Training teachers in nonverbal sensitivity and nonverbal behavior

An increasing interest in nonverbal communication as an aspect of teacher training reflects the steady accumulation of research evidence regarding its importance for effective teaching. The present review of training research shows that nonverbal behaviors not only serve to communicate teacher expectations and attitudes and to regulate classroom interactions, but also to promote pupils' understanding of verbal material by structuring and illustrating its contents. With few exceptions, nonverbal behavior training programs have employed direct training strategies designed to influence specific rather than global classroom behaviors. The available evidence shows that these programs are effective, while the effectiveness of programs using indirect training is uncertain given its limited research base. By extending this approach to incorporate an indirect-global dimension it should be possible to broaden and deepen the impact of training. This chapter argues that improvisational play and game-like activities constitute one such extension and simultaneously provide for a multidimensional conceptualization of the classroom teacher's role.     

口译活动中非言语交际的作用

口译是一种语言活动,主要是指在不同国度之间的贸易谈判或沟通中,进行的语言翻译活动。尽管口译是主要针对语言的一种行为,但是在实际沟通和交际中,有大部分内容都是非语言性质的。因此,翻译人员不仅要重视口译活动中的语言表达,更要重视非言语的交际内容和形式。不同的国度有着不同的文化,非言语因素也或多或少存在着一定的差异,口译者要了解两个国家的文化特征,知晓非言语因素在其国内代表的含义,进而正确的翻译出说话人想要表达的意思。本文首先对非言语交际的内涵进行了分析,指出了非言语交际在口译中的重要意义,分析了非言语交际手段在口译活动中的运用策略。     

非语言行为在外语教学中的作用

本文讨论了非语言交际在以学生为中心的交际英语教学中的积极作用。基于第二语言习得与第二语言教学间的关系，作者希望外语教师有学生更加关注外语教学中的非语言信息，实践跨文化交际。     

汤显祖思想的两难抉择

汤显祖一生的心灵矛盾和苦闷在于入世与出世间的无奈，文章名世与大道践履的抉择两难和情与理之间的徘徊。矛盾的根源在于家族、师友、社会对他慧命的期许和他自身强烈的济世情怀与无奈仕途回归的抵牾。     

多模态英语课堂教学中的非语言模态配合研究

在现代外语教育领域中,多媒体和网络技术的广泛运用使多模态英语课堂教学日益成为现代教学的一个重要特征。在多模态英语课堂教学中,传统的以关注语言模态的教学模式已不能满足学生对信息资源的优化输入及师生更好地交际表达。因此非语言模态与语言模态的相互补充,互相促进及非语言模态自身的配合引起不容小觑的作用,最终使多模态英语课堂教学能够达到最佳的教学效果。     

The role of social-referential context in verbal and nonverbal symbol learning

This study examined the role of social-referential context in 13- and 18-month-olds' mapping of verbal and nonverbal symbols to object categories. Infants heard either novel words or novel nonverbal sounds in either a referential or nonreferential context. In all conditions, an experimenter engaged in a social-referential interaction and the label was produced while the infant's attention was directed to the referent. In the referential condition, labels were produced by the experimenter within the context of a familiar naming routine. In the nonreferential condition, labels were emitted from a baby monitor placed near the infant. The study subsequently tested infants' mapping of the symbols to the referent objects using a forced-choice procedure. Although the results for the 18-month-olds were strongest, infants at both ages showed evidence of learning both words and sounds in the referential condition and failed to learn them in the nonreferential condition. Thus, infants successfully learned both words and sounds under the same circumstances at both ages. These findings suggest that the social-referential context, and not the symbolic form per se, determine infants' success at symbol learning.     

论我国教育公平的困境与反思

近年来,教育公平问题作为教育领域的突出问题,一直受到教育界乃至社会各界的重要关注。我国教育在教育起点、教育过程、教育结果中都出现了一些问题,应从我国社会经济的发展、教育制度、教育政策和传统思想等方面来反思。