中英文化差异及习语翻译问题

语言与文化密不可分,文化差异形成了翻译的障碍,造成了翻译问题,其中,习语翻译是比较突出的问题。一般来说中英文化差异来源于以下五个方面：历史和典故,地理位置和自然环境,风俗和习惯,社会、政治和经济制度,宗教信仰。在翻译教学和翻译实践中,充分考虑文化因素,消除文化障碍,减少误译,提高翻译质量。     

Functional literacy and the language question

This paper examines the issue of language and gender within the context of a national literacy programme. Focusing on the pilot phase of an adult literacy programme in southern Ghana, the paper questions the extent to which a ‘mother-tongue’ language policy is likely to ‘empower’ women where languages of wider communication are more ubiquitous in the textual sphere and generally are seen to have a higher status. Anthropological approaches to literacy, which examine the plethora of literacies and how they are perceived within a particular cultural context, it is argued, can help illuminate the hierarchies of literacies and languages and anticipate the consequences of a particular language policy.     

The language question in higher education: trends and issues

Nowhere is the language scenario and the problems associated with it as complex and controversial as in a multicultural and linguistically diverse country like India. Since language is the medium through which educational transactions take place, the vicissitudes of language and the language controversies have had a significant bearing on the structure, process, and outcome of her educational endeavour. This article examines the various issues and trends in the language conundrum vis-à-vis education in general and higher education in particular. Broadly, it is divided into four parts. The first part provides a brief sketch of the background and context in which the linguistic imbroglio in higher education becomes meaningful. The next two parts deal respectively with the twin aspects of the language problem in relation to education, namely, language instruction and language as a medium of instruction. The concluding part recapitulates the scenario and delineates the dilemmas of policy perspective.     

The interactive effect of language and question format on accounting students' performance

This article reports the results of research to determine if a significant interactive effect exists between students' lingual background (English as a primary language [EPL] versus English as a secondary language [ESL]) and question format on students' examination scores. Students were administered examinations made up of four subtests covering the same subject matter. The subtests were composed of four question formats: multiple choice quantitative, multiple choice theoretical, open-ended quantitative, and open-ended essay questions. Based on analysis of variance and analysis of covariance, significant differences were observed between EPL and ESL students depending on the type of question on the examination.     

基于自然语言理解的智能答疑系统研究

分析了当前的答疑系统在智能性、精确性和查询速度上存在的问题，提出了基于自然语言理解的智能答疑系统模型，围绕该模型介绍了系统模型的关键技术。     

有关口语中英文夹杂使用的问题

随着文化发展的交流日益加大,人们对英语的学习越来越重视.在生活中出现汉语中夹杂使用英文的现象越来越多,英文的吸收有丰富汉语的作用,但直接在汉语中夹杂使用英语不符合汉语规范.如何解决好英语外来词的吸收问题是我们值得关注和研究的问题.这一问题时汉语的健康发展以及中小学的教学都有着举足轻重的地位.     

试论语文教学中如何提问

当跳出方法论的角度来看待如何提问时,我们的关注点会从具体提问的方法,转向对提问原则和目的的把握,这种转变在答案指向上表现为从一个确定答案走向多个不确定答案;在答案标准上表现为从专家学者的定论走向了融入学生自我理解的看法、观点,这种转变是和语文学科自身特点相适应的.     

试论语文教学中如何提问

当跳出方法论的角度来看待如何提问时，我们的关注点会从具体提问的方法，转向对提问原则和目的的把握，这种转变在答案指向上表现为从一个确定答案走向多个不确定答案；在答案标准上表现为从专家学者的定论走向了融入学生自我理解的看法、观点，这种转变是和语文学科自身特点相适应的。     

Teacher question and student response with regard to cognition and language use

In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being conducted. During experiments, teachers?? questions were aimed at prediction and reasoning. In contrast, teachers used primarily closed-ended questions when science skills were being practiced and during science book readings, when their questions were oriented toward recognition and recall of factual information. The effects of the teachers?? questions can be seen in the students?? responses. When questions were open-ended, students employed a more varied vocabulary and more complex sentence structures. When teachers?? questions were oriented toward prediction and reasoning, students practiced these higher level cognitive skills in responding. Based on these findings, we provide recommendations for teaching practice in early childhood science education.     

The convention question

Biographies of New York Mayor and Congressman Fiorello H. La Guardia are rhetorical acts that affirm La Guardia as an American hero by establishing and vitalizing his image. The biographies differ to a great extent depending on whether a biographer had a professional affiliation with La Guardia. Writers not affiliated with him use documented sources, direct quotations, and personal observations, and emphasize the themes of the Puritan Ethic and Progress/Competitiveness. Those associated with La Guardia exhibit highly general, idealistic portrayals and dramatize La Guardia's image with the more mythic themes of success, equality of opportunity, morality, and pragmatic humanitarianism.     

English as a global language and the question of nation‐building education in Bangladesh

The national language Bangla (Bengali), which is spoken by 98% of the people, is foundational to the nation of Bangladesh as a nation. Language played a crucial role in the struggle for independence from Pakistan which was finally successful in 1971. The medium of instruction in state‐provided basic education is Bangla. Nevertheless, as in the colonial period a significant part of the elite is educated in English medium schools and subject to British‐determined curriculum and assessment. English medium private education carries the highest prestige, and the private sector is dominant in secondary education. The role of English is now being enhanced by globalization, which threatens a cultural recolonization of Bangladesh, and by World Bank strategies designed to promote the private school sector. The article discusses these problems and explores elements of a language policy that might be able to enhance both Bangla literacy and competence in English.     

The influence of question type,text availability,answer confidence and language background on student comprehension of an expository text

Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background.     

对一道竞赛试题的质疑

有人说，习题是学生认知的拐杖，在某种意义上讲一点也不错。因为，通过讲练结合的习题教学形式，能帮助学生消化和巩固所学的知识，提高分析和解决具体问题的能力，但“拐杖”的质量如何，首先取决于教师的敬业精神、责任心和事业心。其次教师对习题要有一定的驾驭能力。多年的高三教学实践使我深深体会到，倘若不面对学生实际，过分迷信名校名人，     

The outcomes question in teacher education

This article begins with the premise that it is possible to trace teacher education development and reform in terms of the major questions that have driven the field and the sometimes competing ways these questions have been constructed, debated, and enacted in research, policy, and practice. The author argues that currently “the outcomes question” is driving teacher education. Generally, the outcomes question includes debates about what impacts teacher education should be expected to have on teacher learning, professional practice, and student learning as well as debates about how, by whom, and for what purposes outcomes should be documented, demonstrated, and/or measured. The article identifies three major ways that the outcomes question in teacher education is being constructed in the research literature, the policy arena, and the media: outcomes as long term impact, outcomes as teacher test scores, and outcomes as professional performance. Each of these is analyzed in some detail, drawing on related analyses from policy and teacher education practice. Finally the article suggests several concerns about how the outcomes question is being constructed in teacher education, questioning some of the viewpoints that are being legitimized or undermined and drawing particular attention to the impact of these for a just and democratic society.