教师话语特征中的元语言现象与课堂互动

元语言是描写语言的语言,不仅在语言知识领域中应用广泛,也是EFL课堂教学活动中教师必不可少的教学工具。教师课堂话语特征中的元语言现象有效地激发和推动课堂互动,促进学生二语习得,从而在外语教学中起着不可替代的特殊作用。     

“Hispanic” children: Theoretical,empirical, and related policy issues

Not only are school-age ethnic and racial minority children one of the fastest growing segments of the U.S. population, they are also one of the most vulnerable. Hispanic children in particular are representative of the at-risk status of minority populations, displaying a portrait of unrealized social, educational, and employment success. This paper addresses the background and history of U.S. social and educational policies as they relate to the Hispanic student. Recent empirical findings are presented which support the following: (a) the bilingual character of Hispanic children is not a linguistic, cognitive, or educational liability and, in fact, should be employed to promote academic achievement; (b) the culture of the Hispanic family and child are better understood with regard to socialization variables and the potential differences they produce when directly compared to Anglo culture; and (c) educational strategies for Hispanic students that respect and integrate students' social, psychological, and linguistic attributes serve students effectively.     

论第二语言教学的认知语言学原则与方法

语言是人类认知活动的产物。认知语言学以认知为出发点，研究语言的产生、习得及其使用，其理论及研究成果给第二语言教学提出了一个新思路、新视角和新方法。自动化能力、有意义学习、期待回报、内在动机与学习策略等是第二语言教学的主要的认知语言学原则，其中每条原则都有其独到的方法。     

Teachers’ strategies of teaching primary school mathematics in a second language: A case of Botswana

This paper reports the results of a study of primary school mathematics teaching in northern Botswana in order to highlight the strategies teachers use in bi/multilingual classrooms. Questionnaire and interview data collection procedures were used. The findings, which are based on responses of randomly selected primary school teachers, confirmed that monolingual classes were fewer than bilingual and multilingual classes in those parts of Botswana. Furthermore, syllabus analysis confirmed the abstract nature of mathematical concepts. Teachers report to have devised strategies to overcome the difficulties imposed by this classroom situation.     

语文教育应由“人文之名”走向“人文之实”

当今语文教育中的人文教育理念日益得到强化,但是语文教育的人文理念如何化为语文教育实践却依旧处在艰难的探索中,语文教学实践中出现了人文教育表面化或泛化的态势,可以说语文教育的“人文之名”难符其实。语文是富有人文特质的学科,这一特质给语文人文主义理想的实现提供了一种可能,即语文教育应由“人文之名”走向“人文之实”。     

Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement.     

西文手稿资料的编目实践与探索

论文以ISBD、AACR2相关规则为依据，结合对西文手稿资料范围、类型及特点分析，探讨西文手稿资料的著录规则与西文普通图书著录规则的差异，并对采用MARC21进行西文手稿资料编目方法及注意事项进行细致的分析与探讨。     

高校管理者的语言魅力探析

高校管理者的语言魅力有助于形象和威信的树立,有助于感召下属、激励员工发挥其潜能,有助于拉近同学生的距离,建立良好的人际关系。不断提高驾驭语言的能力,重视语言的锤炼和表达,适当运用态势语是提高高校管理者语言魅力的有效途径。     

论语言理解的超认知策略及培养

在影响语言理解的诸多因素中，理解所使用的语言理解策略起着重要的作用。超认知语言理解策略是理解策略中的最高体系，对整个语言理解策略系统有着调节和监控的作用。因此，如何培养语言学习的超认知理解策略，越来越引起语言研究和教育的关注。根据语言理解的超认知策略对教学的启示，教学设计可分为认知选择、认知习得、认知建构和综合认知几个步骤。     

关于自然语言检索问题

自然语言检索当前仅在关键词检索的层次上已经实现，重点分析了全文检索所适应和不适应的检索要求及其评价，用分析说明了当前关于自然语言检索的主流观点的不切实际，指出自然语言检索的发展方向是与情报检索语言结合和融合。