以读者为中心的外语写作教学模式

外语教学中的准确性是传统写作教学的重点,而教师为达到真正的写作目的,又不能忽视写作的交流功能。教师指导初、中级学生作者从读者角度,而非语言角度参与到真实的写作交流中。教师可通过体裁教学对学生进行写作思维的培养,利用多媒体教学活动和多元组合对学生的写作能力进行恰当评估,使二语写作能寓教于乐。     

批评话语分析下的语篇体裁互文性教学探析

近年来,批评语言学界兴起用互文性研究进行语篇分析.互文性回答了话语界为何反复使用某些形式描述修辞情境,以及如何利用专业知识确定文本之间的映衬关系,批评话语则分析了互文关系所表达的文字背后的权力关系.结合体裁互文性的上述特点,分别介绍了互文性及体裁的概念,评介了批评话语分析的互文性,梳理了体裁互文性的研究现状,以更好地揭...     

Unconventional sources as a new convention: The shifting paradigm of undergraduate writing

Recent research has remarked upon the widespread use of Internet sources by undergraduate students in support of their written ideas. Results of this research indicate there is a tendency for some students to cite sources whose content meets their expedient needs, while ignoring standards of rigor typically required for academic citation. Despite this tendency, the present study explores whether Web sources which would normally be considered unconventional for academic citation, in fact, offer enriching content. This study isolates the unconventional Web references from three second-language students' research papers for qualitative analysis. Results indicate that although the cavalier use of Web sources by students remains a serious concern, unconventional sites can sometimes be an unusually rich source of information. Such a finding has implications for how students are taught to consider Internet sources. Specifically, it is suggested that sites normally considered unconventional not be summarily dismissed as potential sources of information.     

Developing students' referencing skills: a matter of plagiarism,punishment and morality or of learning to write critically?

Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper examines the skills underlying effective use of citation and the problems students have in citing effectively. It compares these to the messages that beginning students receive about citation through a focus on academic integrity, plagiarism and punishment. It examines the prevalence of plagiarism and the development of citation skills in student writing when the teaching focuses instead on developing critical writing abilities through the skillful selection, use and acknowledgement of sources.     

论GBTLC教学模式及其在英语写作教学中的启示

GBTLC教学模式是建立在语类理论和语类分析实践上的一种教学方法.该教学模式目的在于引导学生掌握语篇结构,了解语篇构建过程,从而帮助学生创作属于某一语类的语篇.语类的起源、概念和定义,探讨了英语写作教学中GBTLC教学循环模式的操作程序、方法及步骤.     

Hidden voices: L2 students’ compensatory writing strategies

This qualitative research study examines how 12 undergraduate second-language learners understood the concept of citations in academic writing. The following questions guided this study: What are the participants’ beliefs about citing research? How do students conceive the role and function of citations in their writing assignments? How do they make decisions about what and what not to cite? Results indicated that students believed that citations were a superficial accessory to the main text and only cited information to comply with teacher directives, thereby, sacrificing their own empowerment in the writing process. To overcome their unfamiliarity with academic prose, students created specific compensatory writing strategies. Although this study included only L2 students, the findings are consistent with the research involving monolingual students. This research can inform educators about the need to engage undergraduate students in participatory discussions about the role, function, and power of referencing within a privileged academic discourse.     

Topoi and literary interpretation: The effects of a critical reading and writing intervention on high school students’ analytic literary essays

Literary scholars use specific critical lenses called topoi (Fahnestock & Secor, 1991) to read literature and write their interpretations of these texts. Literary topoi are used in the discourse of modern college literature classrooms (Wilder, 2002) and are associated with higher grades in students’ literature classes ( [Wilder, 2002] and [Wilder, 2005] ). However, research shows that high school students are generally unable to justify their literary interpretations (Marshall, 2000). In this study, six high school students were taught a strategy to recognize and use topoi to form an interpretation of literature, and then write an argument to support that interpretation. Three of the students were taught to recognize repeated examples of single patterns of symbolism and imagery that support a theme, i.e., the ubiquity topos. The other three were taught to recognize opposing patterns of symbolism and imagery that support a theme, i.e., the paradox topos. All participants were then taught to form arguments based on the topoi, to utilize direct quotations to back their arguments, and to write “tie-in sentences” that link the quotations to the writers’ arguments. Instruction about these topoi resulted in higher quality argumentative essays that provided more textual evidence to support their literary interpretations.     

Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers

Effects of peer response using instruction in genre knowledge on the writing of 140 sixth-grade students are investigated. In one condition students were taught specific genre knowledge involving functions of linguistic indicators of time and place. In another condition students were taught more general aspects of communicative writing. Both conditions were compared with a baseline control, receiving regular writing education. Students were randomly assigned within classrooms to each of the three conditions. The use of indicators of time and place was positively related to writing quality. Furthermore, strong effects of the specific genre knowledge condition on the use of these linguistic features in writing and revision were found. Findings indicate that instruction in specific genre knowledge is a valuable addition to writing with peer response.     

中西方英文个人陈述的对比研究——从体裁分析看文化差异

尽管个人陈述在学生申请留学的过程中扮演着重要角色,却很少受到关注。为探讨中西方英文个人陈述的差异,运用体裁分析理论,对中国学生和英语本族语学生的英文个人陈述进行对比分析,发现两者在语步结构和语言特征两方面存在有明显的文化差异。旨在帮助中国学生进一步了解个人陈述的体裁特征,写出更加地道的英文个人陈述。     

A Feeling for the Environment: Emotion Talk in/for the Pedagogy of Public Environmental Education

Emotions are important aspects in/for the pedagogy of environmental education (EE). However, the literature on the relationship between emotions and EE has not explored how emotion talk furnishes teaching identity claims and mediates instruction in/about the environment. Therefore, the present study draws on two ethnographic case studies to investigate the rhetorical and situational use of emotion discursive categories in interviews and authentic EE learning situations. Our findings suggest that rather than just being an outcome of effective instructional models designed to instill an environmental consciousness in students, emotion discourses are means to help account for and concretely realize the pedagogy of EE.     

The Missing Link: The Lack of Citations and Copyright Notices in Multimedia Presentations

Many of the projects and assignments we have our students complete for our classes include a multimedia presentation. Why are we not teaching our students how to cite their sources for these presentations? Writing style (APA, MLA, or Chicago) does not matter. Regardless of whether it is a paper or multimedia presentation students should always cite their sources, otherwise plagiarism is occurring. This is a skill we must teach and demand that our students take responsibility for when completing multimedia presentations. This article covers a brief overview of copyright law, provides helpful resources for students and teachers, and outlines a model that can be used in citing sources in multimedia presentations. This model goes beyond the producer required credit slide to argue for the inclusion of “in product/text” citations for multimedia presentations.     

An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students

Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students’ interests in participating in opportunities to do real science? What are the discursive resources they draw on to introduce authentic science to students? The purpose of this ethnographic and discourse-analytic study is to investigate the ways in which the activities of scientists are discursively presented to high school students in a biology/career preparation course. Data sources were collected by means of observation, field notes, interviews, and videotaped lessons in an eleventh-grade biology/career preparation course. Drawing on discourse analysis, we investigate the discursive resources—or, more specifically and technically, the interpretative repertoires—teachers used to explain and promote opportunities to engage students in real science activities. Our analysis identifies and characterizes six types of interpretative repertoires: specialized, a-stereotypical, relevant, empirical, emotive, and rare-opportunity. To better understand the “big picture” of how these discursive resources are drawn on in the classroom, we also report on the frequencies of the repertoires in the discourse and the ways in which repertoires changed in the course of teacher-student interactions. The findings of this case study offer teachers and researchers with a better understanding of how specific forms of discourse—i.e., the repertoires—can serve as resources to enhance teacher-introduction of authentic science to students and provide students a bridge between school and authentic science.     

中外硕士应用语言学论文文献综述体裁对比分析

文章以O＆#39; Connell和Jin研究中的西方标准文献综述模式为理论基础,从体裁分析角度出发对中外硕士应用语言学论文文献综述部分进行对比研究.研究结果表明,中外硕士论文在文献综述中都涉及到了五个语步,基本符合西方学术论文文献综述的写作模式.但中国学生相比之下对研究现状的梳理整合,归纳分析能力较差,并且很难对现有研究成果提出直接明确的批判性分析.     

大学生就业决策话语分析———以某大学的新闻通讯报道为例

在面临就业的情境中,大学生的决策话语集中体现出了大学校园语境与社会语境的交汇和整合。借助互文性分析和权力关系分析,可以透视大学生话语活动与社会现实构建之间的互动关系,解析大学生就业决策话语的价值形成策略。     

Eliciting Metacognitive Experiences and Reflection in a Year 11 Chemistry Classroom: An Activity Theory Perspective

Concerns regarding students’ learning and reasoning in chemistry classrooms are well documented. Students’ reasoning in chemistry should be characterized by conscious consideration of chemical phenomenon from laboratory work at macroscopic, molecular/sub-micro and symbolic levels. Further, students should develop metacognition in relation to such ways of reasoning about chemistry phenomena. Classroom change eliciting metacognitive experiences and metacognitive reflection is necessary to shift entrenched views of teaching and learning in students. In this study, Activity Theory is used as the framework for interpreting changes to the rules/customs and tools of the activity systems of two different classes of students taught by the same teacher, Frances, who was teaching chemical equilibrium to those classes in consecutive years. An interpretive methodology involving multiple data sources was employed. Frances explicitly changed her pedagogy in the second year to direct students attention to increasingly consider chemical phenomena at the molecular/sub-micro level. Additionally, she asked students not to use the textbook until toward the end of the equilibrium unit and sought to engage them in using their prior knowledge of chemistry to understand their observations from experiments. Frances’ changed pedagogy elicited metacognitive experiences and reflection in students and challenged them to reconsider their metacognitive beliefs about learning chemistry and how it might be achieved. While teacher change is essential for science education reform, students are not passive players in change efforts and they need to be convinced of the viability of teacher pedagogical change in the context of their goals, intentions, and beliefs.     

Teaching writing: a multilayered participatory scaffolding practice

This article adds to the research on teachers' writing pedagogy. It reviews and challenges the research literature on scaffolding as an instructional practice and presents a more inclusive framework for analysis. As student participation and voice were absent from much of the literature, a participatory scaffolding framework was developed to observe, analyse and interpret how one teacher and her primary school aged students co‐constructed learning to write. The case study revealed that the scaffolding interactions were complex, recursive and responsive to students' learning. The teacher wove multiple layers of scaffolding, encouraging student talk and metacognitive awareness, thus creating a 'magic space’ where minds could meet allowing negotiation and handover.     

《中国机械工程》杂志2002～2005年引文分析

采用文献计量学分析法(按发表的论文计),统计了2000~2005年间《中国机械工程》杂志发表的2403篇论文所引用的参考文献,在此基础上分析了《中国机械工程》杂志引文应用的规律。通过统计分析发现,附有引文的论文2400篇,引文率99.88%,篇均引文6.87条,自引率11.15%。期刊引文10918条,占引文总数的66.19%;图书引文3144条,占引文总数的19.06%;其他文献引文2434条,占引文总数的14.76%。引文中中文文献8230条,占引文总数的49.89%;英文文献8098条,占引文总数的49.09%;日文文献161条,占引文总数的0.98%;俄文文献7条,占引文总数的0.04%。结果表明,该杂志引文率较高,被引文献涉猎文献范围广、时效性较强。     

体裁分析法在商务英语语篇教学中的应用

在以体裁分析法进行商务英语语篇教学的课堂中,教师的教学包含了语言和文化两大层面.通过体裁分析、对比分析和写作训练三大步骤,使学生了解与语篇相关的文化背景,获取语篇的"图式结构",懂得语言策略的应用,最终使学生能够透彻地理解并正确地撰写不同的商务英语语篇.     

The ability to understand and use conceptual change pedagogy as a function of prior content learning experience

This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.