狠抓朗读训练 提高普通话水平——从普通话水平测试看民族地区高师普通话教学与培训

随着普通话水平测试工作的展开和教师持普通话水平证书上岗制度的逐步推行,普通话的教学和培训越 来越受到重视。地处民族地区的高师院校,如何使学生克服方言和民族语言的影响,有效地提高普通话水平,获取相 应的水平证书,顺利走上工作岗位,一直都是普通话教学工作者共同关注和探讨的问题。笔者将结合自身参与测试工 作以及教学培训的一些心得,探讨着重通过朗读的训练来提高普通话水平的可能性,以及如何开展朗读的训练工作。     

论语体的得体性

语体是语言在长期适应不同交际领域过程中形成的相对稳定的功能体式。语体的理论有必要继续深入探讨,但语体理论研究如何紧密结合实践,走出书斋,重视运用,做到得体,是一个突出的问题。语体的得体性包括四个要素,三个层次。语体得体的主体性要做到：适应综合素养,适应语体角色,适应个性本色。     

模拟中继电路信号电平的自动调节

专网通信中的模拟中继电路的信号电平失调是一种常见的问题．通过分析信号电平调整的原理,提出了2种能够实现信号电平自动调整的改良性方法．一种为模拟式信号电平自动调节,以导频信号为基础,通过调节可控增益放大器白动调节话音信号的电平变化．另一种为数字式信号电平自动调节,先将导频信号进行A/D转换并生成一个基准数值,通过PC机程序改变该基准数值的变化,达到调整语号信号电平的目的．     

Morpho-Phonemic Similarity within and between Languages: A Factor to be Considered in Processing Arabic and Hebrew

The goal of the present study was to explore the pattern of lexical connections between translation equivalents represented in the cognitive system of an Arabic-Hebrew bilingual. To achieve this goal, repetition priming effects (reaction times (RTs) and accuracy measures) were compared between translation equivalents in the two forms of Arabic, Spoken Arabic (SA) and Literary Arabic (LA), with those between translation equivalents in Hebrew and LA, in native Arabic students living in Israel. While these students master Hebrew as well as they master LA, they consider it as a second language. LA targets were preceded by cognate and non-cognate translation equivalents in SA or Hebrew either immediately (Lag 0) or separated by four unrelated words (Lag 4), in a lexical decision task. The participants were requested to make a word/non-word decision regardless of language. Across languages, morpho-phonemic similarities augmented the repetition priming effects. At Lag 0 this effect was larger when the primes were in Hebrew than when they were in SA. At Lag 4, however, the priming effect between Hebrew and LA was significantly reduced (and even absent for non-cognates). In contrast, the priming effect between Spoken and Literary Arabic was only slightly attenuated. The conclusion was that, despite the intensive daily use and psychological proximity, Spoken and Literary Arabic are represented as first and second languages in the cognitive system of the native Arabic reader, entertaining distinct lexica. However, the strength of the lexical associations between translation equivalents is influenced by the frequency of concomitant use.     

词块理论视阈下的中学英语语法教学初探

为了提高英语语法教学的实效性,以宾语从句为例,将词块理论应用于英语语法教学,试图打破当前英语教学语言规则与形式意义分离的僵局,为英语语法教学开辟一条新路。     

Lexical Chunks as Scaffolding in College English Teaching

Lexical chunks minimize the language learners’burden of memorization and play a very important role in saving language pro cessing efforts so as to improve the learners’language fluency,appropriacy and idiomaticity.Lexical chunks are taken as"scaffolding"in college English teaching to effectively enhance learners’language proficiency.     

齐次函数在经济学中的应用

本文在给出齐次函数的定义及其主要性质的基础上,分析论证了齐次函数在经济学（投入产出等）中的一些应用。然后给出将任何一个函数定义在更高维空间上的齐次函数的一个限制的具体方法,并举例说明其应用价值。     

浅析礼貌原则制约下消极信息商务信函的文体特点

礼貌是人类社会文明的重要标志,是确保商务交际成功的重要手段。消极信息商务信函通常是要将不好的消息传达给合作伙伴或是客户,这种情况在商务交际中是不可避免的,其沟通方式难度较大,因而对礼貌原则与语篇结构具有较高的要求。这里在Leech的礼貌原则的理论基础上,通过系统分析和大量实例证明．从词汇选择、句子特点和语篇模式三个方面探讨了礼貌原则制约下的消极信息商务信函的独特文体特点。     

词块理论在藏区初中英语写作教学中的应用研究

有学者指出,词汇组块和第二语言学习之间存在着正相关的关系。“写”是语言的四项基本技能之一。据此认为词汇组块和写作之间也存在着正相关关系。以天祝藏族自治县初级中学学生为研究对象,尝试将词块理论运用于英语写作教学中。实验结果表明运用词块理论进行英语写作教学能够有效地提高藏区初中学生英语写作成绩,是一条切实可行的新路子。     

Exploring difficulties in learning to teach English post-16

This article investigates the experiences and training needs of student teachers as they learn to teach post-16 English on a secondary Post Graduate Certificate in Education. A case-study was conducted on a sample of Open University PGCE English students and mentors over a six-month period. Five research instruments were developed and used iteratively to generate qualitative data. The study reveals significant problems, resulting in students feeling underprepared at the end of their 11–18 PGCE for the demands of post-16 English teaching. The results illuminate the need for more effective models of learning to teach post-16 English.