日语母语学习者趋向补语习得情况分析--基于汉语中介语语料库的研究

本文以汉语中介语语料库中日语母语学习者使用的带趋向补语的句子为样本,考察了不同水平的学生习得趋向补语的情况,分析了影响他们习得趋向补语的因素.文章指出宾语类推泛化是日语母语学习者习得趋向补语的主要问题,这种类推泛化既有语内迁移的影响,也有语际迁移的影响.     

Improving The Quality of Education Through School-Based Management: Learning From International Experiences

School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries, concerns remain about the possible detrimental impact of school-based management on school quality; equity among different schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as administrative transparency. The present study defines school-based management and, in view of its implementation in different world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element in the management work of the school principal.     

The Academic Work Environment in Australian Universities: A motivating place to work?

This paper identifies positive (motivating) and negative (demotivating) sources of academic work motivation in Australian universities. In 1998, the Academic Work Environment Survey (Winter, Taylor, & Sarros, 2000) was administered to a stratified sample (five positions, five disciplines) of 2,609 academics in four types of university (research, metropolitan, regional, university of technology). A total of 1,041 usable surveys were returned (response rate of 40 per cent). Across the sample, academics reported moderate levels of work motivation. Work motivation was found to be relatively strong at professorial levels but weak at lecturer levels. Quantitative and qualitative findings indicated the work environment in academe is motivating when roles are clear, job tasks are challenging, and supervisors exhibit a supportive leadership style. The work environment is demotivating where there is role overload, low job feedback, low participation, and poor recognition and rewards practices. The paper concludes by discussing the implications of study findings for university leadership.     

关于白话联的平仄

白话联有两类 ,一类是白话律联 ,另一类是白话非律联。白话律联的存在体现了人们在改革对联所使用的语体时 ,对文言联旧有声律规则的留恋和对韵律美的执着追求 ;而白话非律联则有彻底挣脱平仄束缚的趋势     

略论法官庭外证据调查权

我国刑事诉讼法赋予了法官有进一步查清真实的庭外调查权力 ,以利于澄清审判中的疑点。但这在客观上扩大了法官的审判权力 ,容易导致司法实践中的不当操作 ,损害司法公正。因此 ,应从完善司法理念和规范庭外调查权等方面来健全这项制度     

The Contribution of a Response-Production Component to a Free-Response Synonym Task

A cognitive approach to the study of format differences is illustrated using synonym tasks. By means of a multiple regression analysis with latent variables, it is shown that both a response-production component and an evaluation component are involved in answering a free-response synonym task. Given the results of Janssen, De Boeck, and Vander Steene (1996), the format differences between the multiple-choice evaluation task and the free-response synonym task can be explained in terms of the kinds of verbal abilities measured. The evaluation task is a pure measure of verbal comprehension, while the free-response synonym task is affected by verbal comprehension and verbal fluency, as well. The design used to study format differences controls both for content effects and for the effects of repeating item stems across formats.     

Investigating the enactment of social presence in blended adult education

ABSTRACT

Background

While open-cohort blended education programmes allow for accessible and flexible study trajectories, they may present social challenges to learners. Social presence is a possible a way of enhancing adult learners’ success. It can lead to an increased perception of community, which may result in lower rates of dropping out.