is a doctoral student in the Clinical Psychology Program at the University of California, Los Angeles, where she received her Masters in Clinical Psychology. Her research interests focus on the mental health of immigrant and minority families, including the role of parenting practices, parent–child relations, and socio-cultural factors on youth adjustment. Aprile D. Benner is a postdoctoral fellow at the Population Research Center at the University of Texas at Austin. She received her Ph.D. in Education at the University of California, Los Angeles. Her research interests center on adolescent development of low-income and minority youth, specifically investigating how adolescents navigate transition experiences in the early life course and how social contexts influence development. Anna S. Lau is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles where she also received her Ph.D. in Clinical Psychology. A major objective of her research is to enhance the effectiveness of psychosocial interventions for ethnic minority families and children at risk of parenting and child behavior problems. She has authored over 30 articles in the fields of children’s mental health services, child maltreatment, and minority family adjustment. Su Yeong Kim is an Assistant Professor in the School of Human Ecology, Department of Human Development and Family Sciences at the University of Texas at Austin. She received her Ph.D. in Human Development from the University of California, Davis. Her research interests include the role of cultural and family contexts that shape the development of adolescents in immigrant and minority families in the U.S. 相似文献
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Maria Medvedeva 《Journal of youth and adolescence》2010,39(8):940-952
This study examines the relationship between perceived discrimination and self-reported proficiency in English and non-English
languages among adolescent children of immigrants. Data from the Children of Immigrants Longitudinal Study was used. The average
age of participants was 17.2 years; 1,494 were females and 1,332 were males. Among 2,826 participants, 61% reported Latin
American and Caribbean national origin and 39% reported Asian national origin. Findings from probit regression analysis showed
that adolescents who felt discriminated against by school peers were more likely to report speaking and reading English less
than “very well”. On the other hand, adolescents who felt discriminated against by teachers and counselors at school or reported
perceived societal discrimination were more likely to report speaking and reading English “very well.” The results suggest
youth’s English, as opposed to non-English language, as the primary venue in which perceived discrimination influences youth’s
linguistic adaptation. The findings further indicate that the direction and possible mechanisms of this influence vary depending
on the source of perceived discrimination. 相似文献