“语义一句法”的语符体现

语符关系模式是认知功能取向的理论模式，它旨在模拟语言信息系统及其认知操作。本以此模式为框架，讨论两个问题：(1)“主语“、“宾语”语法概念的去留，(2）“大权掌捏在总统手里”的分析。     

The validity of reading comprehension rate: Reading speed,comprehension, and comprehension rates

This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th‐, 29 5th‐, and 37 10th‐grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock–Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th‐ and 5th‐grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th‐grade sample. Discussion focuses on the importance of reading speed and the failure to enhance validity of a brief rate measure in more skilled readers by incorporating a direct measure of comprehension. © 2009 Wiley Periodicals, Inc.     

对人类中心主义发展观的重新解读

在以人为利益中心和以人为价值中心两种不同的人类中心主义中,以人为价值中心的人类中心主义是合理的,是人类走不出的,是自然发展和社会发展的关键和最终目的。对人类中心主义发展观的重新解读,拓展了可持续发展观的新视野,并为可持续发展观走出人类中心主义的困境提供了学理上的支持。     

职业经理人的生存误区

中国职业经理人20年来的发展历程表明,中国的职业经理人在与老板的关系上,存在两个极端,一个极端就是跟企业老板"对着干",被视为"叛逆",这种职业经理人一般都很厉害,能够在某一领域甚至     

The comprehension of first and second-language prose

How does national culture interact with second-language reading comprehension? This study investigated the effect of cultural medium of presentation, language, and sequence of cultural/foreign and first-language/second-language presentation on the literal and interpretative comprehension of Form I (seventh grade) bilingual Nigerian students. Data were analysed using ANOVA. Previous studies concerning schema theories were upheld in that the present results for Experiment 1 revealed significantly superior scores for culturally related English language text when compared with scores for foreign-based passages written in English. The data from Experiment 2 also revealed similar results when the subjects were presented with the same Experiment 1 foreign-based passages written in English and with translations of these English passages to the mother tongue. In spite of sequencing, scores were higher for the first-language passages. For both experiments, scores were higher at the literal level and sequencing was found to have little effect in enhancing comprehension of culturally unfamiliar material.     

英语写作中的汉语句法迁移现象研究

本文首先阐述了中国英语学习者写作中存在汉语句法干扰现象,然后对这些现象进行归类、分析、并探讨母语负迁移对学生句法运用影响产生的原因,最后提出了学生在写作中要注意汉语和英语两种语言转换的特殊性。     

The role of comprehension monitoring in Children's revision

Revision is a critically important component of the writing process, yet much research indicates that young children are often reluctant to revise unless provided with strong adult encouragement and support. Children's limited comprehension monitoring ability may contribute to their difficulty with revision. Children in the early elementary school years have been found to systematically overestimate the clarity of text, and therefore they often fail to identify potential comprehension problems that might be experienced by a naive reader. Conversely, accurate assessment of text comprehensibility has been shown to lead to successful revisions by both older and younger children. Recent studies indicate that training in comprehension monitoring strategies in turn yields benefits for children's revision.     

词块教学对于听力理解的影响

本文针对英语学习者在听力过程中遇到的困难,以词块教学为切入点,通过实证研究得出结论：词快教学对于促进听力理解有显著影响。最后提出词块教学方法的建议和它在听力教学中的潜在优势,并指出词块在二语习得过程中的普遍意义。     

英语逻辑连接词在阅读理解中的作用

逻辑连接词是衔接的一种主要方式,能实现语篇的连贯。本文分析了逻辑连接词作为一种语篇衔接手段在阅读理解中的作用。文章首先解释了逻辑连接词的定义及分类,接着论述其在阅读理解两个方面的作用即对阅读策略的影响和阅读速度、效果的影响。文章最后进一步强调逻辑连接词在阅读理解及其主要问题中的极强解释力。     

汉语以语素为基础造句（上)

欧洲语言中语素原则上必须先构成“词”，才能用来造句。“词”有自己的规定形式，而汉语中的词汇单位并没有。汉语与欧洲语言在句法上的基本区别就在于语素可以直接参与造句。人们之所以会认为汉语也有词，是受了英语词形贫乏化的影响。汉语语素可以直接作为句子成分，也可先构成字组或短语用作句子成分。语素构成字组，再扩充为短语，进一步构成句子，都靠反复应用7种语法关系；7种语法关系通过“语序框架”起到造句的作用。     

《达摩流浪者》中的禅悟与误读

中国禅在20世纪50年代在美国引发了巨大的热潮,对于"垮掉的一代"有极大的影响。杰克·凯鲁亚克作为"垮掉的一代"的代表人物,在他的自传性质作品《达摩流浪者》中展现了他在现实的重压下习禅的过程。虽然他对于中国的佛禅有一些误读,但是他还是在习禅的过程中获得了自我解放,寻找到自己的归宿。     

A comprehension intervention for children with reading comprehension difficulties

Abstract

Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors.     

The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: text scaffolding and comprehension skills

ABSTRACT

Reading comprehension is a crucial skill that elementary school students must develop in order to learn science. However, there is not yet enough research about the role that multimodal texts play in scaffolding student reading comprehension of complex scientific processes, such as energy transfer. This study explored how verbal and visual resources (scaffolding level) and individual differences (reading skills) contribute to science reading comprehension. One-hundred and sixty Chilean fifth-graders were assessed on reading skills, vocabulary, and prior science knowledge. A counterbalanced design was used to test two groups: Group 1 reads a text with low multimodal scaffolding and Group 2 reads a text with high multimodal scaffolding. Level of text scaffolding was determined by (1) image function, (2) visual-verbal relations, (3) presence of an explicit explanatory structure, and (4) lexico-grammatical resources. General monomodal and multimodal science reading comprehension were assessed with multiple-choice tests. An ANCOVA analysis revealed non-significant differences between groups after controlling for prior knowledge, fluency, and vocabulary. Likewise, a two-factor ANCOVA analysis showed that the high-multimodal scaffolding text significantly boosted science reading comprehension for low-skilled comprehenders. The paper discusses the implications of these findings for pedagogy and research, aiming to foster multimodal literacy for learning in content areas.     

近体诗语法的个性特征与教学

近体诗和古体诗的语法大同小异,笔将“异”总结为语序错位,词语省略,复句紧缩,词语活用,组词灵活等五个方面,这五个方面常常妨碍我们正确地阅读和欣赏近体诗,因此,研究它并进而掌握它确有必要。对于此方面的数学以及令人如何写近体诗的问题,笔也提出了一些建议。