利用网络资源 提高高中英语语言技能

《高中英语课程标准》明确指出：语言技能是构成语言交际能力的重要组成部分。语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。这四种技能在语言学习和交际中相辅相成、相互促进,既是学习的内容,又是学习的手段。而传统的听、说、读、写教学,由于中外文化背景差异,缺少真实的语言环境和日常使用机会,令一些高中生对英语学习逐渐失去兴趣。而网络资源所具有的即时性、虚拟性、共享性、多样性等特征可以调动学生的多种感官,使其亲身体验语言及语言运用,激发和培养学习兴趣提高参与教学的积极性。     

谈转换生成语法对人的语言能力的解释

转换生成语法在对人的语言能力进行解释时,运用了假设—演绎法,以及现代数理逻辑学家研究形式系统所运用的形式化和演绎的方法.转换生成语法改变了语言学研究的目的、目标、方法论和发展方向,而且对其他人文社会科学的发展也产生了重要的影响,所以说转换生成语法尤其是其对人的语言能力的解释,是语言学研究的一次革命.     

美国5C标准下的交际模式对高中英语语言技能培养的启示

美国外语教学5C标准中指出语言交际能力是外语学习培养目标的核心,而外语交际目标的三种交际模式是人际交际模式(interpersonal communication)、理解诠释交际模式(interpretive communication)和表达演示交际模式(presentational communication)。本文主要首先分析三种交际模式与传统意义的英语听、说、读、写语言技能的关系,结合三种模式阐述如何在三种模式下创建交际和沟通环境来进行高中生语言技能的培养,更好地提高高中生语言综合运用能力。     

英语专业教学中接受技能与产出技能的相关研究

利用社会科学统计软件,对英语专业教学中接受技能与产出技能的关系进行相关研究。结果显示:这两种技能之间存在着正相关关系,也就是说,他们之间有互相促进的关系,而且统计数据表明接受性技能对产出性技能有一定的解释力。这对外语教学有一定的启示。     

在生成中转换——海德格尔的语言之思

讨论了海德格尔的语言之思是从“道说”向“人言”,从“不可说”向“可说”的“生成转换”过程,这一转换过程不是机械的、重复式的“应合”,而是在生成中的转换。     

中国应急语言服务中的跨文化技能提升研究

国家应急语言能力是一个国家应急治理能力的重要体现。全球新冠肺炎疫情的暴发以及后疫情时代中国国际话语权的构建需求,使得培养我国应急语言服务中跨文化技能的必要性和迫切性得以显现。面对我国现阶段应急语言服务中亟待提升的跨文化技能,可基于应急语言服务领域所需语言沟通、语言抚慰和语言监测技能中涵盖的跨文化因素,探讨我国跨文化技能的提升路径,以语言与文化为武器助力中国讲好中国故事。     

转换生成语言学评介

转换生成语言学与结构主义语言在研究对象理论性质、研究的侧重点和研究方法上有着很大差异.其在语言结构的认识方面也有着众多的新发展.主要表现为:区分了"语言能力"和"语言行为".区分了"深层结构"和"表层结构".认为语言是受规则支配的.并提出了一套高度形式化的规则系统.     

转换生成语言学评介

转换生成语言学与结构主义语言在研究对象理论性质、研究的侧重点和研究方法上有着很大差异。其在语言结构的认识方面也有着众多的新发展,主要表现为：区分了“语言能力”和“语言行为”,区分了“深层结构”和“表层结构”,认为语言是受规则支配的,并提出了一套高度形式化的规则系统。     

浅谈乔姆斯基的转换生成语法

转换生成语法自诞生之日起历经古典理论,标准理论,扩充式标准理论,管约论和最简理论五个阶段的发展变化,在语言学界产生了重大的影响,被誉为一场乔姆斯基式的革命。本文主要介绍了转换生成语法的诞生和发展的各个阶段,对其研究的对象、方法、以及转换生成语法中的几个重要概念做了简单回顾,并提出转换生成语法理论中存在的几点局限。     

词块的语言生成力与语言能力培养

基于词块教学的理论基础和自身特点,词块教学在培养学习者语言能力方面带给二语教育研究者很大的启示.这里重点介绍词块的分类及理论依据,进而阐述词块在培养语言能力中发挥的奇妙作用.     

广告英语的语言特点及翻译技巧

在经济飞速发展的商品经济时代,广告英语作为一种商业语言,以其精炼的语言、丰富的内涵、适当的修辞为各种产品进行宣传,以达到吸引消费者,促进生产的目的。在广告英语的形成过程中,逐渐形成了其特有的语言特点及翻译技巧。文章以大量的实例分析了广告英语的语言特点,包括词汇、句法和修辞三个方面,并论述了广告英语的翻译技巧,包括直译、意译、增译和套译四个方面。     

浅谈商务英语的语言特点与翻译技巧

随着世界经济一体化的不断加深,多元经济体的不断出现,跨国际跨语种的合作也逐渐涌现。英语作为世界上覆盖面积最广的语种,在国际商务合作中的运用也越来越频繁。商务英语作为实用英语语言工具,更多的从商务的角度来使用英语,具有自己独特的语言特点。本文通过解析商务英语,浅谈这一语言工具独特的语言特点和翻译方法和技巧。     

如何提高大学英语听力技巧

技巧的掌握是提高英语听力理解效果的关键。听力技巧包括：事实性信息听力技巧、理解性和解释性信息听力技巧、选择性和细节性信息听力技巧、整体意义理解技巧、预听技巧及答题技巧等，此外，还有如辩音、语气对比、回顾、分析、排除、词义对比、判断等一些微技巧，在大学英语教学中应注意对学生进行英语听力技巧的陪养。     

Reading skills in extended discourse in English as a foreign language

Are there different reading skills (Davis, 1944; 1968; 1972) or is there just one‘basic’(Spearitt, 1972) or‘common’(Thorndike, 173) reading skill? Tests designed to measure some posited reading comprehension skills were given to advanced students of English as a Foreign Language. There were five tests: I) Vocabulary Recognition as measured by a multiple-choice test, 2) Extraction of Meaning during reading as measured by open-end questions, 3) Extraction of Meaning during and after reading as measured by a question-cued recall test, 4) Fast and accurate reading as measured by a Word Intrusion Test, and 5)‘Overall reading proficiency’as measured by a modified cloze test. Results indicate the existence of two factors: Factor I which is connected with‘receptive’reading skills, and Factor 2 which is connected with‘productive’reading skills. It is suggested that reading comprehension tests of extended discourse in English as a Foreign Language which do not tap‘productive’reading skills, such as are required in recall (and in real life), are only partial tests of reading comprehension.     

论商业广告英语的语言特色及翻译技巧

商业广告英语的出现是世界经济发展的产物。作为一种商业语言,商业广告英语有其自身的语言特色。词汇特色、句法特色和修辞特色是商业广告英语的三个语言特色。影响商业广告英语翻译的因素有语言文化的差异、广告英语独特的语言风格、思维的创新及语言艺术的美感等,在商业广告英语的翻译技巧中要了解中西方的语言文化差异,贴近广告英语独特的语言风格,注重翻译思维的创新,达到商品宣传的最佳效果。     

网络科技语言中英汉互译的技巧

随着全球经济发展,新兴网络科技的崛起,网络科技越来越贴近人们的生活。网络科技语言中的翻译在大众信息传播,专业知识交流总都起着重要的作用。因此,本文对网络科技语言中的翻译技巧进行一定的研究。本文首先介绍网络科技语言翻译在人们生活中越来越发挥着重要的作用。然后,本文对相关研究和观点进行了总结。接下来,本文介绍了网络科技语言的特点和翻译中不同于普通语言翻译之处,帮助我们加强对网络科技语言的认识。最后,本文对网络科技语言的翻译总结了一些技巧。通过本文对网络科技语言中英汉互译的技巧的探究,可以加强网络科技语言翻译的翻译策略,为广大译者提供值得借鉴之处。     

The development of reading comprehension skills in children learning English as a second language

Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: (1) children with poor comprehension (PC) in the absence of word reading difficulties (2) children with poor word reading and poor comprehension (poor readers, PR) (3) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures, indicating that comprehension depends on a variety of phonological, memory and linguistic processes and that adequate word recognition skill are important for reading comprehension. The prevalence of the ESL and L1 students was similar across the three reading groups. The ESL and L1 students demonstrated similar performance, indicating that the skills underlying reading comprehension are similar in the ESL and L1 students. This study demonstrated that ESL students are capable of developing word reading and reading comprehension skills that are as strong as those of their L1 peers.     

Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten

This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students’ individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient.     

高师语文教育专业学生教学语言技能训练途径探析

根据《国家中长期教育改革和发展规划纲要（2010-2020年）》对高职高专院校提出的人才培养要求,结合我校语文教育专业学生的实际情况,本文重点对学生教学语言技能训练途径进行了研究、探析,希望能对同类院校的语文教育专业学生的培养提供有益的借鉴和参考。     

Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses

Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.