形象思维应用于短语动词的认知——以＂go-phrase＂为例

短语动词的理解一直困扰着英语教学者和学习者。很多时候被认为是固定搭配,从而要求学习者死记硬背。随着认知科学的兴起与发展,英语教学者和学习者更愿意尝试去发现和挖掘＂固定搭配＂的内在工作机制和理解机制。以＂go＂的系列词组为例,通过形象思维来解释短语动词的理解过程,对短语动词的教与学有一定的参考作用。     

音位重复对英语词块记忆效果影响的实证研究——以单词重复、押尾韵（双韵）、押头韵和押元音韵为例

基于注意理论、记忆理论、词块音位重复理论,针对音位重复对词块记忆的影响进行探索,旨在为中国英语学习者提供词块的补充性学习策略。研究发现：音位重复的词块和无音位重复的词块的助记效果有显著性差异;单词重复和押尾韵（双韵）的助记效果最好,押元音韵的助记效果最差,押头韵的助记效果居中。     

EFL学习者语义韵意识研究——以cause和lead to为例

语义韵是一种特殊的搭配现象,展示的是词语搭配的特殊行为,一般分为积极语义韵、消极语义韵和中性语义韵。EFL（English as a foreign language）学习者的词语搭配行为历来是外语教学研究中的重点。本研究通过对cause和leadto的语义韵研究和学生所做试题的成绩对比,分析研究EFL学习者的英语语义韵意识是否会随英语水平的提高而提高。     

基于口语语料库的中国英语学习者中式英语调查研究

对中国学习者英语口语语料库中的中式英语进行调查分析,发现母语的负迁移和语义韵意识淡薄是制约英语口语水平的重要因素。而目前对母语负迁移、语义韵的研究多集中于写作与阅读,很少关注口语。本研究采用中介语对比分析和语料库分析的方法,对中式英语中存在的动名搭配错误、情态词语使用和语义韵进行研究发现：（1）中国英语学习者在口语表达中存在动名短语误用、搭配偏差的问题。（2）在情态词语的使用上形式单一、表达不够委婉。（3）造成上述问题的主要原因是母语负迁移。（4）语义韵意识淡薄使中国学习者在口语表达过程中套用汉语的词汇、句式、语法来表达英语,导致中式英语现象。可见,母语负迁移、语义韵意识淡薄是导致英文输出中的中式英语现象的主要原因,在英语口语学习和教学过程中应避免由其造成的影响。     

巧用组块理论学习英语词汇

词汇记忆是学习英语的拦路虎。而组块理论就是＂打虎的武松＂。巧用组块理论,是词汇学习的捷径。本文介绍了组块理论的起源,短时记忆和长时记忆的关系,通过实验,证明了组块理论在记忆提高方面的有效性。同时,本文通过大量的实例,探讨了一些巧用组块理论指导英语词汇记忆和学习的方法,起到抛砖引玉的作用,希望能为英语学习者提供了一定的思考。     

隐性注意下英语词汇搭配习得效果研究

注意是认知心理学的重要概念.隐性注意下学习者对词汇搭配(collocation)的习得是否受注意提升手段的影响值得研究.通过实验研究,发现注意提升手段对词形搭配记忆有促进作用,对多词组成的collocation的意义理解没有明显帮助.探讨了存在的可能原因以及本实验对collocation教学的意义.     

在记忆遗忘曲线原理下英语专业八级考试的最佳单词记忆法研究

本文主要探讨在记忆遗忘曲线原理下英语专业八级考试的最佳单词记忆法。单词记忆一直是外语学习者的最大困扰,然而词汇是学习语言的基础。由单词到短语,然后组成句子,形成篇章,是英语学习的必经之路。本文根据记忆遗忘曲线原理,从对外界信息的编码、存储和提取出发,设计实验,探讨出了环境刺激法为英语专业八级考试备考生词记忆的最佳方法。     

试析“动量短语＋名词”现象

本文通过分析＂动量短语＋名词＂现象,认为,语义上有[＋过程性][＋时段性]特征的名词可以和动量短语自由搭配,同时语法特征越不典型的名词越可能和动量短语搭配,＂动量短语＋名词＂结构化程度的高低存在一个优先序列,即名动词〉抽象名词〉具体名词。     

语义韵与韩国语词汇学习

语义韵是当代语料库语言学开辟的一个新方向。语义韵研究很重要的一点就是为语言学习者揭示了词汇的内涵意义和搭配范围,这就为词汇教学和学习开辟了一条崭新的道路。本文通过分析具体实例,揭示了语义韵知识对韩国语词汇学习过程中的有利作用,即有助于学生快速记忆单词、避免交流时的语用错误等。     

从广度和深度看中国英语学习者短语动词的使用

基于中国英语学习者语料库,通过机辅语料检索与人工分析相结合,主要调查研究中国英语学习者英语短语动词的使用情况。调查结果表明:两个水平的学习者在短语动词的使用上有很多相似之处;两个水平的学习者在使用某一短语动词时,其意义通常只限于第一或第二义项,说明学习者只掌握了短语动词的基本用法,对短语动词词汇知识的广度和深度掌握不够。     

An evaluation of two approaches for teaching phonemic awareness to children in Head Start

Several research studies linking early phonemic awareness to the prevention of later reading difficulties strongly suggest that phoneme segmentation and blending, rather than rhyming and alliteration abilities, are the key aspects of phonemic awareness that are related to the prevention of difficulties. Yet there is a persistent belief among many educators that instruction in rhyming and alliteration are adequate to develop phonemic awareness and developmentally more appropriate than segmentation and blending activities. Using quasi-experimental methods, I evaluated two approaches for teaching phonemic awareness to 4- and 5-year-old children in four Head Start classrooms. The first approach focused on rhymes, alliteration, and story activities. The second approach focused on phoneme segmentation and blending in the context of sounding out actual words. Results showed that children taught using the second approach produced significantly greater gains in phonemic awareness and letter–sound knowledge, compared to children using the first approach. Both approaches were more effective when teachers had previously taught attention skills to their children.     

PROFESSIONAL NOTICING PRACTICES OF NOVICE MATHEMATICS TEACHER EDUCATORS

The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice.     

浅析尾韵、头韵、谐音在英汉语音修辞方面的作用

通过英汉两种语言语音修辞的异同,从尾韵、头韵、谐音在语音修辞方面所起的作用进行对比研究,引导读者从语音修辞的角度了解语言的声音美,语言的传神,从而更好地理解语言,更好地发挥语言在交流中所起的桥梁作用。     

英语Alliteration ＆ Assonance与汉语“双声、叠韵、同字和叠字”的修辞特征与翻译

英语和汉语分属两种不同的语系（印欧语系和汉藏语系）,并且各自的语音系统不尽相同,所以英语alliteration和assonance与汉语＂双声、叠韵＂的修辞特征既有些许的共性,又存在着跨文化差异,探讨不同语言中音韵美的翻译有利于英语学习者进行有效地跨文化交际。     

英语修辞押头韵翻译策略探讨

押头韵作为与英语语言联系密切的修辞格在语篇中起着强调等作用。为了达到翻译中的语体风格再现,可以在英译汉时将英语的押头韵转化为汉语的韵母押韵,在汉译英时将汉语的某些独特表达转化为英语的押头韵。     

汉语“双声”与英语Alliteration异同辨析

论述了汉语"双声"和英语的Alliteration这二种表现力很强的修辞格在历史上的作用、使用频率和普及程度上的巨大差异,并从内部机制探讨了它们之间的区别：英语的Alliteration涵盖的内容只有极小部分与汉语“双声”重合,其绝大部分内容都超出了汉语“双声”的内容范围。所以 Alliteration应译为头韵,而不应译成“双声”。     

英语头韵的修辞特色及其翻译

头韵是英语中最常用的修辞手法之一，具有节奏美和音韵美，能增强语言表现力。由于汉语中不存在头韵修辞格，因此头韵的翻译成了英汉翻译中的一个难点。实践充分利用汉语的多种语音修辞手法，可以再现英语头韵的艺术魅力。     

Teacher noticing: A systematic literature review of conceptualizations,research designs,and findings on learning to notice

Teacher noticing has become a prominent construct in research on teacher education and professional development; however, the current state of research is quite diverse, with different theoretical foundations and a variety of research designs. The study described in this paper provides a systematic review of the literature on teacher noticing published over the past two decades. Based on a full-text analysis of 182 articles published in renowned databases and peer-reviewed Englishscholarly journals, the study reveals the dominance of a cognitive-psychological perspective of teacher noticing, especially in combination with qualitative studies. Although teacher noticing has been described as a holistic concept in many earlier articles, more recent studies from the last decade tend to differentiate teacher noticing into different facets. Overall, qualitative studies with small sample sizes are prevalent, which allows for fine-grained analysis but limits the generalizability of findings. This study highlights the limitations of the current discussion, such as the prevalence of teacher noticing mainly in the field of mathematics education and the low representation of work from parts of the world other than North America and Europe. In addition, the studies under consideration in this literature review are examined in depth in terms of their findings on improving teachers’ noticing through interventions and on comparisons between experts and novices, which allows for a discussion of the implications of learning to notice for teacher education and professional development.     

抑制功能对汉语口吃者语音编码的影响

采用双任务范式考察口吃者和非口吃者在抑制优势反应条件下重复双声词和叠韵词的反应.结果表明,口吃者的语音编码受抑制功能影响;口吃者加工叠韵词比加工双声词需要更多的抑制功能,非口吃者加工这两类词时需要的抑制功能相当.结果支持口吃的"内在修正假说",对口吃诊断和治疗有重要启示.