Language and Power in the Secondary English Classroom*

‘… a political, objective, knowledgeable campaign from the far Right was capable of creating not only a terror but a new subjective reality, a veritable mystique which was gradually assuming even a holy resonance.’ Arthur Miller 1958 'For a mass of the people to be led to think coherently about the real, present world … is not a question of introducing from scratch a scientific form of thought into everyone's individual life, but of renovating and making “critical an already existing activity.” Antonio Gramsci 1974     

小议语言的象似性及其运用

象似性是认知语言学的一个重要课题,它能够清晰的揭示出词语组合和语用的差异。文章主要从句法的角度分析象似性的三个方面：距离象似,顺序象似,数量象似,以及象似性在文学作品中的运用。     

教师课堂教学语言之于第二语言习得

教师教学语言之于第二语言习得有其广泛的理论基础,教师的教学语言在第二语言习得中有着在其他学科中不可比拟的特殊性,它既作为学习者的目标语,同时又是教师教授语言的媒介。因而就要分析教师教学语言的现状,归纳提出了教师教学语言的基本特点,以引起教师对课堂教学语言的关注,更好的发挥教师话语在第二语言习得中的作用。     

Language in Art and Art in Language

The National Curriculum is bringing a systematic attention to the place of language in the teaching and learning of Art, but may be suppressing some of the liveliness of language in art. Art teaches a specialist vocabulary with benefits beyond the art lesson, but there are dangers (and opportunities) in the use of words in art which have different meanings elsewhere. Art rooms have traditionally promoted a rich variety of language uses, but new pressures could lead to formulaic didactic lessons with too little pupil discussion. One language use in art, from which English teachers could learn, is discussion about the aesthetic qualities of artefacts which pupils make or are shown. English teaching too often treats poems as documentaries, but art can teach pupils to use words for looking and thinking about artefacts in their own terms. A danger here, in art as in English, is that introducing a canon can encourage talking about art in second-hand language which does not connect with pupils’ experiences. Language would drive a model of pedagogy in which experience and perception inform the formation of new concepts, then new concepts inform the search for new experience and perception, in an ascending spiral of aesthetic understanding which could also be both a pleasure and an education of the feelings.     

二语习得中的母语迁移探析

语言迁移是外语学习中普遍存在的一种现象。它分为正迁移和负迁移。正迁移促进外语学习,负迁移则妨碍外语学习,母语的正迁移和负迁移及其对英语教学的启示是本文要探讨的重点。     

Language Transfer in Third Language Acquisition

Language transfer is one of the areas that have received special attention in the research of third language(L3).This paper focus es on the transfer of syntax from first language(L1) and second language(L2) in the early stage of third language acquisition(TLA).It aims at finding out whether L1 or L2 is the main source of transfer and trying to account for this phenomenon in light of typology and psy chotypology theories.A story telling task is used among 8 university students who have Chinese,English and French as L1,L2 and L3.The findings indicate that although both L1 Chinese and L2 English exert influence on L3 French production in the form of transfer,more L2 transfer occurs due to the typological and psychotypological similarity between L2 English and L3 French.The results confirm previous studies on the important roles of typological and psychotypological similarity in determining the source of transfer in a multilin gual’s language production.Some pedagogical implications of the findings are also discussed.     

语言教学活动中教师课堂评价语言研究

语言是教学思想的直接体现,是教师使用最广泛、最基本的信息载体。在课堂教学过程中,学科知识的传递、学生接受知识情况的反馈、师生间的情感交流,都必须依靠课堂语言。在英语教学课堂上,教师的评价语言及其运用的质量,决定了学生自信的建立、潜能的发挥。对教师课堂评价语言进行分析、总结,旨在提高教师对课堂评价语言应用的意识,从而达到教学相长的目的。     

Training for content teachers of English Language Learners: using experiential learning to improve instruction*

Abstract

Experiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning.     

第二语言习得中的语言迁移现象

语言迁移是一个复杂而受诸多因素影响和制约的认知过程,它对第二语言习得理论的丰富和发展做出了重要贡献。列举分析了形态,词汇,句法和语篇层面上语言迁移的表现形式,并指出语言迁移研究对外语教学的启示。     

论外语学习中的语言焦虑(英文)

外语学习焦虑对外语学习有着负面影响,可以作为外语学习成功与否的个体差异因素之一。本文主要阐述了外语学习焦虑的研究,提出了在课堂中降低焦虑、优化教学的教学建议。     

对目标语学习中语言迁移的一点思考

语言迁移现象是一种完成交际任务的策略,在目标语学习中,导致交际失误的因素很多,语言迁移是其中之一。语言迁移应该被看成是完成交际任务的一种策略,所以有时由语言迁移所带来的失误是可以被接受的,同时母语在目标语学习过程中并不总是起消极作用。     

对目标语学习中语言迁移的一点思考

语言迁移现象是一种完成交际任务的策略,在目标语学习中,导致交际失误的因素很多,语言迁移是其中之一。语言迁移应该被看成是完成交际任务的一种策略,所以有时由语言迁移所带来的失误是可以被接受的,同时母语在目标语学习过程中并不总是起消极作用。     

Language Learner Strategies in Second Language Teaching

Language learner strategies, which are closely associated with second language teaching, have experienced great devel?opment in the fields of theory-building and instructional practices since the 1970s. By reviewing previous research, pedagogical enlightenments can be drawn to the current English language teaching.     

Language, Language Teaching and Language Testing

一、ＩｎｔｒｏｄｕｃｔｉｏｎＬａｎｇｕａｇｅｔｅｓｔｉｎｇｉｓｒｅｌａｔｅｄｔｏｔｈｅｌａｎｇｕａｇｅ ,ｌａｎｇｕａｇｅｌｅａｒｎｉｎｇａｎｄｌａｎｇｕａｇｅｔｅａｃｈｉｎｇ .Ｗａｒｄｈａｕｇｈｈａｓｒｉｇｈｔｌｙｏｂｓｅｒｖｅｄｔｈａｔｌａｎｇｕａｇｅｔｅａｃｈｉｎｇｉｎｖｏｌｖｅｓａｔｌｅａｓｔｔｈｒｅｅｄｉｓ ｃｉｐｌｉｎｅｓ:ｌｉｎｇｕｉｓｔｉｃｓ ,ｐｓｙｃｈｏｌｏｇｙ ,ａｎｄｐｅｄａｇｏｇｙ .Ｌｉｎｇｕｉｓ ｔｉｃｓｐｒｏｖｉｄｅｓｉｎｆｏｒｍａｔｉｏｎａｂｏｕｔｌａｎｇｕａｇｅｉｎｇｅ…     

语文教学要"语文"一些——《生命的林子》教学实录及思考

在素质教育中,语文课程与其他课程的特质区别在于,它是以培育学生热爱祖国语文的思想感情,指导学生正确地理解和运用祖国语文,丰富语言的     

商务英语中广告语言艺术的语用分析

广告语言是一种特殊的语言交际形式,广告语言的艺术美在一定程度上源于语言的学习,广告语言艺术就是创造美、传播美的艺术。在广告言语交际中,如果说话人有意违反合作原则(包括质的、量的、关联的和方式的四种准则),又能为听话人所理解,那么就会产生会话含义。在商务英语的学习中,更应该理解其语用基础,来增强商务英语的应用能力。从语用学的角度来分析广告英语和商务英语的异同,可以为广告语言的学习和商务英语的应用提供一点参考。     

书面语中语言变体的个人识别

书面语的个人变体特点千差万别，它是共同语在个人具体运用上的变异。语言个人变体所具有的特殊性、稳定性和再现性,是对文字材料进行个人识别的依据和条件。在文件鉴定中，只要文字材料满足相关条件，我们就能够依据语言变体认定言语人的同一。