How to integrate information technology with English subjects effectively

<正>The development of information technology and the application of computers have been had a huge impact on foreign language teaching.In English teaching,information technology has played an important role in English class,in which students can gain knowledge more easily with the help of multimedia technology.I.Information technology can trigger the interest of learning     

Syntactic complexity in written expression of LD college writers

Thirty-three college students enrolled in a special LD program at a small liberal arts college were compared with thirty-three non-LD peers in the syntactic complexity of their writing when asked to write an expository essay on an assigned topic within a 30-minute time limit. The essays after being scored holistically were then prepared for computer scoring based on T-units using the Syntactic Density Scoring procedure (SDS). This program was designed to assess syntactic complexity or degree of embeddedness as one important aspect of good writing. The SDS was comprised of 10 variables which were assigned different weights and then used in calculating the SDS. LD college writers did not differ significantly on the SDS or the corrected SDS (CSDS) score. However, they did differ on two of the variables thought to be more sensitive measures of syntactic complexity, the number of subordinate clauses per T-unit and the main clause word length. The results of the factor analysis confirmed that the SDS provides supplementary information to other written expressive language tools presently used. Limitations of this procedure are discussed and recommendations for refinement of the SDS and its potential in the future are described. This research was supported in part by the June Lyday Orton Language Disability Trust and the U.S. Office of Special Education, Department of Education (US HEW OE 300 700 493)     

Referencing: the cohesive use of pronouns in the written narrative of college underprepared writers, nondisabled writers, and writers with learning disabilities

The purpose of this study was to explore whether college normally achieving writers (n = 35), writers with learning disabilities (n = 35), and underprepared writers (n = 35) demonstrated any differences in their ability to utilize the semantic roles and syntactic rules needed to apply cohesive referencing in written text. Cohesive referencing (the ability to assign roles to the speaker and addressee in written communication) is a critical aspect of written language. In addition, the study explored the relation between referential cohesion and the quality and coherence of a written text.     

Language-specific developmental differences in speech production: a cross-language acoustic study

Speech productions of 40 English- and 40 Japanese-speaking children (aged 2-5) were examined and compared with the speech produced by 20 adult speakers (10 speakers per language). Participants were recorded while repeating words that began with "s" and "sh" sounds. Clear language-specific patterns in adults' speech were found, with English speakers differentiating "s" and "sh" in 1 acoustic dimension (i.e., spectral mean) and Japanese speakers differentiating the 2 categories in 3 acoustic dimensions (i.e., spectral mean, standard deviation, and onset F2 frequency). For both language groups, children's speech exhibited a gradual change from an early undifferentiated form to later differentiated categories. The separation processes, however, only occur in those acoustic dimensions used by adults in the corresponding languages.     

From oral to written language: a developmental and interventional perspective

The article discusses relations between early oral language abilities and reading and writing development as reflected in longitudinal research. The observation that poor reading is less accurately predicted than superior reading is documented, and developmental characteristics of poor readers and superior readers, respectively, are described. The importance of early intervention is emphasized both by reference to experimental research and by a documented high consistency between reading at grades 2–3 and reading in adolescence.     

Managing the written text: the beginning of punctuation in children's writing

This study aims at understanding the use of punctuation in children's early writings in connection with the organisation of the written text. Data are drawn from a larger comparative study in which written stories of Little Red Riding Hood were collected from primary school children who speak one of the three Romance languages (Spanish, Portuguese, and Italian). The corpus consists of 134 written stories of second grade children from low income families. Different quantitative and qualitative analysis are presented. Results show that all children, in spite of differences in literacy practices, try to make sense of the conventions of a system of writing, including punctuation marks (PMs). Some children seem to assume a ‘graphic principle', while others make sophisticated attempts to distinguish the function of PMs for different types of speech genre. Contrastive textual use of PM seems to be critical also for teaching purposes.     

Writing argumentative text: A developmental study of the acquisition of supporting structures

The development of argumentative writing is studied here by examining the structural organization of argumentative texts. It is assumed that the ability to construct supporting relationships, that is, a conclusion statement supported by argument statements, is acquired gradually with age. The following stages of acquisition are postulated: (1) a preargumentation stage, where at first no explicit position is stated, and then an explicit position is stated but is not supported by an argument; (2) a minimal argumentation stage, where a position is explicitly taken and supported by one argument; and (3) an elaborated argumentation stage, where at least two unrelated supporting arguments are used, and then two related arguments are used. Two corpora were gathered under similar conditions: collective debate in the classroom, followed by individual essays written on the chosen topic. The first corpus was produced by 147 children aged 7 to 14, and a group of 34 college students. The second corpus included the protocols of 92 children aged 11 to 16 the essays were graded for the presence or absence of each structural level, and then classified at the highest structural level exhibited. The resulting classification largely confirmed the hypothesized order for the stages of argumentative development. The minimal argumentative structure (standpoint + one supporting argument) was mastered by nearly 90% of the 7 and 8 year-olds. The most elaborate structural level in our model (two related arguments) was attained later: less than one out of four 7–8 year olds versus three out of four beyond age 14. Techniques involving more complex argumentative relations such as refutations and counterarguments, or restriction of one argument by another, are mastered even later and seem to be strongly linked to the nature of the issues under debate. Three main conclusions can be drawn from these results: precocious argumentative skills exist in children before age 11 or 12, argumentative discourse complexity continues to increase up to age 14 and beyond, and the characteristics of the referential domain of argumentation have an impact on this structural elaboration process.     

Seeking versus receiving help: How children integrate suggestions in memory decisions

The current research examined how seeking versus receiving help affected children's memory and confidence decisions. Baseline performance, when no help was available, was compared to performance when help could be sought (Experiment 1: N = 83, 41 females) or was provided (Experiment 2: N = 84, 44 females) in a sample of predominately White 5-, 7-, and 9-year-olds from Northern California. Data collection occurred from 2018 to 2019. In Experiment 1, 5-year-olds agreed most often with sought-help, whereas 9-year-olds were the only age group reporting lower confidence for sought-help relative to baseline trials. In Experiment 2, agreement and confidence after provided help were similar across age groups. Different developmental patterns when help was sought versus provided underscore the importance of active help-seeking for memory decision-making.     

如何在日语教学中融入实训教学

实训教学能够培养学生的操作能力,让学生将理论知识与实际应用结合起来,成为专业的应用性人才。日语教学不单单要使学生会学,还要使他们会用,在今后的生活和工作中熟练的运用日语。本文说明了实训教学的必要性以及重要性以及将实训教学融入日语教学具体的措施。     

Uncovering the effect of text structure in learning from a science text: An eye-tracking study

This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as revealed by eye-movement analyses. Unlike a standard expository text, a refutational text acknowledges a reader’s alternative conceptions about a topic, refutes them, and then introduces scientific conceptions as viable alternatives. Forty university students read one or the other type of text about the phenomenon of the tides. All had alternative conceptions about the topic. Findings showed that at post-test (off-line measure) refutational text readers learned more than non-refutational text readers. Outcomes regarding indices of visual behavior (on-line measures) during reading revealed that refutational text readers fixated the text segments presenting scientific concepts for a longer time overall than non-refutational text readers, in particular during the second-pass reading. Refutational text readers also fixated the refutational segments for a shorter time than non-refutational text readers for the control segments. Furthermore, all indices of visual attention predicted learning only for the refutational text readers. The more the students’ reading of the refutational text was strategic, the better they learned from it. Implications about eye-tracking methodology and the refutational effect are drawn.     

Showing How Many: young children's written representation of number

Abstract This paper reports a simple experiment which explores young children's written representation of number. Previous research (e.g. Hughes, 1983; Sinclair, Siegrist & Sinclair, 1982) has shown that several factors may influence the extent to which children will spontaneously deploy their knowledge of numerals to represent numerosity, but the available evidence is insufficient to provide a clear account of the relative weight of these factors. The present experiment involved presenting five to six year‐old children with arrays of simple objects and manipulating the wording of the instructions. The results showed that the use of the term ‘how many’ led the vast majority of the children to show numerosity by using materials. In contrast, when asked to represent ‘what’ they could see, most children concerned themselves with depicting the nature of the objects in the array by drawing or writing. These findings suggest that the linguistic context of the task is important in determining the children's representational strategies. Furthermore, it is argued that children's understanding of number and their ability to use numerals is quite separable from their knowledge of when it is appropriate to deploy these skills.     

Investigating the mechanisms of written word production: insights from the written blocked cyclic naming paradigm

Reading and Writing - In three experiments, we examined whether similar principles apply to written and spoken production. Using a blocked cyclic written picture naming paradigm, we replicated the...     

信息生产力特性研究

信息生产力概述 信息生产力是运用电子技术手段,创造、采集、处理、使用信息的水平和力量。它饱含了高科技含量,连带了浓重的知识附加值。因而,信息生产力所表现出的特性也与众不同,它具有虚拟性、扩散性、渗透性等信息时代的最明显特征。