文化认知与英语交际能力的培养

人类的语言能力是认知能力的反映,认知图式在语言理解过程中起着很大的作用。语言的发展和使用受制于思维,文化认知的一个基本要素是对不同文化中思维方式的认知,因此英语教学中要重视文化认知的传授。     

英语教学中的文化导入与文化超越

文化导入与文化意识培养是英语教学中培养学生跨文化交际能力的重要教学内容。英语教学在注重文化导入的同时，应引导学习者把所学的文化成分应用于一定的情境，并产生增值，做到承认、接受和欣赏文化差异，实现跨文化交际的终极目标——“文化超越”。     

跨文化交际能力培养与高职英语教学

学习的目的在于应用,外语学习尤为突出。英汉两种语言有着不同的文化背景,文化差异成为交际的最大障碍。强化学生的文化意识、养成良好的思维习惯、培养跨文化交际能力已成为英语教学的一大重要课题。     

论高职商务德语口译教学中跨文化交际能力的培养策略

随着国际互联网和信息高速公路的建立及国际经济文化交流的日益频繁,越来越多的德资企业选择投资中国,为了使学生更加顺利地在德企就业,提高高职德语学生的口译能力和跨文化交际意识变得越来越重要,本文重点研究如何提高学生对文化差异的敏感性及提高高职学生跨文化交际能力的培养策略。     

中国信托业:契机与发展空间

法律环境的改善,社会经济环境的变化以及信托业竞争力的提升,预示着我国信托业在结束五次整顿后新一轮的契机与发展空间的到来。回归主业,现阶段信托投资公司应按“四主二从”优化锁定目标。四个主目标为发展实业投资、个人资金、证券投资基金、资产管理创新方面的信托产品体系,两个从目标为开展投资基金和投资银行业务。     

浅析英语教学中的文化渗透

语言是文化的一部分,不能独立于文化而存在。由于不同的民族有着不同的社会文化背景,因此,学习一种语言必须了解这种语言所承载的文化。英语教学中必须注重对学生进行文化渗透,首先,应充分利用现有教材,立足课堂,进行文化渗透,其次,要不断开拓第2课堂,加强文化渗透。     

教师专业发展评价的目标:合作与互信

教师专业发展评价应建立在教师的和谐互信、全面发展的基础上。首先要检视绩效评价的负面效应,其次领导与教师应形成合力,评价者也不能外在于评价对象;采用增值性评价、同行评价等互动性评价方法,才能达到合作与互信的评价目的。     

Career counseling centers in higher education: A study of cross-cultural applications from the United States to Korea

Interest in career development and career counseling is growing in Korea. Nevertheless, neither the research nor the literature adequately address the question as to what applications can be cross-culturally transferred from career counseling centers in the United States to Korea. This study qualitatively examines the practice of career counseling in seven university career counseling centers in the United States in a search for concepts and methods that may be cross-culturally applied to Korean universities. Nine categories of data emerged in our qualitative analysis of information gathered: (a) types of systems; (b) staff; (c) services provided; (d) career assessments; (e) alumni networks; (f) workshops and outreach; (g) publicity; (h) information technology; and (i) facilities. Applications and ideas for the Korean context, limitations, and suggestions for future research are discussed.     

Working Towards Building Cultures of Peace: A Primer for Students and New Professionals

As the counseling profession moves into the 21st century, counselors and psychologists are increasingly expanding their roles in the reduction of violence across settings. For students and new professionals, this new horizon of needs and opportunities can create some role confusion as traditional direct service functions of individual and group therapy are evolving into indirect services that focus on broader interventions to help create peace. This article seeks to contribute a foundational guide for readers interested in peace psychology. The article provides a brief overview of the peace psychology movement, current trends, and informational sources. It reflects on factors that influence the decision to get involved and provides possible ways to participate in social action, as well as citing a personal example of how one student got involved in building cultures of peace within an international setting.     

Multiculturalism Hiding in the Film:An Analysis of Welcome

Multiculturalism is an inevitable topic facing with our daily life.A film may represent a society,culture,class,sexuality,and a multitude of things.Therefore films should be a very valuable object for studying culture in the world.In this paper,I would like to analyze the film Welcome to show the conflicts of different cultures and how multiculturalism present in movie.The purpose of this study is to view and discuss how multiculturalism has been depicted in this film.     

Intracultural Travel or Adventures at Home in The Ear, the Eye, and the Arm

Rather than look at children as they move between cultures, this article examines the child protagonists of The Ear, the Eye, and the Arm as they move within their own culture. Although this multi-cultural novel is from the science fiction genre, the psychological reality of encountering different peoples holds true. Tendai, Rita, and Kuda are unique characters: they live in isolation within their own culture. This isolation allows the children to experience each segment of their culture as if they were outsiders to it. Both the narrator and narrative are set up to help the reader find the various subcultures visited as lacking—this despite several overt statements about not making judgments. In the end, what could be a novel of understanding and acceptance turns out to be a terrific adventure story, but rather typical in that any culture that is not the protagonist's own is dangerous and inferior.     

大学生英语交际能力培养面临的挑战及对策

尽管我国外语教育界对交际能力培养的重要性已达成共识,但是要真正在教学实践中落实还有很多困难。本文从公共外语师资、学校对公共外语的重视程度、学生对外语交际能力的认识和重视程度等方面,探讨了我国高校培养大学生英语交际能力中所面临的困难和挑战,并提出了相应对策。     

Lazy multiculturalism: cultural essentialism and the persistence of the Multicultural Day in Australian schools

ABSTRACT

Multicultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientation to the field of multicultural education, it examines one school's approach to the Multicultural Day. The paper considers how, despite engaging in professional learning designed to challenge established practice in this area, teachers resisted the intellectual task of doing diversity differently. The ethnographic methods used in the study not only allowed for an examination of the practices this school engaged in, they drew attention to how teachers might modify their practice and develop a deeper understanding of cultural complexity.     

Identifying the training experiences and needs of bilingual school psychologists

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.     

Operational trust: Reflection from navigating control and trust in a cross-cultural professional development project

This paper explores the interplay of control and trust in a cross-national and cross-cultural professional development course. It examines the differing expectations of the overseas high-ranked education officials who were the students and of the course teachers, particularly in terms of: approaches to control of content and of interpersonal interactions; the cultural contexts in which the attitudes were shaped; the effect of the participants’ professional roles, particularly of their perceptions of accountability and power; the complex, continuing and yet shifting, interplays of control and trust and the ways these interplays impacted learning within the course. It proposes the concept of operational trust as a way to consider the relationship that developed. While the situation examined is situated within a particular context and reflective of the participants involved and therefore non-iterative, the discussion highlights patterns of interaction and gives rise to tentative theorisations with implications for other cross-cultural or cross-national teacher development projects.     

Negative Cultural Transfer in English Teaching and Its Alleviating Principles

Teaching English as a foreign language is not tantamount to elaborating on syntactic structures or learning new vocabulary and expressions, but should incorporate some cultural elements which are intertwined with the language itself. The main premise of the paper is that effective communication is more than a matter of linguistic proficiency and the learner’s pragmatic competence is more or less arrested by the negative cultural transfer from the mother tongue, and based on that premise, the paper analyses the reasons behind negative cultural transfer from the lexical dimension, the speech act dimension, and the psychological dimension, and concludes with a tripartite toolkit of alleviating principles respectively corresponding to the classroom instruction, the teachers, and the students.     

英、美、日三国信托发展比较研究及启示

通过对英、美、日三国信托业的发展历程进行回顾梳理和对照评价,归纳了信托业的基本特点,总结出影响信托业发展的主要因素,并据此从合理发展各类信托业务、完善细化信托业法律法规、给予信托产业一定政策倾斜、加大信托知识宣传和普及力度等方面提出我国信托业发展的政策建议。     

Identifying Best Practice in a Shifting Landscape: Making Sense of RTI in the Context of SLD Identification

The Individuals with Disabilities Education Act (2004) Individuals with Disabilities Education Act. 1997, 1999, 2004. 20 U. S. C. 1400 et. Seq. (Statute). 34 C.F.R. 300 (Regulations) [Google Scholar] has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved in the educational process (i.e., special educators, school psychologists, families, advocates) are the guidelines for identifying children with specific learning disabilities (SLD), including the use of Response to Intervention (RTI). In this article, some of the most relevant and controversial issues associated with the use of RTI for the identification of SLD are detailed. We discuss how SLD is conceptualized in terms of identification approaches and classification criteria and present position statements of special education professional associations on the changes to the federal SLD definition and identification criteria. Finally, we summarize proposed resolutions to the seemingly irreconcilable differences identified throughout the article.     

Trust: the power that binds in team supervision of doctoral students

Team supervision of doctoral students adds new dimensions and complexities to relationships within the teams that impact functionality of the team. Trust emerged as a significant theme in recent qualitative research into the quality of team supervision of doctoral students. Trust was cited as a key component in successful team collaborations, and the missing component in dysfunctional teams. Definitions refer to trust as the belief of truthfulness, reliability or faith in another person’s abilities. My hypothesis is that trust operates as a form of power in team supervision. It is a form of power that enables voice, resilience and creativity in teams. This article concludes that placing trust in others in supervisory teams is a deliberate decision by candidates and supervisors. It is a decision to engage in a team context despite known risks and may be understood as a gamble on the reliability of others in the expectation of reciprocity. By conceptualising trust as a form of power, strategies that engender and maintain trust may be utilised more intentionally.     

组织中的信任与组织公民行为研究

组织公民行为中自发性的合作行为,能从整体上有效提高组织效能。组织内的信任能有效激励组织公民行为,促进组织发展。组织中的信任表现出的认同型信任、交换型信任与组织公正,从不同角度都能促进组织公民行为。为促进组织有效运行,应以构建组织信任为背景,注重组织资源与微观个人的互惠交换,营造组织公正,激励组织公民行为。