豫东方言对英语语音习得的负面影响

文章通过豫东方言与普通话的比较,指出二者发音上的特点及差异,进而分析了豫东方言对英语发音的负面影响。     

陕南湘语文白异读

本文对陕南湘语文白异读现象进行了考察,描写了中古全浊声母字、次浊声母字和清声母字的文白异读,分析了形成文白异读的原因及陕南湘语演变的方向。     

中日近代人才观比较——严复与伊藤博文的个案分析

中日两国在近代面临西方文化的巨大挑战时,各自分别采取了"中体西用"和"和魂洋才"的不同接受姿态,其结果也大不相同。该文以严复与伊藤博文学成归国后的境遇示例,反思中国传统文化的缺失。     

"义存乎声"辨

汉字形声字声符相同、汉字音节中的声母相同和汉字中的同音字，其字义有许多或相同，或相近，或相关。     

新教材英语课堂中的教与学

在英语教学中 ,如何实现快乐学习 ,能有效地培养学生的听说技能 ,使他们口语流畅 ,长于交际 ,这是英语教学的最终目的 ,也是素质教育的根本     

《经典释文》中"从、邪""船、禅"两读考

为澄清《经典释文》中“从、邪”、“船、禅”是分立还是混切的问题，主要依据《释文》、《博雅音》、《文选音决》三书中“从、邪”“船、禅”混读百分比的相近来论证其音系同属金陵雅音，而《释文》“从、邪”“船、禅”两读则是从“从邪”“船禅”合一向“从、邪”“船、禅”分立的演变，尚不同于《切韵》的“从、邪”“船、禅”分立。     

《汉语拼音方案》字母表名称音浅议——兼与孙修章先生商榷

汉语拼音字母的名称音在〔汉语拼音方案〕颁布近五十年的今天仍得不到普及,这不能不令人深思。本文对这个问题的原因进行了探究,并对如何解决这一问题提出了看法。     

Psycho-Education for Japanese Youth

The development of a comprehensive program of psycho-education for students in a secondary school attached to a Japanese university is presented. The rationale for the program, basic concepts, methods and procedures, and curriculum development to address youth violence and enhance appropriate self-assertion among Japanese youth are discussed.     

Effects of mora deletion,nonword repetition,rapid naming,and visual search performance on beginning reading in Japanese

This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects, syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders. Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion. Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and practice are discussed.     

浅析日语教学中文化素养知识的导入

日语教学不仅应重视语言教学，而且应重视文化素养的传授。只有充分理解所学语言的文化，才能真正掌握外语。教学中应注重语言与文化知识传授并进，以便培养出具有跨文化交流能力的人才。