时间词“明日”“明天”的多维度考察

在共时层面上,时间词"明日""明天"在句法组合以及语用表达方面都有所不同,因此,不能认定两者是完全等同的;从历时层面看,两者也呈现出一个此消彼长的演变过程,同时这种状况也在方言调查中得到证实。     

形成性评价在英语教学中的应用研究综述

在回顾和总结迄今为止国内形成性评价在英语教学中应用研究的基础上,笔者简要勾勒了这一领域的基本发展趋势,从研究方法和多项研究内容等方面分析了其研究现状和存在的主要问题,并为该领域今后的发展方向提出一些建议。     

Exploring mechanisms of rapid automatized naming to arithmetic skills in Chinese primary schoolers

Rapid automatized naming (RAN) is associated with children's arithmetic performance, which is multifactorial by nature and consists of arithmetic fluency, arithmetic procedure, and word problems. Yet, it is unclear whether RAN can predict all key aspects of arithmetic skills independently and what cognitive mechanisms may explain this relation. Using a sample of Chinese primary school students (N = 170), results showed that while RAN was associated with all key aspects of arithmetic skills, the relations of RAN–arithmetic procedure and RAN–word problems may be dependent on that of RAN–arithmetic fluency. Supporting the processing speed hypothesis, results further suggested that processing speed may underlie the relation between RAN and arithmetic performance. Findings made unique contribution to understanding the effect of RAN on arithmetic performance and cognitive mechanisms that may underpin this association in the context of Chinese culture.     

English in Education: the first fifty years

On the fiftieth anniversary of the first publication of English in Education, this article reviews the journal's contribution to research and practice in the teaching of English. A thematic analysis based on close study of a sample of volumes is arranged chronologically (to show the development of ideas and practices) and thematically in terms of language mode (speaking; writing; reading, including new technologies). The article argues that the journal archive can shed light on the educational past in ways that can effectively inform the educational present and help to set agenda for the future.     

高职大学英语真实性课程评价方案的设计

真实性课程评价是近十几年来国际流行的课程评价方式,其能力本位的评价特点,决定其可以在高职大学英语能力培养方面起到重要作用。为实施高职大学英语真实性评价,需要根据高职各专业的英语能力需求,在英语课程评价各个环节进行真实性的设计,其中文化演练部分的评价设计是真实性评价设计的核心。     

‘Operating on a Basis of Student Consent’: Peter Medway’s Work in Finding a Language

Written nearly 40 years ago, Peter Medway’s Finding a Language continues to be an arresting read, which offers a powerful vision of what might be possible in education. In this brief introduction, I set the work in context, referring to ideas that Pete engaged with and recalling a little of the times.     

高校二级党组织党务工作与教学科研的关系

文章就高校二级党组织党务工作如何与教学科研结合进行了探讨，分析了服务教学科研的内涵，并提出了服务教学科研的三条途径。     

非英语专业学生口语自我修订情况调查

本文研究非英语专业学生口语自我修订情况,发现大部分学生在口语表达时都有自我修订的习惯,其中包括内容修订和自我纠错。内容修订表明学生在口语表达时逻辑思维能力还需要提高,紧张情绪需要克服。在自我纠错方面,学生对语法错误的纠正多于对词汇和语音错误的纠正,其中,对语音错误的纠正最少。     

Creative Potential within Policy: An Analysis of the 2013 English Literature Curriculum

This article takes as its focus Lefebvre's trialectic of conceived, perceived and lived spaces as a lens through which to scrutinise the 2013 English Literature Curriculum, and to explore the extent to which creative spaces might exist within that curriculum. The article analyses how the curriculum is envisaged by policymakers and how it might be expected to be translated into practice, utilising the wording of the policy document to facilitate an exploration of what its underlying intentions might be. The author's experience of teaching a poem from the new curriculum is used in order to provide illustrative examples of the ways in which teachers’ and learners’ experiences of the curriculum might, in practice, diverge from the direction envisaged by policymakers as teachers negotiate creative spaces within their classrooms.     

How can children with mild literacy difficulties be supported at the transition to secondary school? A small‐scale quasi‐experimental study

There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation.