听力理解中的语用照应分析

本文在详细介绍“意想焦点法”、建立框架联想依据事实信息证据进行语用推理三种语用照应推断方法的基础上,对于听力理解中的语用照应进行了实例分析,从而指出了解上下文中的语用照应关系,对于领会听力材料的内涵,培养和提高学生的推理能力和交际能力有重要的促进作用。最后阐述了其对大学英语听力教学的一些启示。     

谈影响英语听力理解的因素

在英语学习过程中,听力起着重要作用,但往往又是薄弱环节。要提高英语听力水平,就必须首先了解影响英语听力理解的因素。文章在讨论英语听力理解过程的基础上,从语言因素和非语言因素两个方面分析了影响听力理解的各个因素,并简要的提出了一些相应的对策。     

影响听力理解效果的因素和如何提高听力理解能力

从生理学、心理学的角度分析影响提高听力理解能力的若干因素,提出提高英语听力理解能力的几点建议：精听与泛听相结合,有针对性地进行听力微技能训练,寻找关键词,捕捉语篇要点和重要信息,合理推断理解说话的弦外之音,等等。     

Computer visualizations: factors that influence spatial anatomy comprehension

Computer visualizations are increasingly common in education across a range of subject disciplines, including anatomy. Despite optimism about their educational potential, students sometime have difficulty learning from these visualizations. The purpose of this study was to explore a range of factors that influence spatial anatomy comprehension before and after instruction with different computer visualizations. Three major factors were considered: (1) visualization ability (VZ) of learners, (2) dynamism of the visual display, and (3) interactivity of the system. Participants (N = 60) of differing VZs (high, low) studied a group of anatomical structures in one of three visual conditions (control, static, dynamic) and one of two interactive conditions (interactive, non-interactive). Before and after the study phase, participants' comprehension of spatial anatomical information was assessed using a multiple-choice spatial anatomy task (SAT) involving the mental rotation of the anatomical structures, identification of the structures in 2D cross-sections, and localization of planes corresponding to given cross-sections. Results indicate that VZ had a positive influence on SAT performance but instruction with different computer visualizations could modulate the effect of VZ on task performance.     

英语听力理解的制约因素及其消除途径

学习语言一个十分重要的目的就是同活生生的人进行交际。听作为人类言语交际方式之一,在信息剧增、国际交流日益频繁的今天更具有重要意义。因此,如何提高英语听力始终为人们所关注。初学者要真正掌握一门外语,必须尽快提高自己的听力水平。首先要教给学生学习方法,制定相应的策略,把重点放在培养和提高学生听力理解的能力上。     

In search of factors in deaf and hearing children's reading comprehension

The present study examined whether specific item characteristics, such as mode of acquisition (MoA) of word meanings, make reading comprehension tests particularly difficult for deaf children. Reading comprehension data on nearly 13,000 hearing 7-to-12-year-olds and 253 deaf 7-to-20-year-olds were analyzed, divided across test levels from second to sixth grade (not necessarily corresponding to chronological age). Factor analyses across item scores suggested that, of the determinants studied, MoA--referring to the type of information (perceptual, linguistic, or both) used in word meaning acquisition--was the only factor that contributed significantly to deaf and hearing children's reading comprehension. For hearing children, MoA influenced item scores at the third- and fourth-grade levels. For the deaf children, MoA influenced item scores through the sixth-grade level.     

背景·内涵·外延--论阅读理解中的要素把握

背景、内涵、外延是正确阅读，理解的三个关键性要素，背景影响写作素材的获得和作品的思想情感，同时，背景又具有偶然性和双向性特点，间接内涵是作品巨大魅力之所在，它具有单一和复合两种形式，把握外延的尺度是正确理解作品现实意义和历史意义的关键。     

影响英语自主学习能力的因素探析

在中国,学生在英语学习过程中表现出来的被动性、依赖性问题仍旧存在。文章通过对影响学习者自主学习因素的分析,提出了以元认知策略培训为主,以优化学习者自我效能感、归因、动机等因素的组合,培养学习者积极、乐观的情感为辅的教学模式,以提高学生的自主学习能力。     

影响英语自主学习能力的因素探析

在中国,学生在英语学习过程中表现出来的被动性、依赖性问题仍旧存在。文章通过对影响学习者自主学习因素的分析,提出了以元认知策略培训为主,以优化学习者自我效能感、归因、动机等因素的组合,培养学习者积极、乐观的情感为辅的教学模式,以提高学生的自主学习能力。     

Contextual factors that sustain innovative pedagogical practice using technology: an international study

Pedagogical innovation—whether involving technology or not—is shaped by a complex interaction of the innovation with contextual factors such as school and school district policy, leadership, cultural norms and values, teacher attitudes and skills, and student characteristics. This study examined school and classroom contexts in which pedagogical innovations employing technology were successfully sustained. Data were obtained from 59 cases drawn from the Second Information Technology in Education Study—Module 2, a project that examined 174 cases of innovative pedagogical practice in schools in 28 countries. An explanatory model of sustainability was derived from a qualitative analysis of the cases using grounded theory techniques. Essential conditions for the sustainability of classroom innovation were teacher and student support of the innovation, teacher perceived value of the innovation, teacher professional development, and principal approval. Contributing factors for sustainability were supportive plans and policies, funding, innovation champions, and internal and external recognition and support. An interactive website that allows for searching of SITES-M2 case reports on various attributes such as sustainability, transferability, level of school, and evidence of supportive policies and plans is available at http://sitesm2.org.     

试析影响统计数据质量的九大导因

现实的统计数据质量确实存在严重的问题,危害巨大。笔者试图从宏观的,诸如统计管理体制;微观的,诸如统计手段、方法、指标体系等九个因素,探析原因,进而有针对性地提出措施建议。     

影响我国职工体育发展因素分析

本文运用文献资料法、专家访谈法、逻辑分析法对我国职工体育影响因素进行了研究。通过研究得出:目前大多数职工体育健身行为和体育消费能力较差;职工参与体育活动的目的主要是强身健体;在参与消费的职工中,实物型消费比例较高,非实物型消费较少,消费结构不尽合理等。     

文学翻译中的语境思维

翻译是一个思维转换过程,文学翻译由于包含的信息更为庞杂、涉及的要素更多,因此,其翻译更依赖于语境,以确定译语的恰当转换。研究语境思维有助于正确理解原语语境的内涵,提高文学翻译的质量。文章从语言语境、情景语境和文化语境人手,阐述语境思维在文学翻译中的作用。     

语境在语言中的运用

语言是语言环境与语言形式相结合的产物,语言表达时要根据不同的环境。语境是交际环境中的语言环境。本文从语境的作用、分类、关系、运用等方面进行了简要阐述。     

论交际过程中的语境因素

语言是人类交际的工具。语言的功能表现为它是语义的载体 ,语义的传递才是交际的目的。然而语义的准确理解与表达是与交际活动发生的语言环境 (语境 )密切相关的。研究交际过程中的语境因素 ,对交际双方更好地用英语进行交际很有帮助。     

The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students

The present paper synthesizes the international research literature on the educational achievement of immigrant and minority language students by articulating three propositions for which there is strong empirical evidence: (a) print access and literacy engagement play a key role in promoting reading comprehension; (b) the development of bilingual students?? L1 proficiency plays a positive role in L2 academic development; and (c) societal power relations play a direct causal role in promoting school failure among students from subordinated communities. This interpretation of the empirical evidence is contrasted with the conclusions of recent North American and European reviews. For example, the comprehensive review of literacy development among minority students conducted in the United States by the National Literacy Panel on Language-Minority Children and Youth acknowledged the legitimacy of bilingual education as a policy option but said very little about the role of literacy engagement in promoting reading comprehension. By contrast, various reports of the Programme for International Student Achievement (PISA) conducted by the Organisation for Economic Cooperation and Development (OECD) highlighted the importance of reading engagement for reading achievement but discounted bilingual education as a feasible or realistic policy option. The instructional implications of the present review include the need for educators to promote print access and literacy engagement, teach for cross-lingual transfer, and affirm students?? identities in classroom interactions.     

对影响跨栏步技术效果因素的探讨

本文从跨栏的技术原理出发 ,以力学理论为依据 ,着重对跨栏步技术的合理性规范进行了理论探讨 ,进一步研究影响跨栏步效果的诸多因素