政治课教师的语言修养

政治课的课堂教学效果与政治教师的语言修养有着密切的联系。本文试图从政治课老师语言表达的科学性和艺术性相结合入手，探讨当今政治课的教学方法。     

体育教学中语言的特色及运用

语言是教学的重要工具。在体育教学的过程中，语言具有随向性、直观性、专业性、针对性、思想性等特色，准确地把握这些特色，充分运用教学语言这个工具，能够有效地帮助提高教学质量，很好的完成教育教学工作     

培养跨文化交际意识提高外语交际能力

随着经济全球化，世界各国各民族之间的跨文化交流越来越频繁，但在跨文化交际过程中，由文化差异引起的文化休克（culture shock）现象却屡屡出现，成为跨文化交际顺利进行的一大障碍，以第二语言习得理论和跨文化交际学理论为基础，简要分析了跨文化交际意识的内涵，阐述了培养跨文化交际意识的重要性，提出了如何培养跨文化交际意识以提高外语交际能力的建议。     

论“习得”和“学得”在语言学习中的共同作用

自从克拉申提出语言学习（language learning）和语言习得（language acquisition）这对概念并加以区分以来，学术界一直在探讨两者的不同点，并试图通过比较，找出其中适合本民族、本国度学习第二语言的途径。本文认为：任何一门语言的学习和掌握都是“习得”和“学得”两者共同作用的结果；语言学习有两个层次，部分可以习得，而另一部分必须通过学习才能获得，母语的学习过程也是如此。语言学习过程中两个层次的观点对外语学习具有指导意义。     

效度在语言测试中的重要性

讨论了效度在四种测试中的重要作用，以及各种效度之间的关系，说明要想达到测试的目的，设计试卷一定要把握好效度这个标准。     

浅谈几个对英语产生影响的因素

探讨了几个对英语产生影响的因素,每一种语言和它的历史、文化、民族、社会等密切相关,受各种不同因素的影响,了解和研究这些现象有助于提高英语的教学水平。     

Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP)

There is a substantial and persistent gap in achievement between children from different backgrounds [National Center for Education Statistics. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Government Printing Office] that can be traced to the preschool years [Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy Press], highlighting the importance of ensuring that preschools that serve low-income populations provide strong support for children's language and early literacy development. The current project sought to improve program quality in Head Start classrooms throughout New England with the Literacy Environment Enrichment Program (LEEP), an in-service intervention that was delivered in the form of a credit-bearing course. The impact of LEEP was studied using a wait-list comparison group strategy to determine whether intervention group teachers (n = 30) showed more fall–spring growth in measures of classroom support for literacy than did comparison group teachers (n = 40). Multiple hierarchical regression analyses that controlled for background measures and fall scores on classroom measures revealed moderate to large positive effects on all measures of classrooms support for language and early literacy with the exception of writing, for which only a small effect was found.     

浅说语言的蕴藉

为彰显国学与语言应用学，本文试图在语言蕴藉的深广度、时空感和思辩性等方面作些探究，以较翔实的材料印证基本特征，有益于提高语言的鉴赏力与表现力。     

庄子的无心之言与海德格尔对语言的诠释

在庄子和海德格尔看来 ,原初的语言不是表达现成事物的词语系统 ,而是物成其物、人成其人的万物之真的原初之声的发生 ,是心物之间往返交流的原初境域。借助海德格尔对语言的分析 ,我们可以深入了解庄子的无心之言。     

Preliminary evidence for the impact of mixed-income preschools on low-income children's language growth

Previous studies have identified the features of preschool programs that correlate with positive outcomes for low-income children, but the impact of economic integration has not been studied. This study compares the receptive language growth of two groups of children from low-income families. One group of children (N = 35) attended economically integrated preschools and the other (N = 50) attended preschools for low-income families. Language scores of the two groups were not significantly different when they entered the programs in the fall, but the children in integrated programs scored significantly higher than the other group in the spring. This effect was not significant for children who spoke a language other than English at home. The impact of program type was most evident for children from low-income families who spoke only English at home. When these children were integrated into economically mixed programs their spring scores (adjusted for fall scores) were not significantly different from those of English-speaking peers from more affluent families in the same programs. It is suggested that the language skills of these more advantaged peers may have had a positive impact on the language learning environment in the economically integrated preschools. Implications for school readiness initiatives and further study are discussed.