《汉语大词典》疑难词语释义商补

讨论了《汉语大词典》所收现代词语释义存在的一些问题，以补辞书之疏漏。     

Word learning: An ERP investigation of word experience effects on recognition and word processing

Adults of varying reading comprehension skill learned a set of previously unknown rare English words (e.g., gloaming) in three different learning conditions in which the type of word knowledge was manipulated. The words were presented in one of three conditions: (1) orthography-to-meaning (no phonology); (2) orthography-to-phonology (no meaning); and (3) phonology-to-meaning (no orthography). Following learning, participants made meaning judgments on the learned words, familiar known words, and unpresented (unlearned) rare words while their ERPs were recorded. The behavioral results showed no significant effects of comprehension skill on meaning judgment performance. Contrastingly, the ERP results indicated comprehension skill differences in P600 amplitude; high-skilled readers showed stronger familiarity effects for learned words, whereas less-skilled readers did not distinguish between learned words, familiar words, and unlearned words. Evidence from the P600 and N400 illustrated superior learning of meaning when meaning information was coupled with orthography rather than phonology. These results suggest that the availability of word knowledge (orthography, phonology, and meaning) at learning affects subsequent word identification processes when the words are encountered in a new context.     

舒婷诗歌的抒情技巧

在情感的抒发上,朦胧诗派代表诗人舒婷具有与同时代其他诗人迥然不同的策略,如诗韵的使用特点,诗句的对仗、排比,章节的回环复沓,意象的使用特点,口语的运用,理性的加入等.回顾总结其抒情策略,无疑会为当代诗坛提供某种借鉴和指导.     

游戏教学在基础德语口语教学中运用的理论依据和实践

游戏教学在外语课堂教学中一直备受外语教学工作者的重视。本文阐述了游戏在基础德语口语教学中运用的理论依据、游戏分类及组织形式和教学原则,以便更有效地改进和完善基础德语口语教学。     

The role of decoding in reading research and instruction

This paper introduces the special issue on decoding by discussing the role of decoding in the framework of reading research and current instructional issues. It briefly describes the contributions of the seven authors by presenting their key conceptions related to typical and atypical learners. The paper emphasizes the importance of decoding as part of the reading and language arts curriculum and provides instructional implications. Decoding is especially important to consider at this time, since instruction in reading, throughout the United States, is all but excluding systematic decoding instruction as it moves to the whole language, literature-based approaches. While many children may learn to read without difficulty using literature-based approaches, many children may fail to pick up the code.