外语研究中的语料库方法

语料库应用于外语研究近年来日趋规范和成熟,但诚如桂诗春教授所指出的,"我们的语料库研究还处在比较初级阶段,需要提高。"[1]本文意在总结语料库在翻译、文学、词典学、文化研究和语言学领域的应用成果,分析已有研究的进展和不足,进而促进语料库更好地服务外语教学和外语研究。文章还对语料库的发展前景进行了展望。     

河南南阳中学生英语中的语音迁移情况调查

母语对外语学习构成的负迁移往往被认为是难以克服的。文章根据对比分析理论、错误分析假说等二语习得理论,对河南南阳地区部分中学生的语音问题进行了局部的录音调研,发现有些地方音对英语的发音影响显著,有些则不然。并且母语对英语语音的负迁移可以通过学习和有针对性的锻炼得到有效的克服。     

基于CAI技术的《20世纪外国文学专题》导学思考

CAI技术泛指利用计算机来执行教学功能的一种现代教育技术。把CAI技术引入《20世纪外国文学专题》导学,可把抽象的教学内容形象化,把枯燥的学习变成生动活泼、充满情趣的过程,改变了教学设计及学习的模式。这对于拓展学生的知识面,提高学生的学习自主性及培养学生的创新意识和创新精神都有积极意义。     

基于信息熵图像分割算法的若干改进

最大熵阈值法是图像分割的一种重要方法,在图像处理与识别中广为应用。针对原有最大熵阈值法的不足,从3个方面对其进行了改进研究:参数化最大熵分割准则,引入灰度对比度对分割进行评价来选取参数来改善最大熵阈值法的分割性能;加权图像指数熵,引入了信息熵的指数形式并对其加权,依照灰度的分布选取权重,并通过分割后灰度对比度来确定权的参数,更充分地利用了图像的灰度信息;基于高频率灰度信息对原始熵进行变形,充分考虑了高频率灰度对分割的影响。通过对比实验表明,改进算法确定的阈值可以获得更佳的分割效果。     

关于高职院校外语专业生存发展的思考

在进行了大量的社会调研的基础上,以牡丹江大学课程改革为契机,就外语专业的培养目标、培养模式、就业形式、校企合作,对外交流以及专业课程体系改革等一系列关键性问题,进行了有益的探讨,以期为为外语专业未来的生存发展提供借鉴。     

Control-value appraisals,achievement emotions,and foreign language performance: A latent interaction analysis

Based on control-value theory (CVT), this study (N = 550 Chinese university students) examined relations between control-value appraisals, subsequent achievement emotions, and resulting performance in foreign language (FL) learning. The results show that perceived control and value related positively to positive emotions (enjoyment, hope, pride) and FL performance, and negatively to negative emotions (anger, anxiety, shame, hopelessness, boredom). Control and value interacted in predicting all eight emotions and FL performance. The multiplicative impact of the appraisals on performance was mediated by four of the focal emotions. These findings elucidate the impact of appraisals and emotions on achievement and support the generalizability of CVT to foreign language learning. Directions for future research and implications for education are discussed.     

面向留学生的计算机中文输入方法的选择与教学方法探析

计算机中文输入方法的选择是给留学生讲授计算机中文编辑时要解决的第一个问题。本文在分析中外文化差异的基础上,根据外国留学生汉语学习的特点,初步探讨了计算机中文输入方法的选择和讲授计算机中文输入方法的教学方法。     

多模态话语分析对外语词汇教学的影响

多模态话语分析理论把对话语的研究扩展到了除语言之外的图像、颜色、字体等其它意义表达的模态符号,关注多种模态符号在话语中的作用。在教学中主张多种教学方法、手段结合,多渠道、多感官刺激来调动学习者参与学习语言的主动性,符合语言学习的规律,对外语词汇教学有着积极的影响：（1）强化了学习者对教学内容的记忆（2）激发了学习者学习的兴趣,增强了学习的主动性。（3）弥补了单模态教学的不足（4）有助于提高学习者输出运用词汇的能力。     

The target language revisited

This article reports on a study on the use of the target language (TL) in foreign language classrooms, drawing on the perspectives of student teachers and practising teachers. Observational and group discussion data showed that TL use was not extensive. While student teachers and practising teachers shared a commitment to using the TL, this was undermined by several factors, notably inconsistencies between university and school positions on TL use, challenging classes, external inspection and examinations. Lack of coherence between student teachers' experiences at university and in schools has implications not only for languages but also other subjects in teacher preparation.     

Mapping and explaining the gender gap in students’ second language proficiency across skills,countries and languages

This study discusses the generalizability of gender differences in the second language competences of European adolescents across three languages, three skills and fourteen countries. In most cases, females do better than males but the effect sizes are small or medium at best (Cohen's ds < −0.46). However, English appears rather gender-neutral on average, with males sometimes outperforming females. We also found evidence for cross-skill variation: writing turns out to be more prone to gender differences than listening or reading. Thirdly, we found cross-country variation in the gender gap, which supports the hypothesis that gender is primarily a social factor rather than a biological factor in learning. Multilevel mediation analyses with constituents of motivation indeed show that in most cases where females outperform males, up to 60% of this advantage can be explained by the differential appeal of the students' L2 course and by the instrumental, integrative and intrinsic value that students attribute to the L2.