Improving Word Comprehension of Remedial Readers

Abstract

An instructional program was developed to teach elementary pupils how to parapluase dictionary defmitions into meaningful sentences. Theoretically, the learner processes the meaning of the new words, thereby improving comprehension. Children who were given the instructional program scored higher on a test of word meaning and received better rating of the sentences they composed, following a series of t1uee study-test trials, than control subjects. A second experimental group that practiced composing parapluased sentences, but who received no special training in how to do so, did not score significantly higher than control subjects, nor significantly lower than members of the instruction group.     

英译汉中句子的“拆译”技巧

英语和汉语在句型与排列上各有特点。因此英译汉时,必须抓住原文全句的中心思想,区别主次。根据时间顺序和逻辑顺序,重新按汉语习惯加以组合。一个英语句子可拆译成两个或两个以上的句子。为了修辞效果,文字搭配,英语短句有时还应该拆成更短的句子。     

Examining the Impact of Explicit Language Instruction in Writers Workshop on ELL Student Writing

abstract

In the context of our work as literacy specialists, we taught teachers to use sentence frames to support ELL students’ writing. We then studied the impact of their instruction on students. Our analysis of student writing samples revealed no groupwide developmental trends so we posed deeper questions about their work using the data analysis methods learned through the action research process. We report our findings about the relationship between student writing development and language instruction. We discuss our learning as well as implications for our work supporting teacher instruction.     

Toddlers Default to Canonical Surface‐to‐Meaning Mapping When Learning Verbs

Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28‐month‐olds' interpretation of right‐dislocated sentences (noun_i‐verb, noun_i) where the presence of clear, language‐specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right‐dislocated sentences containing well‐known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface‐to‐meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions.     

弗雷格的语言分析与逻辑有效性的贯彻

由洛克的语言观出发,弗雷格形成了自己的语言分析原则。依据弗雷格的语言分析原则,语言意义问题的探讨体现为一种非传统的方式,语言句子的意义存在既会因为“客体世界”而“基本”,也会因为语言自身系统而“合成”。同时,弗雷格提出的语言分析原则得益于他自己的逻辑建构过程,逻辑的“有效性”成为他在语言分析中必然要贯彻的问题,而这样的“有效性”又聚焦于句子的意义之“真”;通过句子之“真”的解析,弗雷格便取得了关于语言意义获取的逻辑路径。     

英译汉中句子的“拆译”技巧

英语和汉语在句型与排列上各有特点。因此英译汉时,必须抓住原文全句的中心思想,区别主次。根据时间顺序和逻辑顺序,重新按汉语习惯加以组合。一个英语句子可拆译成两个或两个以上的句子。为了修辞效果,文字搭配,英语短句有时还应该拆成更短的句子。     

《搜神记》“有”字句的语用分析(二)

语法研究中的语用平面,是指对句子进行语用分析。通过对《搜神记》"有"字句的语用进行考察和分析,可以帮助我们对"有"字句的特点获得更为全面深入的认识。     

从紧缩句的日译谈日汉语言差异

目前国内对于紧缩句的研究著作很多,成果也颇为丰富,但紧缩句的日译方面的研究并不多;从笔者所查阅资料看,有关紧缩句的日译方面的文章大多是从汉语角度来分析的,即:角度相同。紧缩句本是一种以单句形式表达复句意义的句式,那么这类句式在日译时该如何处理?本文尝试着从紧缩句的日译着手,从日译后的形式出发,对汉语紧缩句的日译作不同角度的分析,也试着探究日汉语言之间的差异。     

听力理解认知策略分析及教学对策

本在调查的基础上分析了第二语言学习在听力理解过程中的认知策略。由于许多学习只采取“自下而上”的信息处理方式，缺少“自上而下”的信息处理方式的结合，导致了听力理解困难。如何才能做到“自上而下”地处理听力信息，本提出听力训练应重视整句的听辨，并阐述了这一训练方法的科学性和合理性，并在此基础上提出了一些训练方式。     

Form and meaning in the development of writing

The purpose of this study was to tap preschoolers’ conceptions about the representational meaning of writing via their notation of sentences having different syntactic and semantic relationships. 60 Hebrew speaking children attending nursery school and kindergarten were individually interviewed. Each child dealt with 10 different pairs of sentences; a written sentence and a spoken one. The semantic relationships between the sentences were different in each pair i.e., identity; total difference; redundancy; entailment and inconsistency. Each time the written sentence was read, first by the experimenter and then together with the child. Then, with the written sentence still in front of him, the child was presented with the spoken sentence and asked to write it down.

Children’s writing-procedures became increasingly differentiated reflecting the relationships between the written model and the spoken sentences. A link was found between the type of semantic relationships and children’s writing-procedures. Results are discussed in terms of level of metalinguistic knowledge involved in writing.

     

Comparison of reading comprehension levels of literate learners with different methods

ABSTRACT

The purpose of this study was to determine the relationship between two teaching methods used to teach reading and writing and reading comprehension skills and successes of fifth-grade students. The main difference between the two methods in our research; teaching of the first literacy in the sentence method, determined and sentences with various features, in the voice based sentence method, the sound of the letters in the alphabet is determined by the instruction of the determined group order. The mixed method research design is the process in which both quantitative and qualitative methods are used in collecting, analyzing and mixing the data in a study. The application of the study lasted for two years. The achievement test developed by the researcher was first applied to 1000 fifth-grade students who learned reading and writing by the sentence method, and, then, to 1000 fifth-grade students who learned reading and writing by the sound-based sentence method in the following year. The results showed that there was a significant difference between reading comprehension levels of the fifth-grade students who learned reading and writing by the sentence method versus by the sound-based sentence method. The difference was in favour of the students who learned reading and writing by the sentence method.     

轻重音在英汉歧义现象中的辨义功能

歧义现象是一种普遍的语言现象。词重音和句重音这种超音位特征是引起语音歧义的一个重要因素。英语和汉语的轻重音特征在歧义词语和歧义句中所起的作用同中有异。词重音中汉语的轻音承担着与英语的重音大致相同的辩义功能,能区分同形,同类词的词性和词义;句重音在英汉两种语言中的辩义功能大致相似,都能改变句义和话语结构,但汉语作为一种声调语言,其轻声在语句中的辩义功能是英语的轻音所不能比拟的。     

存现句语义对谓语动词的制约

存现句是现代汉语中一种很有特点的句式。从20世纪50年代开始,很多学者从结构形式、句法性质、动词特点、语法意义和变换关系的角度对存现句作了多方位的研究。本文试图以存现句的语义特征为研究的出发点,分析存现句语义对谓语动词在语义和句法上的各种制约关系,并重新划分存现句的类别。     

大学英语阅读与语篇分析能力

语篇分析(discourse analysis)是指对比句子更长,以交际为目的的语言片段所作的语言及交际功能的分析,它包括微观分析与宏观分析。语篇分析是大学英语阅读教学中不可缺少的方法和手段。在阅读教学中辨别篇章组织模式、识别衔接手段、了解文中修辞手法、找段落主题句等是建构学生语篇分析能力的有效途径。     

功能文体学在大学英语议论文写作中的应用

我国传统的英文写作教学存在很多有待改进的地方,教学方法比较陈旧。教学中常常以句子结构为中心,停留在以句子而不是以篇章作为教学的中心,从而导致学生写作组织性及连贯性差。针对目前教学方法的弊端,试用功能文体学理论指导大学英语议论文的写作,找出大学英语议论文的某些文体特征和写作特点,来提高大学生议论文的写作能力。     

Getting to No: Pragmatic and Semantic Factors in Two‐ and Three‐Year‐Olds' Understanding of Negation

Although infants say “no” early, older children have difficulty understanding its truth‐functional meaning. Two experiments investigate whether this difficulty stems from the infelicity of negative sentences out of the blue. In Experiment 1, given supportive discourse, 3‐year‐olds (N = 16) understood both affirmative and negative sentences. However, with sentence types randomized, 2‐year‐olds (N = 28) still failed. In Experiment 2, affirmative and negative sentences were blocked. Two‐year‐olds (N = 28) now succeeded, but only when affirmatives were presented first. Thus, although discourse felicity seems the primary bottleneck for 3‐year‐olds' understanding of negation, 2‐year‐olds struggle with its semantic processing. Contrary to accounts where negatives are understood via affirmatives, both sentence types were processed equally quickly, suggesting previously reported asymmetries are due to pragmatic accommodation, not semantic processing.     

格律倒装的省思

黄庆萱先生尝指出：语文中有为求平仄或押韵而非出于语文上自然倒装的情形。蔡宗阳先生进一步提出：为诗文格律而倒装,是修辞学上的倒装,出于作者为调和音律,突显重点,加强语势的修辞技巧,而与声韵有关。李丽文女士《诗经修辞研究》详列《诗经》为诗文格律而倒装347例,并举例详作说明。窃以为其所认定,稍嫌宽松。因此,以李书所列及蔡宗阳先生所举《大雅·桑柔》为基础,试为检讨格律倒装的认定标准。透过全面检讨《诗经》中所有“中O”结构词汇的意旨及其押韵地位,并考察先秦典籍的“中O”词汇结构与应用,得知学者所揭橥的格律倒装,确实存在。然而进行格律倒装辨识时,如果未能深究其语言习惯、词汇结构及意旨,纯依语句型态径行判定,容有可以商榷的余地。     

蒙古语存在句的表现形式初探

蒙古语存在句分为“主谓型存在句”、“状谓型存在句”、“定中型存在句”等三个类型,这三种类型的存在句主要在语序上带有区别特征,语义上没有明显的不同,语序变化的主要区别可以说取决于说话者所强调的内容,但每一个句子主体和处所的位置不是随意调换的,有些句子里处所和时间只能在主体的前面,不能在存在主体的后面,这也许与话题化有关系。     

语言逻辑视域中话语规则的句法意义及展开与深化

句法是制约着句子组合合法性的规则,即组词成句的规则。话语句法规则的意义既是语义学关注的内容,也是语用学的考察对象。在言语交际过程中,人们把握话语规则:一方面能够帮助人们认知句子在生成过程中的规律、规则;另一方面也能够帮助人们掌握话语的基本表达式在不同语境中的动态变化。所以,在语言逻辑视域中,话语规则的句法意义及其展开与深化,更能够帮助人们加深对语言与认识密切关系的研究。文章在分析言语交际与话语规则的基础上,论述了语言逻辑视域中话语规则的句法意义,以及这种句法意义的展开与深化在语言认知中的重要作用。     

Conceptions of ‘Ideal’ Leadership in Accepted and Rejected Principal Training Candidates

Abstract

Process of acquisition of grammar was studied with 320 children randomly selected from 2nd, 4th, and 6th graders in three schools representing different socioeconomic backgrounds. Ss were individually presented 6 nonsense sentences and asked to guess the meaning of a stimulus word planted in each sentence. Two types of cues, grammatical "signal" and "signal plus syntactic position," were provided to suggest three parts-of-speech (noun, verb, and modifier). Responses were classified either as homogeneous (proper grammatical identification) or heterogeneous.

No difference was found in frequency of homogeneous responses with regard to children's socio-economic background. Significant differences were associated with increase in cue information and with increase in age.