英语写作中语块使用的实证研究

提高英语写作技能是英语教学的目标之一,但怎样提高写作水平是英语教学亟待解决的难题。将语块理论引入写作教学,为其提供了新的视角。采用SPSS17．0对140名学习者在写作中使用语块的数据分析,发现其特征如下：从语块使用频度上看,语块使用较少,仅占全文的1/3;从语块使用重复率上看,其重复率较高,接近语块总数的1/3,这表明学习者语块使用不够多样化,种类不丰富;从语块类型上看,短语语块使用较多,句子语块使用较少;从学习者水平上看,高分组限制语块使用较多,低分组固定语块使用较多。     

“大学写作”课程教学范式改革的路径分析

“大学写作”是汉语言文学专业的核心课,也是新闻学、小学语文教育等专业的必修课。由于“写作学”并未成为我国高等教育一个独立的学科,承担该课程的教师通常毕业于新闻学、文艺学或中国现当代文学等专业,由此导致非科班出身的教师在上专业性很强的“写作课”时,容易出现重理论讲授、轻技能训练等问题。其实,“大学写作”课本质上是一门富有挑战性的实践课,既需要创新性思维贯穿课堂,也需要实训练习穿插课堂,实践性和创意性应是其教学改革的范式方向。     

Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes

Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated strategy development (SRSD), an evidence-based writing intervention, to support student persuasive and informational writing as well as performance on the state standardized writing exam. This multi-site cluster randomized controlled study evaluated the effectiveness of SRSD on student writing outcomes including prompt adherence, elements, and holistic quality. Multilevel modeling analysis was used to evaluate data from 418 fourth -grade students (256 treatment, 162 control) nested across 33 classes (n = 17 treatment taught by 8 departmentalized teachers; 16 control, 9 departmentalized teachers) within 11 schools randomly assigned to condition. Teachers implemented SRSD with high fidelity (M = 92%; range 91–100%). SRSD had a statistically significant and large effect on prompt adherence (p < .001; Hedges’ g = 1.87), elements (p < .001; Hedges’ g = 0.84) and holistic scores (p < .001; Hedges’ g = 0.87), while holding gender and pretest scores constant. Effects of SRSD on all writing measures were not significantly moderated by students’ gender, students’ pretest scores, or schools’ pretest scores. There were complications with teacher observations, especially related to technology. Limitations and future directions are discussed.     

The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency

Although the effectiveness of peer review has been examined, few have tested the joint benefits of providing and receiving feedback features and quality in L2 contexts. The present study investigated variation in key features and quality of feedback provided and received by high and low L2 proficiency students and its benefits on revision in the authentic setting of students experiencing both roles of providing and receiving peer feedback in English academic writing. Analyses on two drafts from 50 students, 1356 idea units of anonymous implementable peer feedback and back-evaluation ratings revealed that the combined effect of providing and receiving feedback on revision was prominent for all students. But the bilateral benefits of providing and receiving feedback features were more significant for high proficiency students, while providing feedback features and quality benefited low proficiency students more. The study implies that students need more bilateral training with both providing and receiving feedback.     

The influence of three approaches to feedback on L2 writing task improvement and subsequent learning

This research examined the effects of using rubrics, exemplars, and self-assessment as forms of feedback in an L2 writing development course in English with Chinese speakers. The sample consisted of 114 L2 students at a university in Macau. Participants were randomly assigned to treatment groups and provided feedback on an English writing task using either rubrics, exemplars, self-assessment, or a control condition. The efficacy of these treatments was examined for both performance (on the writing task at hand) and learning (as demonstrated by performance on a new, similar writing task). Results indicate that rubrics and exemplars were effective as compared to the control condition, but the self-assessment approach was not.     

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge.     

Interest in an expository text: How does it flow from reading to writing?

This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different writing tasks would impact differently students’ use of interesting text segments. Participants were 247 11th- and 12th-grade students, who were divided into 6 groups according to a 2 (interesting vs. uninteresting topic) × 3 (type of writing task) design. While reading, students rated novelty, curiosity, impressiveness, importance, and willingness to reflect on each text segment. Participants were then assigned to one of three writing tasks, namely argumentation, text designing, and composition. Results showed that concepts were regarded as important, events/activities as impressive, and evaluations as most worthy of reflection. Topic interest was explicitly expressed mainly in the argumentation condition, where increased topic interest scores after reading and writing were also found.     

赵嘏、杜牧卒年与《唐诗类选后序》作年考论

有学者认为<唐诗类选后序>撰于"咸通元、二年间"或"咸通三年前后",并据此和其他"根据"考订赵嘏卒于大中十二三年,否定杜牧卒于大中六年.经过分析考证,张祜卒于大中八年,杜牧则卒于大中六年底,且顾陶前后两序之撰写时间极为接近,均是大中十年先后所撰,因此赵嘏即约卒于大中八年.     

论“文艺辞章学”

文艺辞章学是汉语修辞学中既注重实用、又注重艺术性,深受广大读者青睐的一门分支学科,建立文艺辞章学对丰富辞章学的研究具有重要意义。通过从建立该学科的理论基础、理论框架入手,概括的描述了这门学科的研究范畴及学术价值。     

从翻译目的论角度重新思考严复“把翻译当创作”

在翻译目的论的观照下,翻译中的诸多因素,如译者的作用,接受者的角色以及原语文本的地位等都在这一新的理论视角中出现了新的意义,这些理论参数为我们重新思考、评价严复的"把翻译当创作"提供了一个新的视角,冰释我们心中诸多的疑团。