基于句法结构培养差异的英语复句处理能力研究

了解和把握句法结构培养程度对中国学习者处理英语复句能力的影响是英语教学质量保障的关键。 本研究采用问卷调查和阅读行为测试两种方法, 选取60名所受不同句法结构培养的中国英语学习者和20 名英国本族语者为样本, 对其在四种罕见英语复句形态结构复杂性、 语义通达性的判断及复句理解准确度方面的处理能力进行研究。 我们发现, 随着句法结构培养水平的提高, 中国学习者在英语复句理解准确度及语义通达性判断方面表现为超过或接近英语本族语者的趋势 ; 而在复句形态结构复杂性判断方面却没有表现出随句法结构培养水平的提高而呈上升的趋势。 此外, 由于句法结构培养水平的不同, 中国学习者在英语复句的处理方法上受句法结构和语义因素的影响也有差异 。     

Dimensions of pedagogical quality in preschool

Four dimensions of pedagogical quality focusing on children's opportunities for learning and development in preschool are suggested. This article explores how they are constituted and how they can be used for evaluation to discern pedagogical quality as a whole and part of a whole and to understand how quality is experienced and valued from different perspectives. The four dimensions are: those of society, the child, the teacher and the learning context. This approach to evaluation has evolved from a meta‐analysis of the results of four empirical studies. The object of research in this article was children's possibilities for participation and influence in preschool. When the four dimensions of quality were used for evaluation, a broader and deeper picture of influence and participation as a pedagogical quality emerged. The results highlight the complexity of pedagogical quality and how it is constituted in the interaction between various dimensions and aspects of human and material resources. It shows that, in order to grasp the complexity of pedagogical quality, it is necessary to study the same aspect, phenomenon and situation from more than one perspective at one and the same time.     

对外汉语教师应懂点汉语史

汉语史知识作为对外汉语教师汉语本体知识的重要组成部分,对于解决汉语教学中的实际问题有着特殊的意义。我们从音韵、词汇、语法、文字等方面稍举几例介绍了汉语史在对外汉语教学中的应用,希望引起大家的重视。     

Critical pedagogy and emotion: working through ‘troubled knowledge’ in posttraumatic contexts

This article critiques some of the existing literature in critical pedagogy and the way it tends to overlook or downplay the strong emotional investments of troubled knowledge in posttraumatic situations. Examining existing literature in critical pedagogy reiterates the argument that the discourse of critical pedagogy constructs and sustains its own disciplinary affects. This article builds further on this argument and highlights the importance of foregrounding rather than backgrounding the complexity of difficult emotional knowledge and its pedagogical implications. Working from the assumption that critical pedagogy, especially in the context of posttraumatic societies, must engage this terrain of difficult emotional knowledge in ways that have not been sufficiently addressed by the current rhetoric of critical pedagogy, I look to work that gestures toward a discourse of critical pedagogy which considers troubled knowledge as a source of fruitful and responsive learning. As it will be emphasized, this argument entails making pedagogical space for understanding troubled knowledge in more nuanced terms. This task requires a constant reconsideration of new pedagogical resources to enhance the potential of critical pedagogy; this article discusses three such resources: the significance of pedagogic discomfort, the pedagogical principle of mutual vulnerability, and the value of compassion and strategic empathy.     

略论《马氏文通》语法系统的矛盾

《马氏文通》作为中国人自己写的第一部汉语语法著作,一百年来直接而深刻地影响着汉语语法学的发展,其开创意义早已为人们所认识,但其语法系统存在着一些矛盾之处。该文从＂字类＂（词类）、＂词＂、＂位次＂以及＂句读＂四个方面论述《马氏文通》语法系统的矛盾之处。     

Apples and Oranges: A Rejoinder to Smith and Siegel

This article reiterates the view that belief and knowledge can be conflated based on having a common form. The pedagogical advantage is that teachers are less likely to close off student discussions needed to help students develop an understanding of the characteristics and limitations of scientific knowledge. It is also less likely that a teacher's non-scientific presuppositions will be masked as science. The Smith and Siegel stipulated criteria for a distinction between belief and knowledge are, therefore, irrelevant to my argument. It is not that one can't stipulate criteria for distinguishing belief and knowledge; it is that for sound pedagogical reasons one shouldn't.     

越南人学习汉语的中介语表现

文章根据Selinker所提出中介语运作的5个程序,描写越南人学习汉语的中介语表现。具体分析了越南学习者由于母语负迁移、对汉语规则的过度概括化、语言训练的转移等因素所生成的语法偏误。通过分析学习者的汉语学习策略和汉语交际策略发现汉越词能帮助越南学习者产生正迁移的同时也会造成负迁移。文章还通过个案分析证明了Selinker所提出的二语学习策略和二语交际策略的不同类型确实一直被学习者所使用。     

《马氏文通》对中国语文研究传统的继承与发展

《马氏文通》是我国第一部系统的语法著作,它与西方语法体系和它与中国语文传统之间的关系一直是学者们研究的着手点之一。《马氏文通》和中国语文研究传统有着密切的关系,对此,从《文通》与中国古代语文理论、《文通》中的文章学思想、《文通》中的辞气论、《文通》中的古典文化气息四个方面分析阐释了《马氏文通》对中国语文研究传统的继承与发展。     

Playful explicitness with grammar: a pedagogy for writing

The place of grammar within the teaching of writing has long been contested and successive research studies have indicated no correlation between grammar teaching and writing attainment. However, a recent study has shown a significant positive impact on writing outcomes when the grammar input is intrinsically linked to the demands of the writing being taught. The study adopted a mixed methods design with a large‐scale randomised controlled trial accompanied by a qualitative dataset, which provided contextual information about how the intervention was implemented. In this paper, we will outline the pedagogical principles that underpinned the intervention, and illustrate both the theoretical grounding and practical classroom examples that exemplify the approach. We will argue that any future policy or professional development that draws on this research must take account of these pedagogical principles, rather than focusing too superficially on either the grammar or the teaching materials which exemplify them.     

《新著国语文法》述评

该文从词类和句法两个角度,对黎锦熙《新著国语文法》进行述评,分析它的句本位语法观、六大成分、实体词七位、图解法、词类系统和词类划分标准,总结它在汉语语法学史上的贡献与局限,认为《新著国语文法》有套用、有继承,也有创新,为汉语语法学留下了丰富的遗产。