On English Communications by Narratives and Computer Games

Computer video games,which are based on personal computers,game consoles,and portable devices,can be played solo or multiplayer,and over networks. Interaction,which is the basic characteristic of games,provides rich communication opportunities for audiences. Meanwhile,narrative is a far more diverse concept to be considered as a distinctly important way of communication. This essay will compare and contrast the communication opportunities provided by narratives and computer games.     

西方战争艺术个体叙事特征的演变

西方艺术传统中的战争叙事历来注重从个体的视角呈现战争,在个体叙事的发展历程中,个体从具有人文色彩的人逐渐走向了人的死亡,这一特征集中体现在第一、二次世界大战以及以越南战争、反恐怖战争为题材的艺术作品之中。对于个体的自由以及生命意识的极端强调,最终导致了人的观念的解体。在战争与人的互动之中,战争叙事既挖掘了人的性格、命运,也展现出战争的残酷。从人文之人到具有这一特点的人之死,也揭示出潜藏于战争背后的西方文化已经成为压抑甚至残害人生存与发展的桎梏的深刻本质。     

迪斯尼《木兰》(Mulan)对中国叙事的消解

迪斯尼《木兰》(Mulan)的风格延续了美国好莱坞以往的模式,但寻其本质,它体现的是美国的狂欢式文化,颠覆和消解了木兰故事的中国叙事。本文运用巴赫金的‘狂欢化’理论和赛义德的‘后殖民理论’,分析迪斯尼《木兰》的叙事策略,探讨其是如何消解木兰本土故事中的中国叙事成分的。     

郁达夫“自叙传”小说与日本私小说的叙述学解读

郁达夫“自叙传”小说借鉴了日本私小说“三位一体”的叙述方式,但同时,由于社会环境以及作家的创作心理和审美标准的影响,郁达夫在叙述人称与视角的使用以及文本中叙述时间的安排上,体现出不同于日本私小说作家的艺术追求,达到了一种特殊的美学效果。     

《后悔录》:"如果"叙事中的"后悔"体验

东西的《后悔录》是一部“如果书”。他用“如果”这一个词构架了一整部小说。“如果”是小说叙事的动力、核心、关键,“如果”叙事营造了过去——现在往复循环的时间架构,揭示了人生的偶然感、虚幻感,展示了“揪心”的后悔体验,最终小说写作这一事件本身成为“游戏”的一个文本。     

Career Narratives of African American Female College Students: Insights for College Counselors

The authors collected narrative data from 11 African American female college students at a predominantly White institution using the Career Construction Interview (Savickas & Hartung, 2012 ), the Future Career Autobiography (Rehfuss, 2009 ), and a qualitative career experiences questionnaire. Using the constant comparison method (Strauss & Corbin, 1990 ), the authors uncovered 4 overarching themes based on the unique experiences of participants. The authors present insights for college counselors providing career development services.     

Examining Samoan language development in Samoan bilingual students＇ understanding of texts in English

This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool used a listening comprehension format to avoid possible decoding limitations and provided a gradient of difficulty with a surprising drop in both oral and reading comprehension at year 7. This drop was attributed to a change in competencies of some students entering the bilingual classroom at year 7. For example, the mixed levels of both L 1 （Samoan） oral and L1 （Samoan） reading comprehension within and across years of schooling likely reflects the varied provision in the Samoan bilingual classes and the variations across cohorts in different degrees of bilingualism. We argue that this might be due to the make up of the two schools of which one was an Intermediate school of years 7 and 8 students and, the other was a full primary school with students from years 4 to 8. The patterns suggest two general instructional needs in Samoan bilingual classrooms. One is the need to develop metacognitive components and the need for deliberate and explicit instruction to build awareness of strategies and effectiveness. The other is the ubiquitous need identified in reading comprehension instruction generally to develop vocabulary both through oral and written forms. There was a highly significant relationship between L 1 oral at L1 reading comprehension levels reflecting a general relationship found in other studies of monolingual in L2 （English） contexts.     

浅谈家庭教育在未成年人思想道德建设中的误区及对策

未成年人的思想道德建设关系到民族的整体素质和国家的前途命运,家庭教育在未成年人的思想道德建设的系统工程中起着特殊的重要作用。然而,目前不少的家庭教育存在一些误区,并影响到未成年人的成长问题。为了促进未成年人的思想道德建设的顺利进行,认识家庭教育中存在的一些主要误区并认真地解决已是刻不容缓。     

英汉叙事语篇逻辑连接差异对比实证分析研究——以三个经典英语短篇小说及其中译本为例

基于对比语言学和语篇衔接与连贯理论,采用三个题材内容与艺术风格迥异的经典英语短篇小说及其中译本语料,通过英汉对比,就英汉叙事语篇逻辑连接差异进行了实证性探讨,并尝试从语言学、文化及历史的视角对形成这种差异性的原因予以分析。     

Transfronteriza pre-service teachers managing,resisting, and coping with the demands of mathematical discourse

This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse.     

Children with Down Syndrome Sharing Past Personal Event Narratives with Their Teacher Aides: A Pilot Study

Personal narrative ability is crucial for social–emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be largely intelligible to unfamiliar listeners. Personal narratives were elicited using photo prompts, comprising a set of the child’s own photographs and a standard set of photographs and accompanying verbal prompts, utilising a clinical language sampling protocol. Personal narratives were analysed on quality, syntactic complexity, verbal fluency and intelligibility. Examiner behaviour was evaluated for measures of syntactic complexity, mean turn length in utterances and number of utterances. Results indicated significant difficulties in producing quality personal narratives in both photo conditions. Examiner behaviour was negatively correlated to the participants’ spoken language performance. Clinical implications are highlighted.     

‘Tell me your story!’ – Making the ‘Other’ Visible through the Development of Collaborative Visual Narratives

This article reports on the findings of a series of participatory video art/documentary workshops designed and implemented to enhance understanding and collaboration between teenagers of diverse cultural backgrounds in the city of Pafos in the Republic of Cyprus. This research initiative was part of The Alien Trail (2017); a photographic project that explored the everyday life of refugees and migrants currently living in the island through the images of four distinguished photographers: Antoine D’Agata, Nikos Economopoulos, Bieke Depoorter and Nicolas Iordanou (Project Creator). The workshops were co‐designed by artists, educators and anthropologists in order to promote visual and multimodal communication amongst participants through short video and documentary making and collaborative drawing sessions. The findings of this practice highlight that teenagers were able to develop empathy and understanding by discussing and sharing meaning through exploring each other’s visual narratives.     

Oral reading fluency as a screening tool with English learners: A systematic review

Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas.     

Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs

Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy development. Participants included three groups of fourth-grader children from the same school with comparable SES and non-verbal IQ: (a) monolingual English-speaking children from a general education programme, (b) Spanish-speaking children from a Spanish–English dual-language programme and (c) English-speaking children from the same Spanish–English dual-language programme. Researcher-developed measures of vocabulary and morphological awareness were administered. Results suggested that bilingual education can have a positive impact on the development of morphological awareness through cross-language transfer as well as increased sensitivity to structural language features. The findings contribute to a growing body of research on how bilingual experience may shape children’s metalinguistic development.     

人本观念和人本管理

管理者要牢固树立以人为本的观念,紧紧抓住做好人的工作这个根本,充分发挥人的积极性,能动地完成管理任务。在具体方法上,要以“需要论”为主要依据对人的行为进行管理,要重视物质利益激励、职工价值观教育等方法。     

Teaching as Therapy

The 20^th century saw a profound change to the model of humanity commonly accepted in the West. At the start of the century the tripartite model of personhood included the components of mind, body and soul, or the physical, mental and moral/spiritual aspects of being. By the end of the century, this had changed to physical, mental and emotional. This substitution of 'emotional' for 'moral' has had profound effects, not the least on teaching. The effects have included alterations to the content of education, including the introduction of programs to preserve/promote children's self esteem, and interest in topics such as 'emotional intelligence'. Also affected, however, has been how teaching itself is conceptualised. This paper will consider some of these effects and their consequences for teaching and teachers.     

Teaching as Therapy

The 20th century saw a profound change to the model of humanity commonly accepted in the West. At the start of the century the tripartite model of personhood included the components of mind, body and soul, or the physical, mental and moral/spiritual aspects of being. By the end of the century, this had changed to physical, mental and emotional. This substitution of ‘emotional’ for ‘moral’ has had profound effects, not the least on teaching. The effects have included alterations to the content of education, including the introduction of programs to preserve/promote children's self esteem, and interest in topics such as ‘emotional intelligence’. Also affected, however, has been how teaching itself is conceptualised. This paper will consider some of these effects and their consequences for teaching and teachers.     

美国中小学课程的意识形态述评

课程意识形态对课程实践具有重要的影响.美国中小学的课程意识形态复杂多样,重要的课程意识形态包括正统的宗教观念、理性人文主义、进步主义、批判理论、概念重构主义,以及认知多元主义等六种.这些课程意识形态的核心观点差异很大,而且前两种课程意识形态对课程实践产生了很大影响,而后四种课程意识形态基本上局限于理论层面.