思辨能力与英语读写衔接

本文从思辨能力的界定和研究综述出发,以英语专业的阅读与写作的教学为例,深入探讨了英语专业学生思辨能力的界定和理据、目前存在的问题及思辨能力与读写衔接问题。这不仅对于英语专业,对于其他专业学生也有较大的借鉴意义及应用价值。     

The politics of not reading: writing for power

One of the most remarkable developments in British publishing for young people in the last decade was the emergence of several paperback series aimed at the “reluctant reader” market-teenagers who could read adequately, but who had found little to interest them in the fiction they had met. The way was pointed by Macmillan's Topliners, which remain the most successful series, publishing not only British titles but also American novels, such as Paul Zindel'sThe Pigman and Glendon Swarthout'sBless the Beasts and Children. Nelson's Getaways and Longmans' Knockouts have followed suit. Increasingly, these series have published authors who have written with their audience firmly in view. John Crompton has published three titles in Topliners:Up The Road and Back (1977), which follows the adventures, mainly sexual, of an adolescent boy hitchhiking from South-East England up to Scotland;Wild and Penned (1978), which is a compilation of animal stories by various authors, such as Gerald Durrell and Henry Williamson, who is John Crompton's favourite nature story writer and who is represented by four pieces; andA Fox Under My Bed (1979), which is an interlinked set of stories and reminiscences of his own adventures with animals and birds in the countryside of Hampshire and Kent. Cle invited him to give a personal view in response to the question, “Why do you write for reluctant readers?”     

Typography in children’s reading schemes may be suboptimal: Evidence from measures of reading rate

We investigated whether the layout of type in two popular children’s reading schemes was suitable for the intended reading age. 120 children read four passages of text that adopted the typography of four reading stages in each of the two schemes. The size and spacing of the texts decreased with successive stages as the intended reading age increased. The reading speed of children aged 5 to 7 years decreased as the text size decreased: in particular, these children read fastest the text designed for 5 and 6 year olds. Older children aged 8 to 11 years were neither assisted nor disadvantaged by text size. Children of all ages, particularly those susceptible to visual stress, were found to make more errors on the smaller than on the larger text. We conclude that the reading development of some children might benefit from a larger text size and spacing than is currently the norm, and that no children would be disadvantaged by such a change.     

Influence of capitalisation and presence of an article in noun phrase recognition in German: Evidence from eye-tracking

Background

German is exceptional in its use of noun capitalisation. It has been suggested that sentence-internal capitalisation as in German may benefit processing by specifically marking a noun and thus a noun phrase (NP). However, other cues, such as a determiner, can also indicate an NP. The influence of capitalisation on processing may thus be context-dependent, that is, dependent on other cues. Precisely this context dependency is investigated in the current study: Is there an effect of capitalisation on reading and is this affected by the presence of other cues such as a determiner (specifically, an article)?

Methods

We ran an eye-tracking study with 30 German-speaking adults, measuring fixations during sentence reading. Critical NPs either contained correctly capitalised nouns or not and were presented either with or without a determiner.

Results

The results show that both the presence of capitalisation on the noun and the presence of a determiner led to faster reading. When no determiner was present to signal the NP, the presence of noun capitalisation aided reading most.

Conclusions

From these results, we conclude that the influence of capitalisation is indeed context dependent: Capitalisation aids processing most when no other cue is present. Thus, different cues play a role in NP recognition. Based on these findings, we argue that noun capitalisation should not be studied in isolation. We argue that a better understanding of capitalisation as a reading aid is relevant for teaching reading strategies.     

Orchestrating expertise in reading and writing

With increased attention focused on the economic cache afforded through literacy and numeracy skills, governments around the world have turned their attention to developing the expertise of their teachers. Improving teachers' levels of competency leads to improvement in student achievement. In this qualitative case study, we focus on the Educational Foundations Program, in Ontario, Canada, established in part to develop competencies in the area of literacy instruction by addressing teachers' content knowledge. Serious questions about the ways in which the notion of ‘expertise’ is understood and developed arose as the programme was implemented. We examine notions of expertise and the experiences of teachers, administrators and curriculum leaders charged with orchestrating expertise in reading and writing in their respective districts.     

Generous reading: Discovering dialogic voices in writing

This paper describes an approach to the assessment of EAL written composition in the primary school. It draws upon related work in literacy as social practice and socio‐linguistic approaches to language learning to develop an approach to writing assessment that builds upon students’ linguistic strengths and traces their written words to sources in the immediate context and wider world. Following Joseph Tobin (2000) this approach is described as generous reading. Generous reading references poststructuralist literary theory through a focus on close reading of texts using a multidisciplinary approach. This paper describes the purpose, theory, and methods for generous reading followed by examples and a discussion of implications for instruction and assessment.     

Namewriting: A step toward writing and reading

Teacher, I can read all the names on the locker, said Nikki, and to her teacher's amazement, she did. The teacher had expected this class of three year olds to learn to recognize their own names, but she hadn't forseen that some would learn all the other children's names as well.Sally Hruska, a former early education teacher, is a doctoral student at Michigan State University in Lansing. The teachers from Marquette-Alger Head Start provided many of the teaching ideas in this article.     

Skill may not be enough: The role of mindfulness in learning and transfer

The gap between what learners can do and what they actually do can be narrowed down to a great extent by the notion of mindfulness. This construct is defined as the volitional, metacognitively guided employment of non-automatic, usually effortful processes. Mindfulness is a mid-level construct which reflects a voluntary state of mind, and connects among motivation, cognition, and learning. It is both a general tendency and a response to situational demands. This dimension of mindfulness-mindlessness, plays various important roles in different kinds of learning and transfer situations, and for different kinds of learners. Theoretical, operational, and educational implications of this dimension are discussed.     

Investigating and theorizing discourse during analogy writing in chemistry

Explanations of the role of analogies in learning science at a cognitive level are made in terms of creating bridges between new information and students' prior knowledge. In this empirical study of learning with analogies in an 11th grade chemistry class, we explore an alternative explanation at the “social” level where analogy shapes classroom discourse. Students in the study developed analogies within small groups and with their teacher. These classroom interactions were monitored to identify changes in discourse that took place through these activities. Beginning from socio‐cultural perspectives and hybridity, we investigated classroom discourse during analogical activities. From our analyses, we theorized a merged discourse that explains how the analog discourse becomes intertwined with the target discourse generating a transitional state where meanings, signs, symbols, and practices are in flux. Three categories were developed that capture how students intertwined the analog and target discourses—merged words, merged utterances/sentences, and merged practices. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 771–792, 2011     

The montessori preschool: Preparation for writing and reading

Dr. Maria Montessori was a perceptive observer of the learning processes of children, and nowhere is this revealed more clearly than in her approach to language. She viewed reading as the ultimate abstraction of language rather than a specific skill to be taught. Decoding is the skill to be taught. The concept of indirect and direct preparation for learning is of major importance in the rich heritage she gave us. She saw the existence of an epigenesis of intellectual functioning, which implies that the experiential roots of a given schema, or learned behavior, will lie in antecedent activities that may be quite different in structure from the schema to be learned. She used this principle effectively. This article discusses how Montessori’s method and materials address the indirect and direct preparation for learning written language.     

语篇连贯与衔接在高职英语写作中的应用

文章运用语篇连贯衔接理论,通过分析高职学生英语作文中存在的现状,尤其是语法衔接方面和词汇衔接方面存在的一些问题,分析了语篇的连贯衔接手段、主位推进模式等知识在提高高职学生作文质量的重要性,最后提出了提高语篇意识和英语基础知识、开设专门的写作课,加强高职学生写作技巧练习等措施提高高职学生英语写作语篇衔接与连贯的运用能力,以此提高学生的写作能力。     

在读写中培养学生的思维能力

思维能力是智力活动的核心 ,也是构成语文阅读能力和作文能力的核心因素。因此 ,要提高小学语文课堂教学质量 ,就要重视在读写中培养学生的思维能力。前苏联教育家苏霍姆林斯基一贯主张在教学过程中不仅要传授知识 ,更要发展学生的思维能力。所以在语文教学的读写中 ,培养学生的思维能力是学生学好语文的关键所在。笔者在多年的语文教学实践中探索 ,通过句、段和写作特点的分析、引导 ,在培养学生的形象思维、逻辑思维和创造性思维等方面作了一些尝试 ,取得了良好的效果。一、在深入理解句子的过程中培养学生的形象思维形象思维是用形象来展…     

Multiple orthographic codes in reading and writing acquisition

A modified Stroop Test (single-letter, letter-cluster, and whole-word colorinconsistent stimuli) showed greater interference for the more automatic orthographic coding unit—the word—than for the less automatic coding units—single letters and letter-clusters—in developing readers in second, fourth, and sixth grade (N=72, Study 1). A developmental trend was observed from relative skill in word-level orthographic-phonological correspondence in second graders to relative skill in subword level orthographic-phonological correspondences in sixth graders. A previous finding that whole word coding > letter coding > letter cluster coding in relative rate of development was replicated (N=300, Study 2). Multiple orthographic codes—for whole words, single letters, and letter clusters—were correlated with both reading and writing but patterns of correlations with the component reading and writing skills changed from first to third grade; by third grade whole word coding was not correlated with reading and writing skills but letter cluster coding was correlated with all reading and most writing skills. Cue validity —categorization of letters on the basis of differentiating rather than distinctive features—improved from second to sixth grade and may account for developmental gains in letter cluster coding. Level of cue validity was correlated with speed of sentence comprehension (N=60, Study 3). The theoretical and practical significance of multiple orthographic codes for orthographic-phonological connections in word recognition and for literacy acquisition in general is discussed.This research was supported, in part, by Grant No. 25858-01 awarded to the first author from the National Institute of Child Health and Human Development.Study 1 is based on a presentation at the 1990 meeting of the American Education Research Association. Study 2 is based on a presentation at the 1991 meeting of the American Education Research Association. Study 3 is based on a presentation at the 1989 meeting of the American Education Research Association.The authors thank the participating children from the Shoreline Public Schools (Study 1), Bellevue, Northshore and Seattle Public Schools (Study 2), and the Mukiteo Public Schools (Study 3). They also thank Sylvia Mirsepassi for secretarial assistance.     

衔接理论在英语写作教学中的应用与思考

在英语教学中,英文写作在其结构和篇章连贯上存在了很大的问题,本文旨在找出问题所在,并提倡把衔接理论应用到英语写作教学中,从而达到提高学生写作水平的目的。     

Predicting second language writing proficiency: the roles of cohesion and linguistic sophistication

This study addresses research gaps in predicting second language (L2) writing proficiency using linguistic features. Key to this analysis is the inclusion of linguistic measures at the surface, textbase and situation model level that assess text cohesion and linguistic sophistication. The results of this study demonstrate that five variables (lexical diversity, word frequency, word meaningfulness, aspect repetition and word familiarity) can be used to significantly predict L2 writing proficiency. The results demonstrate that L2 writers categorised as highly proficient do not produce essays that are more cohesive, but instead produce texts that are more linguistically sophisticated. These findings have important implications for L2 writing development and L2 writing pedagogy.     

Creating critical classrooms: reading and writing with an edge

Since the foundation in this country in 1950 of the Institut für Film Und Bild the production of AV aids for tuition and education has been promoted in many ways.