影视英语公选课教学研究与实践——以电影《肖申克的救赎》为例分析其隐性衔接手段

张德禄和刘汝山在《语篇连贯与衔接理论的发展及应用》中提出了隐性衔接机制的概念,在语篇表面结构不带有显性衔接关系的情况下仍然可以间接实现语篇主题的衔接。[1]在影视英语公选课教学研究过程中,对电影《肖申克的救赎》语境和隐喻等隐性衔接手段进行分析和探讨,以帮助英语学习者能够识别电影口语语篇中的隐性衔接机制,加强对语篇的理解。     

关于由指示语it引起的歧义现象研究

作为一种常见的语言现象,歧义已经引起学术界的广泛关注。在总结、归纳我国外语界关于英语歧义研究的基础上,文章运用语义学、语用学等相关理论,对食品、英美文学作品、课堂教学用语等语篇中由指示语it所引起的歧义现象作了一定深度、广度的分析,以期增进人们对it这个指示语理解、使用,也丰富英语歧义研究的内容。     

关汉卿杂剧的叙事品格

近几年来，传统戏剧的叙事品格已为研究者所重视。关汉卿杂剧是我国古代叙事艺术中的瑰宝，它在叙事时间、叙事视角、叙事话话等方面所作的探索，表征了我国古代戏曲发展至元初已臻成熟，具有深远的历史意义。     

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.     

‘Before I realised they were all women… I expected it to be more about materials’: Art,Gender and Tacit Subjectivity

This article discusses a critical discourse analysis research activity undertaken with a group of undergraduate primary trainees with an art specialism. The research activity involved the use of two contrasting texts discussing the work of Karla Black, Becky Beasley and Claire Barclay. The article explores how the positioning of the two texts affected the student teachers’ ability to engage effectively with ‘women's art’ on a personal and critical level, revealing some highly subjective views and raising questions around intertextuality; particularly how an individual's understanding of contexts, meanings and histories can inform collective interpretation and highlight existing subjectivity. The article subsequently identifies that although students were keen to talk about careful selection of texts, the benefits of using multiple sources and the risks of intertextual and ‘subliminal’ contamination, they were unable to reflect critically upon their own gendered reading of the texts. It concludes that this may well be a signifier of the problem – that the student teachers did not really see a problem at all.     

话题讨论与高职学生英语写作能力的培养

高职学生英语写作的最大困难是词汇量少,逻辑思维混乱,语篇结构不合理。基于话题讨论对学生口语能力提高的促进作用,本文探讨如何将话题讨论与高职学生英语写作能力的培养相结合,发现其中的正态相关性。     

从句法、章法和词语用法的角度谈外宣资料翻译策略

外宣资料是对外信息交流的重要窗口,其英译质量越来越受到重视。本文从词语用法、句法和章法的角度探讨外宣资料的英译策略,从而更好地服务于对外宣传交流活动。     

泛读教学中话语分析模式的构建

以话语分析理论为依据,在分析了阅读过程中的话语分析层次的基础上,在英语专业泛读课程教学过程中,从训练阅读技能,建构文章框架,分析情感意图,提高阅读速度这四个方面来进行构建话语分析模式。并通过实证研究检验其有效性。     

Recovering the role of reasoning in moral education to address inequity and social justice

This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond adolescence in moral thinking is in two forms: (1) the gradual application of morality in broader adult contexts, and (2) the result of social discourse and progressive readjustments at the individual and societal level of views of the morality of societal practices. Postconventional moral reasoning is not a rarified stage of moral cognition, but an orientation and set of discourse skills potentially available to all normally developing adult moral reasoners.