性别语言差异及其对跨性别文化交际的启示

男性和女性在语言运用过程中存在很多差异.性别语言差异源于男性和女性不同的生理特征,更多的源于社会因素.不同的性别角色促使男性和女性获得各自的角色行为,成为不同性别文化的成员.性剐文化差异势必导致男性和女性在交际方面的差异,为两性之间的交际带来困难.只有了解不同性别的交际,才能克服性别文化差异所导致的交际失误,达到有效交际的目的.     

跨性别交际误解现象及其原因

两性在交流中表现出不同的言语特点,在跨性别交际中应引起广泛而深入的重视。论文探讨分析了由于两性生理差异,社会化过程和性别文化模式的不同,两性言语差异从孩童阶段到成人阶段就表现出性别文化差异的延续性,所以在跨性别交际中按照规约的同性别交际期望模式进行话语交际,有时会引起跨性别交际误解。最后提出避免减少跨性别交际误解的建议是两性在社会工作生活与家庭生活中需要重视性别言语文化差异,加强两性的了解与沟通,并且运用跨性别交际技巧和策略以化解跨性别交际误解。     

浅谈跨性别语篇的差异

男性和女性属于不同的语篇系统,因此在跨性别交际语篇系统中存在着很大差异.男性和女性在语篇上的差异主要表现在交际准则、交际目的、交际定位等诸多方面.明确这些差异及原因有助于跨性别交际的顺利进行.     

西方语言与性别研究的探索及理论发展

语言的性别差异是很多语言学家的研究方向.语言与性别研究的目的是通过对两性语言现象的剖析,总结两性在不同语境下语体的差异及其背后的文化内涵.语言性别差异不仅表现在现实生活中,在网络语境下也有所表现.语言性别的研究理论基础可分为:女性卑微观、男性支配观、文化差异观和社会建构观.     

试论女性用语的文化特征

性别文化是中国传统文化的一个重要组成部分,特指一定社会为男女不同性别的人们所分别限定的所思、所为、所言、所觉的范围。也就是说性别身份确定之后,与之相适应的角色性别行为才能在性别文化的制约之下,在社会化的过程中得以实现。影响性别文化的因素很多,但总的来说,不外乎是社会文化因素和生理因素。生理因素是基础,在这一基础之上,社会文化因素才能起到决定性的作用。特别是对于女性行为的社会期望,比之男性更为苛刻,形成了相对稳定的女性原型,这在言语交际中表现得最为突出、最为透彻。本文试图通过对女性用语的传统观念及其产生的社会根源以及对女性在言语交际过程中所体现出来的女性言语交际特征、风格的探求,对女性用语的特点作出更深入的理解。     

析性别语篇系统的差异——从跨性别交际失误谈起

男性和女性属于不同的语篇系统,因此,在跨性别交际中男女之间常出现交际失误。两性语篇的差异表现在交际风格、意义的解释框架等方面。明了这些差异及其原因有助于跨性别交际的顺利进行。     

会话中性别语言差异及其对跨性别文化交际的影响

性别差异是语言学的一个基本特征。会话中性别的语言差异主要包括两性词汇、句法、会话风格和策略方面的差异,这些差异必然造成跨性别文化交际的障碍。为避免交际误解,我们应该注意这些不同并促使男性和女性的交际能顺利进行下去。     

两性文化差异在交际中的体现及其成因探析

两性文化差异使两性在交际规则、交际策略等方面存在差异,体现在交际过程中,就是男性和女性在发音、音调、语调、用词以及语法的使用等方面的差异。这些差异会给交际双方带来困难,造成交际失败。因此,要达到有效的交际,人们必须意识到两性文化差异对交际的影响,尊重并接受其各自的规则及规律。     

跨文化交际能力培养的评价手段——评《跨文化交际理论与实践研究》

<正>跨文化交际的文化差异表现在思维、价值观念等方面,每个文化都有其独特的内涵和魅力,将这些文化差异作为切入点进行对比分析,可以避免跨文化交际过程中的失误,能够有效地提高不同国家之间的跨文化交际能力。王荣媛在《跨文化交际理论与实践研究》一书中将中西方文化差异分为三个大类。第一,语言文化的差异。语言文化是文化差异中最直观的差异,它作为文化交际的主要工具,因其不同的文化背景而具有不同的表述方式,其表述的意义也可能存在很大不同,如,中国人     

中西女性消费品广告中女性形象的研究

随着妇女社会地位的提升,女性消费品广告成为热门的研究话题。借助跨文化交际理论比较分析中西方女性消费品广告中的女性形象有助于更好地了解在不同文化背景下女性社会地位与社会价值的变化和异同：女性消费品广告中的女性形象从一定程度上改变了过去的刻板化．并逐步向多元化发展。无论是在中国还是西方,广告中的女性形象与社会上的女性真实形象依然存在一定偏差,由于女性解放运动和文化差异等因素。中国相较西方偏差更为严重。要消除这种偏差还需要女性自身素质的提高、大众传媒的正确引向和社会性别文化的健康发展。     

基于QQ网络平台的外语写作在线同伴反馈

网络技术的发展为外语写作教学提供了前所未有的机会,网络环境下在线评价反馈模式成为一种新型的写作反馈模式。文章探讨了基于QQ网络平台的群聊在大学英语写作在线同伴反馈中的作用,QQ群聊相对于其他在线交流方式有着明显的优势,且可操作性强。学生间或师生间可以进行实时和非实时的反馈交流。研究结果发现,QQ群聊的在线同伴反馈解决了面对面同伴反馈中存在的学生分组、焦虑、反馈时只注重语言形式等问题,有助于提高学生英语写作的兴趣和写作能力。     

A comparative analysis of e-mail and face-to-face communication in an educational environment

Electronic mail (e-mail) is an extremely important medium for Internet-based education. Due to its unique characteristics, there is reason to be concerned that students do not put appropriate care into writing messages that are sent via e-mail. This has significant implications for the effectiveness of online learning environments. This paper describes an empirical research project to investigate the amount of thought students put into e-mail communication versus traditional face-to-face communication. A survey was administered to 596 undergraduates. The results of this survey indicate that students put significantly more thought into e-mail communication with the instructor and groups of peers than they do for equivalent face-to-face communication. At the same time, students tend to put about the same amount of thought into e-mail compared to verbal communication with individual peers. Finally, the research uncovered some interesting patterns concerning student gender and technology comfort as predictors of thought put into e-mail communication.     

Learning Environments and Learning Styles: Non-traditional Student Enrollment and Success in an Internet-based Versus a Lecture-based Computer Science Course

Colleges and universities are increasingly using information technologies to enhance the learning environment. Many educational institutions offer Internet-based on-line courses in an effort to meet the educational needs of students. The primary goal of this research was to determine if there is a relationship between students' preferred learning environment (i.e. face-to-face or on-line) and their learning style. The secondary goal was to determine if there were any differences in the academic success of students in the face-to-face versus on-line sections. Participants were adult (ages 22+ years), non-traditional computer science students given the option to take a face-to-face lecture-based or an on-line Internet-based computer science course. Results revealed that computer science students in the face-to-face learning environment were more likely to have the Assimilator learning-style, whereas computer science students in the on-line Internet-based learning environment were more likely to have the Converger learning-style. Student academic success did not reliably differ as a function of learning environment selection. Implications of these results are discussed in terms of learning style characteristics of computer science students, learning styles and gender differences and implications of student academic success in on-line vs face-to-face environments. This revised version was published online in July 2006 with corrections to the Cover Date.     

Reflections of an Online Social Work Professor: Illuminating an Alternative Pedagogy

ABSTRACT

Research in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education.     

Exploring the Roles of Social Presence and Gender Difference in Online Learning

Online learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning.     

When Topics are Controversial: Is it Better to Discuss Them Face-to-Face or Online?

Ten students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: diversity, academic freedom, political tolerance, affirmative action, and gender. Upon completion of each discussion, they assessed their comfort, honesty, concern for others’ feelings, similarity of feelings to others, and willingness to disagree and then compared the face-to-face and online discussions on these measures. Students’ assessments are complex and indicate that some topics did elicit feelings of discomfort, concern for others’ feelings, and willingness to disagree in the face-to-face discussions. However, despite these feelings, the majority of students continued to prefer the face-to-face discussions. Online discussions were valued to a lesser extent, but a consistent minority of students were more comfortable in that setting. The age and race of the student also created differences in responses. Dr. Katrina Meyer is an associate professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from the University of Washington, and her research interests include online learning and virtual universities.     

Learning Style and Effectiveness of Online and Face-to-Face Instruction

In this study the investigator compared two sections of the same course-one section was online and asynchronous; the other was face-to-face-by examining gender, age, learning preferences and styles, media familiarity, effectiveness of tasks, course effectiveness, test grades, and final grades. The two sections were taught by the same instructor and used the same instructional materials. The results revealed no significant differences in test scores, assignments, participation grades, and final grades, although the online group's averages were slightly higher. Ninety-six percent of the online students found the course to be either as effective or more effective to their learning than their typical face-to-face course. There were no significant differences between learning preferences and styles and grades in either group. The study showed that equivalent learning activities can be equally effective for online and face-to-face learners.     

虚拟社会伦理与现实社会伦理

本文从“网络社会”概念辨析入手,提出“网络社会化程度”和“数字假相”等概念,分析虚拟社会伦理与现实社会伦理差异的原因,并指出混淆两者关系和不能正确转换两者关系可能带来的理论和实践上的不良后果,网络伦理的建构实际上就是解决虚拟社会伦理与现实社会伦理如何调适,转换和兼容的问题,而关键在于寻找两者之间的契合点。     

Getting the blend right in new learning environments: A complementary approach to online discussions

This paper reports some of the findings of a case study investigation of undergraduate student learning in online discussions within a campus-based business course in New Zealand. The project explored predominantly Net Gener students’ perceptions of the differences between face-to-face and online discussions and the role of these differences in their learning. The study found that the students regarded the two environments as different but complementary for their learning and identified the features of each discussion environment that supported their learning. A complementary framework, based on these student perspectives is presented. These findings and the framework provide teachers and course designers with a new evidence-based approach for including effective face-to-face and online discussions for Net Gener and other students within their courses.