顺应论与大学英语课堂里教师语码转换

顺应论认为语言的使用过程即是语言的选择过程,大学英语课堂中教师会根据不同的实际需要选择不同的语码.拟从大学英语课堂中教师的语码转换出发,探讨它们在顺应理论中的价值,在阐述选择与顺应等基础上分析顺应理论对外语教学中教师语码转换的解释力和对大学英语教学实战的启示.     

The Basic Value of Phonetics in College EFL Classroom

In college EFL learning, teachers have commonly attracted significant attention to improve 5 skills of listening, speak?ing, reading, writing and translating instead of pronouncing when students are ta...     

The Basic Value of Phonetics in College EFL Classroom

In college EFL learning, teachers have commonly attracted significant attention to improve 5 skills of listening, speaking, reading, writing and translating instead of pronouncing when students are taught EFL in the classroom. As a matter of fact,most students have serious trouble in pronunciation before entering college due to their enjoying involving in reading comprehension for English silently in their spare time. Teachers in college trust their students who have the ability to pronounce precisely any English so that they ignore seriously to enhance their basic value of the perfect and standard speech sounds. Teachers believe the acceptable pronunciation is the best way to learn foreign language. It gives a comprehensive opinion on phonetics during the process of learning EFL in college in order to potentially impede that teachers in college recognize its basic and important position so that they can help their students improve the ability of pronouncing to practice 5 advanced skills.     

Queering Constructs: Proposing a Dynamic Gender and Sexuality Model

Abstract

Higher education educators commonly understand social identities, including gender, to be fluid and dynamic. Lev's (2004) model of four components of sexual identity is commonly used to demonstrate the fluidity of sex, gender, and sexuality for individuals, but it does little to address the fixedness of those constructs. Through a multipronged intersectional framework and by centering trans* -students, this article proposes a more dynamic model for gender and sexuality.     

Removing Judgement: Discussing BDSM in Adult Sexuality Education

With increasing cultural attention to kink and BDSM (Bondage/Discipline, Dominance/Submission, and Sadism/Masochism), it is more important than ever for sexuality educators to teach these topics with respect and acceptance. Many depictions of BDSM in the media are deliberately shocking. With limited resources and research surrounding the topic, it can be difficult for educators to not fall into the same trap. This paper discusses the impact of the shock-culture surrounding BDSM and offers suggestions for combating it in the classroom via implementing a combination of affective and cognitive learning.     

EFL课堂的动机与策略研究

外语学习动机 (motivation)与学习态度、学习策略、学习成绩有着千丝万缕的关系。根据语言学家Brown和Gardner等关于动机研究的成果 ,提出EFL课堂的动机类型 ,动机养成和策略对学习者课堂表现的互动与促进 ,探讨进一步提高课堂教学效果的途径     

Gutter Talk: Co-Constructing Narratives Using Comics in the Classroom

This article combines theory on comics, narrative, and discursive psychology and analyses how the gutter is co-constructed for storytelling in classroom interaction. Closure of the gutter has previously been treated as a cognitive aspect. Here, interactional video data are analysed, with participants organizing ten separate comic panels. The analysis focuses on participants’ talk about the gutter, and how this constructs social actions. The results show how participants co-construct the gutter as meaningful space, hereby organizing time, actions, and events in narratives. The paper evinces that gutters are co-constructed as too narrow or too broad, relating chronologically and logically to surrounding panels. This contributes to sociocultural perspectives on literacy and use of comics for engaging with narratives in classroom practice.     

Sexuality in the Science Classroom: One teacher's methods in a college biology course

One concern when teaching a college biology course is how to deal with sex and sexuality. The 'safe' answer is to reduce the topics to anatomy and hormone cycles. However, 'safe' does not meet the needs of students who are or will be sexually active; nor does it adequately serve those who plan to work in athletic training or the health sciences. This article discusses the author's goals for sexuality education within the science classroom: (1) to create a safe and inclusive environment; (2) to fully teach the anatomy and physiology of the reproductive systems; (3) to help the students develop critical thinking skills; and (4) to help the students become aware of how issues of sexuality relate to their chosen fields. The article goes on to discuss the author's experience of teaching sexuality education within a science classroom.     

EFL课堂教师话语策略及其语用启示

教师话语使用及策略是一种目的性明确的语言输入.在EFL课堂上,教师恰当使用框架式话语、提问、指令、举例、使用人称代词指称、重复信息等各种策略,有助于话语的聚焦,吸引学生参与交流,从而达到提高学生语言使用能力的目的.     

信息技术环境下图形组织器在英语写作教学中的运用

就当下大学英语写作教学中所面临的问题,提出在信息技术环境下可以利用图形组织器改进英语写作教学.首先阐述了图形组织器的概念,列举了它的分类及运用Word2010绘制图形组织器的方法;此外还探讨了图形组织器在写作教学中的实际运用,旨在使学生能自主思考、积极建构知识,促进协作学习,提高写作能力.     

The AEC Classroom in the Eyes of a Chinese EFL Teacher

This article introduces the ESL teaching classroom at the Applied English Center(AEC)of the University of Kansas.     

Female-Teacher Gender and Sexuality in Twentieth-Century Ontario, Canada

[The Romans] created the cult of the Vestal Virgins, high-minded priestesses of the goddess Vesta, Guardian Angel of Mankind and Keeper of the Hearth. These priestesses were educated in special normal training schools, were forbidden to many, were subjected to drastic moral codes, and were accorded social position of preeminence.¹
Spinster teachers were hired so frequently in the late nineteenth and early twentieth centuries that they eventually became an important part of the cultural landscape.²
Single women seem forever to unnerve, anger and unwittingly scare large swaths of the population, both female and male.³     

Homophobia and Heterosexism in Public School Reform: Constructions of Gender and Sexuality in California's Single Gender Academies

This article examines heterosexist assumptions and the role of homophobia in students' experiences in California's public "Single Gender Academies," in an effort to include issues of sexuality in current discourses on adolescent gender identity and public school reform. Interviews with students, conducted as part of the most comprehensive research on public single-sex schooling in the U.S. to date, reveal a critical link between students' notions of sexuality and definitions of masculinity and femininity. Alongside dichotomous, static notions of gender, the ideology and structure of the Single Gender Academies largely promoted heterosexist assumptions of students' sexuality. Such assumptions pervaded school policies and practices as well as peer relations and students' sense of gender identity. Students, in turn, both actively constructed and resisted a theory of gender which framed boys and girls in opposition and promoted heterosexuality as the norm. This article provides an analysis of homophobia among students and the influence of academy assumptions on students' attitudes. Such a focus allows for an investigation of gender and sexuality at both individual and institutional levels. While the research is based on data collected at public single-sex schools, the findings provide insight into students' articulations of gender and sexuality across a variety of school contexts.     

大学英语课程的定位—美国高校EFL课程的启示

随着中国教育国际化,大学英语教学越来越难以胜任"培养出能用英语进行学术学习和交流的人才"的需要。美国文理学院EFL课程模式以其突出特点对我国大学英语定位的启示。据此,作者认为大学英语课程的定位应是以通识教育为内容的通用英语学术写作课程模式(EGAP-writing course)。该模式不但能克服现下通用的教学模式的弊端,更有着其突出优势和可行性。     

Teaching Life Narratives in the Classroom: Strategies Based on Indigenous Traditions

The life narrative is an oral genre grounded in Indigenous tradition and teaching practice. In Canadian Indigenous communities, the expertise and content transmitted by life narratives are a part of their oral heritage. Drawing from their personal and professional experiences in Indigenous school environments, as well as the results from exploratory studies, the authors have developed an educational model for teaching life narratives in the classroom. This paper begins with an overview on the pedagogical use of life narratives for historical reconciliation, knowledge and expertise preservation, and ethical education. This enables the authors to propose a definition supported by the existing scientific literature. An analysis of the data collected from Innu, Algonquin, and Mohawk communities revealed the main strategies commonly used by their teachers and Elders. A pedagogical model dividing these strategies into planning, integration, and implementation phases for using life narratives is finally presented.     

语篇的衔接与连贯在大学英语写作教学中的应用

本文根据Halliday和Hasan的语篇衔接与连贯理论,借鉴Michael McCarthy的Discourse Analysis for Language Teachers一书的实验设计,探讨语篇衔接与连贯理论对大学英语写作教学的启示和积极作用。     

翻转课堂:高中法治教育的可选方式

翻转课堂是国际上较为流行的以学生为主体和激发学习兴趣为主旨的一种教学创新模式。翻转课堂与高中法治教育在教育理论和学习行为方式上具有天然的契合性。在高中法治教育中采取翻转课堂是我国未来教育教学改革的一种可选方式。     

Critical Evaluation on Games as a Classroom Activity in EFL Learning Context

Game is a double-edged sword.Though games can definitely arouse students' interests of learning and make students active and enthusiastic in EFL classroom, it is challenging for teachers to manage the games and achieve expected teaching objectives.     

Gender and Teachers' Classroom Practice in a Secondary School in Greece

This article discusses the results of a qualitative ethnographic study in a secondary school in Greece. The study explored teacher-student classroom interaction in a mixed-ability group in a working-class school in Greece. It also explored the links between the teachers' behaviour in the classroom and their ideas about gender and, to a limited extent, their life experiences. Although the sample was small and there were many variations, the findings of the study suggest that overall teachers behaved differently towards girls and boys. Teachers' general lack of awareness or low level of awareness of gender as an important organising and categorising factor in students' behaviour and generally in schooling, as well as the teachers' tacit assumptions about gender, influenced the way that teachers related to girls and boys in the classroom. Other issues, such as the lack of teachers' training on equal opportunities, the low status of the school and the principal's lack of involvement in the promotion of gender equality in the school, also impact on teacher-student interaction.     

The Impact of a Human Sexuality College Course According to Gender: Comparisons of the 1970s and the 1990s [1]

This is a report of a student-developed 24-item human sexuality survey administered pre/post to human sexuality and comparison course students in the 1970s and 1990s with 10 questions added in the 1990s. In the 1970s, nine of the item responses for human sexuality students showed significant pre-test gender differences that were not found in post-testing. This was largely due to changes in the responses of the men, whose views became more egalitarian and more like the women's. In the 1990s, it was changes in the views of women that accounted for most post-test differences but not in a clear pattern. Women in both course types in the 1990s (1) became more accepting than men of sex between same-sex partners and (2) reported less frequency and more 'wrongness' about masturbation. Human sexuality men responded more conservatively in the 1990s than in the 1970s with less post-test similarity to women, as predicted. Nonetheless, in general, after human sexuality input gender responses became more similar in both time periods. Some implications are discussed with reference to sexuality education.