“Bring the Newbie Into the Fold”: Politeness Strategies of Newcomers and Existing Group Members Within Workplace Meetings

This study investigates politeness strategies within meetings of designers who met face-to-face and technical communicators who met via teleconference and, more specifically, politeness strategies of existing members toward group newcomers and vice versa. Based on the results of this study, I suggest that issues of power and social distance affect politeness strategies by both groups during their initial interactions and suggest that technical communication educators should better prepare students by teaching benefits, detriments, and realities of particular linguistic politeness choices.     

Applying Politeness Strategies in Teacher Talk to Increase Students Participation

Based on Brown and Levinson’s face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students’ face to spark their motivation to participate in the interactive activities so as to develop their language control.     

《傲慢与偏见》的人物话语的礼貌原则分析

《傲慢与偏见》是英国小说家简.奥斯丁的代表作,具有很高的可读性和艺术性。采用语用学中礼貌原则对小说《傲慢与偏见》中的部分人物话语进行分析,通过一些违反礼貌原则的例子,说明礼貌得体的言语是交际中的润滑剂,并对交际的成败起着至关重要的作用。     

An Administrative Voice:

The "administrative voice" of the psychotherapist referred to in Dr. May's article is only one of the administrative voices heard in the institution when a student is in crisis. Deans often become involved in a student's departure from the institution or in articulating the terms under which a student may remain or return. The extent of a dean's collaboration with the counseling center and his or her ability to respond independent of the counseling center, depend in large measure, on how the institution has defined the role and authority of the dean. In this commentary article I have generally concurred with Dr. May's view that deans can and should respond independent of the counseling center to a student's disruptive or alarming behavior, but I have also attempted to illuminate the constraints which often exist on our ability to act. In addition, I have attempted to give voice to the need for regular conversation between deans and psychotherapists on matters of general policy.     

The rhetoric of oratory and how to teach it

Campbell's reputation has suffered from modem conceptions that assume Aristotle's Rhetoric as the paradigm for rhetorical theory and from modern commitments to epistemic and dialogic rhetorics. A focus on the place of the passions and emotional appeal in Campbell's Philosophy of Rhetoric (POR) brings his achievement more clearly into view. The “sentiments, passions, dispositions,” three key terms in Campbell's definition of the “grand art of communication,” are an index to his consideration of non‐rational response, a consideration informed by a discussion of “the passions” in the moral psychology of the period and that culminates in Book II of Hume's Treatise on Human Nature. What emerges when POR is seen from this perspective has significance for our understanding of the relationship between reason and passion in persuasion and for our appreciation of POR, which is arguably the most coherent conception of rhetoric that we have.     

从原型理论析礼貌原则

本文首先回顾了国内外语言学家对礼貌研究的成果,继而从原型理论入手,在设定交际双方社会地位相同但彼此不熟悉,且一方请求另一方做事情的条件下,就礼貌原则、面子观在不同语境的交际中的运行机制进行具体讨论:(1)说话者如何礼貌地表达自己的请求;(2)听话者如何礼貌地接受说话者的请求;(3)听话者如何礼貌地拒绝说话者的请求。最后,通过分析和举例说明,本文得出结论:采用非典型的表达不失为表达交际者间礼貌的一个良策。     

自由:一种评价社会发展的理论角度

对社会发展进行评价是社会发展理论的重要内容。传统的评价尺度是从国民经济学的角度来对发展进行评价的,它具有不可避免的理论局限性。而自由为我们提供了另一种评价发展的角度。     

阿多诺的文化产业观及其对我国发展文化产业的启示

本文从阿多诺的社会批判立场出发,阐述了资本主义大众文化的特性以及对大众文化批判的意义。并结合他的文化批判理论指出我国当前发展文化产业应当注意的问题。     

Understanding MOOC continuance: An empirical examination of social support theory

ABSTRACT

Learning outcomes is mediated by multi-channel learning environment and social engagement. Both factors may play a significant role in understanding motivation to learn in massive open online courses (MOOCs). The goal of this study was twofold: a. to compare behavior intention patterns of traditional e-learning platform and MOOCs participants; b. to examine relationships between behavior intention and perceived social support. Therefore, this study applies the concepts of technology acceptance model and social support theory to examine the underlying the determinants of learners’ continuance intention factors for MOOCs in Taiwan. In addition, this study adopts perceived convenience, computer self-efficacy, sense of community, and perceived gains as the constructs of social support perspective. Our examination reveals that sense of community, and perceived gains influence learners’ behavior intention of both general e-learning platform and MOOCs. However, perceived convenience and computer self-efficacy did not influence learners’ behavior intention for traditional e-learning platform, but still have efforts for MOOCs. In summary, our results show that the social support theory and technology acceptance model could be the suitable examination model to investigate the behavioral intentions for MOOCs. These findings have significant theoretical and managerial implications.     

The case of literacy: a response to John Wilson

Contemporary theories of academic motivation seek to explain students’ behaviours in academic settings. While each theory seems to possess its own constructs and unique explanations, these theories are actually closely tied together. In this theoretical study of motivation, several theories of motivation were described and an underlying theme of the influence of emotions was used to unify the theories. In these theories, emotions and beliefs are thought to elicit different patterns of behaviour such as pursuit of mastery, failure avoidance, learned helplessness and passive aggression. Implications emerged which focused upon creating classroom contexts that foster feelings of autonomy, competence and meaning as the catalysts for developing adaptive, constructive learning.     

基于直觉模糊群决策的高校应急能力评价方法

在直觉模糊集理论的基础上,提出了直觉模糊群决策的高校应急能力评价方法。首先在专家给出决策属性相关性矩阵基础上,通过多伴随算子获得待评价对象的上下近似集合,并通过概率公式计算其信任函数和似然函数;然后利用证据理论合成待评价对象的所有专家证据,得到待评价对象的信任区间,利用信任区间的大小进行排序。     

学生支持:高等教育大众化进程中亟需审视的理念

学生支持(student support)是西方开放教育和远程高等教育中的基本理念,学生支持所具有的特点、作用、意义以及高等教育大众化进程中高等教育的特点以及变化,决定了学生支持的理念是高等教育大众化阶段共存于所有高等教育机构的一种理念。     

教学理论:走向交往与对话的时代

教学活动的本质是交往 ,对话是教学交往的主要形式与途径 ,我们要摒弃知识授受的师生关系 ,确立平等的“你—我”师生关系 ,走向交往与对话的时代。     

从跨文化交际的角度谈外语教学的改革

跨文化交际与外语教学密不可分.这是因为外语教学不仅是传授语言知识,更重要的是要培养学生的交际能力,培养他们应用外语进行跨文化交际的能力.本文揭示了外语教学在这方面的一些问题并提出一些做法.     

Caregiving and Social Support: A Twenty-first Century Challenge for College Students

This study adopted a caregiving perspective to analyze college students’ supportive relationships (N=266). With respect to the provision of care, female caregivers engaged in more difficult types of hands-on support than male caregivers, and data suggested that college caregivers are differently challenged by the life stage of the person for whom they provide care. With respect to students’ reception of social support, both main and interaction effects were found for sex, care giving status, and locus of control. Discussion focuses on the developmental nature of caregiving skills, social support reciprocity, and implications of these findings for public policy and human communication research.     

Knowing in practice: re-conceptualising vocational expertise

The following re-conceptualisation of vocational expertise is premised on reconciling contributions from cognitive psychology with those from social and cultural theories of thinking and acting. Relations between the individuals acting and the social practice in which they act are proposed as bases for knowing and performance — knowing in practice. Domains of knowledge are held to be products of reciprocal and interpretative construction arising from individuals' engagement in social practice, rather than being abstracted disciplinary knowledge or disembedded sociocultural tools. The construction of the individuals' domains of vocational practice is constituted reciprocally through their participation at work. Some implications for curriculum are also proposed.     

从文体学角度看聊天室里的语言现象

分析聊天室里的语言现象,比较网络聊天语言与书面语和口语的异同,可见出网络聊天语言既不同于书面语又区别于口语,它继承了书面语的美学功能和口语的实用功效,网络聊天语言也必须遵守言语行为理论的结论。     

An Introduction to Mathematics for Social Justice

Abstract

In this introduction to the PRIMUS Special Issue on Mathematics for Social Justice we provide a brief history of social justice in the context of undergraduate mathematics pedagogy and explain the purpose and motivation behind this movement in undergraduate education.