Oak and Kapok in Troubled Times——Affectionate reproduction of To an Oak in Gone with the Wind

许多中外作家都是修辞方面的专家,他们通常借用一种具体的事物来象征一类人、一种精神或其他．著名的中国女作家舒婷曾写了一首诗《致橡树》,这首诗借用橡树和木棉描述了一对恋人．美国著名的女作家米切尔写了小说《飘》,她在书里向我们展示了两对恋人：维希礼和媚兰;瑞德和斯佳丽,这两对恋人是橡树和木棉在《飘》中的情感再现。     

Boys Write About Boys: Androcentrism in Children’s Reading Experience and Its Emergence in Children’s Own Writing

Gender bias exists in our language environment. We investigated personal name usage in two large corpora of language written for and by U.K. children aged 5–13. Study 1 found an overrepresentation of male names in children’s books, largely attributable to male authors. In stories written by over 100,000 children, Study 2 found an overall male bias that interacted with age. Younger children wrote more about their own gender. With age, girls became more balanced yet boys continued to show a strong male bias. Our findings demonstrate a male-centered bias in both children’s books and their own writing. We consider the power of written language to both shape and be shaped by cultural stereotypes via systematic biases in gender associations.     

Re-manifestation of the Culture in the Bible——Domestication and Foreignization in Bible Translation

Translation is not only to transfer from one language to another;it is also a carrier between different cultures.The translators are responsible for transferring the cultural information of the source text for the target readers.The cultural feature can be frequently traced in the Bible.Both domesticating meuhod and foreignizing method have been applied in Bible translation.This paper explores the adequacy of domesticating method and foreignizing method in the re-manifestation of the culture in the Bible.It...     

Self‐esteem in Children with and without Motor Co‐ordination Problems

This article presents results from a study of 36 pupils (8–10 years of age) in face‐to‐face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers’ rather vague goal was to have the pupils talk about the water cycle. The sessions were audio‐recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils’ sense‐making, and (3) what accounts of the water cycle as a school‐science learning‐content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture.     

What is the Most Effective Method of Error Correction in L2 Writing?

The efficacy of error correction and various kinds of correction approaches is one of the key issues in second language writing faced by both teachers and researchers. The current paper reviews the definition of error correction and examines the different views on whether error correction in L2 writing should be corrected. In particular, the paper discusses and analyses the three common correction methods: direct correction, peer feedback and indirect correction. Teachers are encouraged to weigh and analyze the advantages and disadvantages of these methods according to the current literature, employ the most beneficial error correction method in L2 writing, and adapt its suitability to their teaching context.     

The Application of Cohesion in English Reading and Writing Instruction——Based on Diagnosis and Instruction Experiment

Based on Halliday and Hasan’s taxonomy of cohesive devices,the author investigates the deficiency of cohesive awareness of subjects through the analysis of questionnaires,interviews and problems existed in writing samples,and then the efficiency of applying cohesion theory to English teaching is examined through the data analysis of the results of the pre-test and post-test by SPSS Statistics 17.0.At last,the author draws the conclusion that applying cohesion theory to English teaching can,to a great extent,foster students’awareness of textual cohesion,develop their writing strategies,and improve their abilities of reading comprehension.     

Differences in Self‐Concept among Children with Mathematics Disabilities and their Average and High Achieving Peers

Self‐concept ratings of children with mathematics disabilities (MD), average mathematics achievement (AA), and high mathematics achievement (HA) who attended regular classes in grades 4 through 6 were compared. Twenty‐four children in each group, who were selected from an original pool of 811 children, and who were matched one‐to‐one by grade, gender, and nonverbal ability participated in the study. The Culture‐Free Self‐Esteem Inventories (Battle, 1992 Battle J 1992 Culture‐Free Self‐Esteem Inventories: Examiner's manual (2nd ed.), Austin, TX:, Pro‐Ed  [Google Scholar]), a nonverbal ability test, and mathematics achievement tests were administered to all children. Results indicated a marginally significant difference in mathematics self‐concept between the MD and AA groups but no difference between the AA and HA groups. However, children with MD rated themselves more negatively than their HA peers on mathematics, academic, and global subscales. Interestingly, the group differences on academic and general self‐concept measures did not emerge when variations in mathematics self‐concept were controlled, limiting the difference between the MD and HA groups to mathematics self‐concept only. The results suggest that by focusing on children with a specific learning disability and by using domain‐specific academic self‐concept measures, the group differences could be shown to be limited to a subject‐specific self‐concept that is pertinent to the children's area of disability.     

Writing to it: creative engagements with writing practice in and with the not yet known in today’s academy

We have developed an approach to collaborative-writing-as-inquiry that we sometimes refer to as ‘between the twos’. Increasingly, we came to understand that the only way to continue in our process was to ‘write to it’; whatever the question, the query or the problem, it was this inducement – ‘write to it’ – that led to new experimentations and the indeterminate rhythms and refrains of the multiple that were often present in the agonistics of our practice. This is how we have been living intra-actively with desire within and against the traditional representations of research and pedagogic practice in higher education in recent years. In offering opportunities for bringing non-totalising modes of sensing to life within Deleuze and Guattari’s experimental and creative originations, and in the multiplicity and the vibrant potentialities of always becoming, we make claims for new, creatively productive writing practices in the university of the future.     

Attribution of Perceived Academic Results and Relations with Self‐esteem in Senior High School Students

The question of what makes a text easy or difficult to comprehend is answered on the basis of an empirical investigation, which draws especially on theories related to text and memory linguistics. Easy and difficult texts, verified empirically, were analyzed on micro‐ and macro‐levels. Certain aspects of syntax, lexicon and information structure were first studied. These were followed by text‐level analyses related to the narrative and structural organization and the propositional structure of the texts. The article gives an account of the parameters that were most clearly associated with level of text comprehension. The results are also discussed in the light of the possible implications for language in the Swedish‐medium instructional materials in Finland.     

Fitness,Fun and Friends through Participation in Preferred Physical Activities: Achievable for Children with Disabilities?

This study investigates the preferences for actual participation in and enjoyment of physical out-of-school activities in children with physical disabilities, including what particular activities they are actually participating in, how often, with whom, where, and how enjoyable they find these activities. The data are based on structured interviews with 149 children (67 girls (45%) and 82 boys (55%) from 6 to 17 years) who were attending three weeks of intensive rehabilitation at Beitostølen Healthsports Centre in Norway. The Children’s Assessment of Participation and Enjoyment and Preferences for Activities of Children scales were administered at the start of their rehabilitation stays. The study reveals a quite high level of participation in physical activity and a high degree of enjoyment in participating, but the children want to be even more active than they already are. They have clear preferences for activities, and these activities are to a large extent consistent with what they actually do during their leisure time. The children are most frequently active with family members, but they would prefer to be more active with peers. A prerequisite would therefore be to acquire better basic skills and competencies in a few chosen activities rather than having some experiences in a broad range of different activities. There are more similarities than differences between boys and girls and between age groups on the parameters investigated in this study.     

Similarities in Mark Twain and Lu Xun’s Writing Styles——The Employment of Sharp Contrast

Both Mark Twain and Lu Xun were the most well-known writers in the world literature. They were famous for biting style of writing and the way of using humor and irony,which won high praise of public. Although they lived in different countries and even different times,they shared certain similarities. This thesis will compare the likeness in their writing styles,especially their employment of sharp contrast. As for language,they were all the leaders in literature. It seemed that their works were just for fun. Actually there was light of thoughts in them that were used to satirize,to disclose,to laugh and eventually to cure people’s soul. Therefore,after reading their works,people would laugh with tears and come to examine themselves. Naturally the glorification and organization of translating Mark Twain’s works may result in the similarities of writing styles between the two men of letters.     

Resistance in action learning: struggling with self-efficacy and the social Self – and what about the set advisor?

This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive undercurrents that constrain learning. I contribute to debates on criticality in action learning by recognizing the centrality of resistance as a source of learning for participants and set advisors. The intended contribution of this paper is to illuminate the importance of engaging with these limiting processes which can spark a powerful learning experience that reverberates long after the action learning programme has finished. Furthermore, I reflect on the opportunities this alternative view on resistance may provide for us as action learning facilitators and discuss how we may incorporate these reflections in our practice.     

Self‐esteem and National Tests in Years 2 and 6: a 4‐year longitudinal study

ABSTRACT This 4‐year longitudinal study measured the self‐esteem, reading and mathematical attainments of four cohorts of children on two occasions‐‐in Year 2 and again in Year 6. All Year 2 children(N = 842) in five randomly selected primary schools within one Local Education Authority (LEA) comprised the sample, of which 588 were present in Year 6. The Lawseq questionnaire (Lawrence, 1982), Mathematics 7 and 11 (NFER, 1987a, b) and the Primary Reading Test Levels 1 and 2 (France, 1981) were administered to this sample. Results showed that Cohorts 3 and 4 had the lowest self‐esteem scores in Year 2 and the highest in Year 6 (significant at the 0.1% level). Attainments in mathematics were stable over the 4 years, but reading comprehension means were significantly higher in Year 6 than Year 2 (at the 0.1% level). Discussion centres on the age effects of self‐esteem responses as well as the effects of context and domain specific factors on self‐esteem.     

The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning

This exploratory study focused on the factors that constitute second language (L2) learners’ resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire survey. By analysing the quantitative data, five resilience factors were extracted: perceived happiness, empathy, sociability, persistence, and self-regulation. Confirmative factor analysis using AMOS proved that these five factors are distinctive constructs. Among the factors, persistence was identified to play the most influential role in L2 learning. Persistence showed the highest correlations with, and the strongest explanatory power for, motivated behaviour and English proficiency. It is suggested that resilience can be further explored as an individual differences factor in L2 learning, which is involved in L2 learning process and outcomes.     

The Application of Interactive Teaching Method in Higher-vocational College English Teaching——Textbook Fun with English Book 2,Section 2,Unit 1 Text A as an Example

This paper explores the effect of interactive teaching on students' cooperative ability,competitive ability,positive emotion and creativity as well as their integrated language capability,thereby promoting the effective implementation of interactive teaching method in higher-vocational college English class.     

Puritanism Imagination and Original Sin Writing in Hawthorne＇s work with Young Goodman Brown as an Example

霍桑作为美国清教主义的代表作家,他擅长以奇诡神秘的方式书写宗教人物。笔者主要探讨了他的黑色小说,并以《年轻的布朗大爷》为例,考察霍桑在加尔文教和超验主义的矛盾中完成的人物形象塑造,以及他如何将清教的困境与神秘主义的原罪想象、家族记忆以艺术重构的方式表达在作品之中。     

“A Prostitution Alike of Matter and Spirit”: Anti-War Discourses in Children’s Literature and Childhood Culture Before and During World War I

Histories of the First World War have regularly implicated children’s literature in boys’ eagerness to enlist in the first two years of that conflict. While undoubtedly the majority of children’s books, comics and magazines did espouse nationalistic, jingoistic and martial attitudes, there were alternative stories and environments. Looking at the publications, organisations and educational establishments that opposed the war and resisted the Germanophobia that began to dominate public discourse at the start of the twentieth century casts new light on some of the challenges and dilemmas facing a proportion of boys as they decided whether or not to join up. Additionally, the fact that there were alternative discourses is a reminder that not all readers would have responded in the same way to the same texts. Three areas are considered: children’s stories and pamphlets produced by Quakers and peace societies; left-wing publications, especially those associated with Socialist Sunday Schools; and two of the first progressive schools in Britain.