论课堂教学对无声语言的运用

课堂教学是运用语言的艺术,语言包括有声语言和无声语言。无声语言分学生无声语言和教师无声语言。在课堂教学中教师要善于运用无声语言。以调动学生的学习积极性,不断提高课堂教学效率。     

The effects of child maltreatment on language development

The separate effects of child neglect, abuse, and their interaction upon language development as measured by the Preschool Language Scale were examined in four groups of children (n = 79) in a quasi-experimental design. There were three groups of maltreated subjects, all drawn from a treatment center: an abused only group (n = 13), a neglected only group (n = 7), and an abused and neglected group (n = 31); a non-maltreated group (n = 28) was drawn from a day care center. Abuse, neglect, and their interaction were used to predict both auditory comprehension and verbal ability as separate criteria in two stepwise multiple regression equations, where the variance attributable to gender and mother's status on Aid to Dependent Children had been removed. Child neglect was found to predict significantly both auditory comprehension and verbal ability. Neither child abuse nor the interaction between abuse and neglect significantly predicted either dependent variable. These findings suggest that child neglect may be the critical type of maltreatment associated with language delay.     

Some mysteries about child language learning

One morning, two-year-old Jennifer impressed her mother with the rather sophisticated exclamation, “Daddy went bye-bye,” as her father left for work. In fact, Jennifer's mother encouraged her to repeat the phrase so that it could be audiotaped and preserved for posterity. Sadly, Jennifer was more interested in commenting on the turning wheels of the recorder than in performing as her mother requested. The mother's repeated, probing inquiry, “Where did Daddy go, Jennifer?” was all that was audible on the tape.     

Not so silent after all: Examination and analysis of the silent stage in childhood second language acquisition

A period of silence has been advanced as a characteristic feature of childhood second language acquisition. Evidence is presented to document that the presumption of silence as the second of four typical stages of second language acquisition has influenced policy and practice in preschool classrooms. A narrative review examines the extent and quality of the evidence for a silent stage in second language acquisition in young children. Twelve studies meeting inclusion criteria were reviewed and evaluated. Evidence of a silent, non-verbal, pre-production, or receptive language stage was limited. Significant conceptual and methodological limitations within the largely qualitative studies were found. Four major issues raised by the studies are elaborated upon: the theoretical clarity and operational definitions of silence and stage, phase, or period; the psychological meaning and consequences of silence; the cross-context consistency of individual patterns of silence; and how adult language elicitation and support techniques may modulate silence. Recommendations based on contemporary evidence of language acquisition processes are made for the future study of (1) second language acquisition in preschool children and (2) pedagogical practice within preschool settings to promote second language acquisition. Finally, historical, theoretical, empirical, and contextual influences likely to have given rise to the appeal and ready endorsement of silence as a consistent and typical characteristic of childhood second language acquisition are presented.     

Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners

This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language.     

共同的语言,相隔千里

有时候,我在RSS浏览器里,总能读到一系列博客文章,看似不相关,却提出了一种新的观点。不管称它们是偶然发现、群体意识或是机缘巧合,这些文章提出的观点却是我在RSS看新闻时最棒的收获之一。     

大学课堂教学中学生无声语言的心理探究

本文对课堂教学过程中大学生无声语言所代表的相应的心理活动,进行了初步的探究。使教师能通过观察大学生在课堂中所表现出来的无声语言来判断大学生对授课教师的教学内容,教学方法的理解度和接受程度,以便教师及时改进自己在教学过程中的不足,以提高大学课堂的教学质量。     

Simplicity and complexity in child language and its explanation

Abstract

Theories of early language development differ in the degree of abstraction granted to the early stages, and in the perspectives these adopt with regards to the interaction between lexicon and syntax. The paradigm associated with generative approaches and the continuity hypothesis attributes early complexity and abstraction to access to innate knowledge of structure. The paradigm generally identified with emergentist/general learning approaches assumes complexity is an emergent property that arises from experience. Comparing paradigms is difficult because they pursue different goals: one focuses on developmental stages and the other on the nature of representation at each stage. The core claim of generative approaches is that the product of lexical learning must interface explicitly with a system capable of formal productivity and of supporting compositionality. The present article reviews evidence for productivity in early negation, on the growth of syntactic recursion, and on ellipsis construction, and examines the notion of merge and compositionality and their explanatory role in language and language development.     

谈认知语言学的儿童语言习得观

认知语言学的习得理论,认为语言的相关知识是学习者们积极主动构建而来的,语言知识的习得主要还是在于学习者所处的环境以及学习者本身的认知能力,并不是在于学习者先天的语言天赋。根据认知语言学的主要观点,探讨基于认知语言学理论的儿童语言习得的方式和机制,并从社会文化途径、模仿学习途径、类比与结构映射途径等方面具体论述了认知语言学理论下儿童语言系统形成的途径。     

外语学习的“文化适应模式”评析及适应对策

对外语学习的研究导致了一系列理论模式的产生，这些模式为我们从不同的角度去了解和探讨影响外语学习的各种因素提供了理论框架。笔通过对舒曼的“化适应模式”进行评析发现：社会化前景知识是影响外语学习的最重要因素，而外语学习是一个心理过程，也是不同系统沟通融合的过程。合理吸收外国化中积极因素有助于外语学习。在教学过程中要适当地把化融入教学。     

Measuring variability in early child language: don't shoot the messenger

Feldman et al. criticize the MacArthur Communicative Development Inventories (CDIs) as having too much variability, too little stability, and insufficient ability to predict early language delay. We present data showing that these characteristics of the CDI are authentic reflections of individual differences in early language development rather than measurement deficiencies. We also respond to their critical assertions concerning sociodemographic influences on the CDI scores.     

田尔斯《行寸斋词抄》述论

田尔斯是安康著名的词人,出版有词集《行寸斋词抄》.词集有反映时代发展的喜悦,有对国家建设的热情讴歌,有对不良世风的批判与斥责,还有词人个人的性情趣味.田尔斯的词作意象鲜明,词情肯切,韵调朗畅,有显著的时代性和针对性,很好的发挥了词作为音乐文学的特质.