外国语言教育中的新读写能力研究综述

经济全球化,尤其是文化全球化影响了人们交流和表达意义的方式,这就要求重新认识社会生活中的读写能力和实践。新读写能力研究理论认为读写能力不仅仅是中性的、技术性的认知技巧,更应该是个体参与社会过程中表达和交流的各种符号资源、知识类型和社会实践的综合运用能力。目前,世界多个国家和地区开展了基于新读写能力研究的教学实践活动。     

北京地区涉外企业对基层员工英语读写能力需求及对策研究

以北京地区涉外企业对基层员工的读写能力需求调查为基础,将调查的成果数据进行分析、研究,同时对新读写能力理论进行阐述和研究,探讨多元读写能力的培养是否是向社会输送合格人才的有效教学模式。     

多模态与大学生多元读写能力培养

社会生活多模态化背景下多元读写教学方式成为语言教学的必然趋势。Halliday系统功能语法背景下的多模态话语分析理论为多元读写能力培养提供了理论框架。国内外学者在探讨多元读写能力培养的理论框架和教学模式上已经做出了一些研究,但对于教学实践中存在的问题和困难没有足够重视。文章在已有研究的基础上,对大学生多元读写教学中存在的问题和困难进行深入探讨,并提出相应的对策,指出多元读写研究未来的发展方向。     

多元读写理论指导下的高中英语阅读教学探究

传统的高中英语阅读教学侧重培养学生的读写能力,这使得学生很难适应多元化、多模态的现代社会。本文以新伦敦小组提出的多元读写理论为框架,结合高中英语阅读教学案例,探讨如何在阅读教学中培养学生的多元读写能力。     

国外视觉读写能力研究综述

随着影视、报刊、网络和通信的发展,图像作为信息传播的一种方式,在社会生活中所占的地位越来越重要。相对于文字读写能力的视觉读写能力的培养,在美国等发达国家已有较成熟较系统的研究。文章解析了国外视觉读写能力的多种定义,介绍了视觉读写能力的研究历史,讨论和分析了视觉读写能力的领域及层级划分。     

大学英语教学中多元读写能力的培养

多元读写能力是指阅读多种媒体和模态提供的信息的能力。大学英语教学中多元读写能力的培养是文化全球化过程中对教学工作者提出的新要求。文章在新伦敦小组提出的多元读写教学法的框架内,提出在大学英语教学中培养学生的多元读写能力的方法和建议,以及大学英语教学中培养多元读写能力的意义。     

医学英语课程多元读写能力培养模式的实证研究——以护理英语口语课程为例

基于多元读写能力和设计学习理论,文章以护理英语口语课程为例,探索医学英语课程中的多元读写能力培养模式。实证研究发现,多模态教学和多元化考核能显著提高学生成绩,且学生的多元读写能力自我认知和评价结果具有较显著的正相关性。为此,文章分析医护类专业本科生应当具备的多元读写能力,并将设计学习理论融入多元读写能力培养模式中,构建医学英语课程多元读写能力培养模式框架。该模式框架对其他ESP课程的多元读写能力培养具有参考意义。     

多元读写能力研究及其对大学英语教学改革的启示简

在信息时代,传统的语言读写能力培养模式不再适应多模态的信息社会,不能满足人际交流方式和意义表达方式的需求.多元读写能力的培养作为时代的产物为广大教育者和研究者指明了方向.文章综合该理念20年来的研究,从理论框架到教学模式等方面对其进行解读,并结合我国实情提出对我国外语教学的启示.     

厘清阅读与写作的关系,培养学生的读写能力

写作是运用语言文字反映客观事物、表达思想感情的一种社会实践活动。写作是学好其它各门功课的基础,也是人们从事社会各项工作、进行科学研究和社会实践的重要手段。在语文教学中,阅读教学与写作教学是密不可分的。阅读是写作的基础,是写作内容与语言的重要来源,写作则是语文能力的运用和展现。正确理解阅读与写作的关系,让阅读切实为写作服务,才能培养学生的读写能力。     

厘清阅读与写作的关系，培养学生的读写能力

写作是运用语言文字反映客观事物、表达思想感情的一种社会实践活动。写作是学好其它各门功课的基础,也是人们从事社会各项工作、进行科学研究和社会实践的重要手段。在语文教学中,阅读教学与写作教学是密不可分的。阅读是写作的基础,是写作内容与语言的重要来源,写作则是语文能力的运用和展现。正确理解阅读与写作的关系,让阅读切实为写作服务,才能培养学生的读写能力。     

Blue listerine, parochialism, and ASL literacy

There are not many elements of human life that have had as significant an impact on our development as literacy. Literacy has certainly been, and remains, a crucial issue especially in Deaf Education and in the Deaf World. The traditional definition of literacy has been exclusively understood as reading and writing. However, this article is intended to provide a thoughtful and provocative commentary that supports adopting new directions and comprehensive definitions for understanding literacy, which includes both written and signed languages. By applying ideas from Deaf Studies and New Literacy Studies we will conduct a thorough exploration of the fundamental components of literacy and illuminate important political and practical applications related to Deaf Education.     

语文新课标与传统语文教育

继承传统,开拓创新,应是对语文新课标最恰当的评价。该文从两方面论述了它的表现：一是对传统语文教学经验的直接继承,如集中识字的识字教学,熟读、精思、博览的阅读教学,多写多改、讲“放收”求“脱变”的写作教学,充满改革理念和时代生活气息的《语文标准》的课程目标,就渗透着这行之有效的传统语文教育思想。二是通过对传统语文教育中存在的问题和弊端的借鉴,从而确立了“口语交际”、“综合性学习”两大课程目标,这本身就是一种创新;然而,它也没有抛弃传统,如“口语交际”教学中的循序渐进原则,“综合性学习”学习方式中的实践性精神。     

中学语文阅读、写作和口语交际之间的联系及对策

中学语文阅读、写作、口语交际之间是具有密切联系的,并且有着明显的互补性,善于把握它们之间的互动关系,建立它们之间的互动机制,是新课标下语文教学的要求,是全面提高语文教学质量的要求,是提高各自教学效率的要求,也是全面提高学生的语文素养的要求。这是对语文教学领域进行开拓的有益实践和探索,必将给语文教学带来新的因素。     

Production-on-the-go practice: storyboarding as a retrospective and redundant school literacy activity

Storyboarding is one common strategy used in teaching young people digital media. This paper argues that in adolescents' literacy practices, they engage in production on the go. The metaphor is described in this paper to put forward the argument that storyboarding can be a retrospective and redundant literacy activity in adolescents' school literacy practices when it is not their inherent practice to engage in a two-step process in digital media production, i.e., design intended to precede production. Drawing on the theoretical underpinnings of New Literacy Studies, this study adopts an ethnographic perspective to gain insights into 10 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this paper were collected over a period of eight months from participant observations, with video-and-audio recordings, semi-structured and in-depth text-elicited group and individual interviews, the adolescents' research diaries and artefacts from their literacy practices.     

Inequalities and crossings: Literacy and the spaces-in-between

Debates on literacy inequalities have been powerfully advanced through Jan Blommaert's work, which demonstrates the ways in which discourse forms can lose function as they are moved into different environments. Looking through a south-north lens, Blommaert maps this feature of loss of function against world wide inequalities conceptualised through the centre-periphery models outlined in world systems theory. This paper presents work that I have done over a number of years on the concept of recontextualisation, examining at a micro-level (rather than a transnational level) examples of everyday print and digital texts which people produce and interpret as part of processes in workplaces and development projects in New Zealand and South Africa. The research then explores what happens to the fit between form and function when these particular texts are projected across contexts in the sequences of events necessary to ‘make things happen’. I explore the implications of this shift in terms of the unit of analysis, questioning how the concepts of literacy events and practices, so central to the New Literacy Studies (NLS), can account for such shifting. I identify the resources that actors have access to and draw on in each event in these sequences, and in their ability to project beyond the local, looking more closely at the materiality of literacy. As people and/or their texts are recontextualised as part of such meaning-making trajectories, time and space become important dimensions of analysis: I explore the levels at which time and space can be analysed in these crossings, treating these levels as forms of scaling. The multi-sited, micro-ethnographic work involved in tracing these trajectories shows that function can be lost, but it can also be sustained and/or gained. The paper suggests that a shift is needed from the focus (evident in much research and teaching in language and literacy studies) on the production and interpretation of meanings within contexts towards a focus on the projection of meanings across contexts. This shift of focus can contribute to new understandings of the placedness of resources for meaning making, the notion of capabilities and the understanding of literacy inequalities.     

Supporting the teaching of the visual literacies in the earth and life sciences in higher education

Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies.     

信息化时代下幼儿教师媒体素养研究

信息化时代新媒体不断涌现,媒体素养已成为信息时代的一种基本素养。教育改革中新媒体日益融入课堂的教学,以提高教与学的绩效。幼儿的媒介素养如何全面培养,有效引导使用媒体,对幼儿教师专业化发展提出新的要求。为此,当代幼儿教师必须具备良好的媒体素养,恰切的选择、使用和整合媒体与教学内容,优化教学,培养幼儿学习者的全面发展,进而推动教育信息化和教育均衡化发展。     

Literacy,power and practices: taking a discourse-ethnographic approach to exploring adult literacy practices in Pakistan and the UK

ABSTRACT

The framework for this paper takes its central orientation from the New Literacy Studies (NLS) body of research which focuses on the analysis of texts and practices rather than the skills-oriented perspective of large-scale quantitative studies. In this paper, these are the texts of everyday life and the literacy practices of adult migrants before and after their migrations. Barton and Hamilton (2000) claim that practices are neither accidental nor random but are given their structure by institutions. This includes social institutions, such as the family, education and religion, and includes those institutions which are formally structured through rules and procedures, such as schools. The analysis in this paper focuses on the sponsorship of literacy in Pakistan prior to one adult’s migration and the ways in which these literacies are taken up after migration to the UK. The contribution of this paper to the field of adult literacy is the multi-disciplinary methodological framework it presents for analysing the socio-political influences which shape the accessibility of literacy, accessibility which is taken for granted in large scale surveys which measure literacy skills. To do this, I combine work using the Discourse Historical Approach in Critical Discourse Studies (Wodak 2011) with the literacy practices approach set out above to explore how one Mirpuri family deploy their multilingual literacy resources.