话轮转换机制在大学英语口语教学中的应用

本论文通过研究会话分析理论,尤其是话轮和话轮转换机制,并基于口语教学过程的具体实际,对话轮转换的原则和技巧做了重点阐述,为教师改进教学方法、提升学生语言交际应用能力提供帮助。     

The Art of Learning with Difficulty

Summary

Librarians should be actively involved in educating students: not merely teaching them the techniques needed for bibliographic searches, but helping them learn the artistry involved in thinking for themselves. This is not a matter of expertise, of teaching rules for use in academic specialties. It's a matter of creating interactive contexts-conversations-in which students can acquire by experience the general good sense needed to be able to decide in situations, specialized or not, which rules to use and why.     

文本阅读:从“裸文”到课文

文本阅读先于阅读教学。教师的文本阅读包括两个层面:"裸文"阅读与课文阅读。"裸文"阅读是教师分别与文本、作者的对话过程,课文阅读则是教师与编者、以学生身份与文本对话的过程。由"裸文"到课文的阅读是一个由放到收、深入浅出的过程。     

Conversational themes and attention focusing strategies: Predicting comprehension and recall

The specific purpose of this study was to examine the effects of conversational themes and attention focusing strategies on conversational comprehension and recall. A 2×2×2×2 between subjects factorial designs was used to test the research question with 247 participants. The results demonstrated that the unambiguous themes predicted conversational comprehensibility and recall accuracy. The results indicated that personal conversational information may be processed differently from content conversational information. Future conversational processing research should focus on discovering the reasons for the processing differences between content and personal conversational information.     

Light‐ness of Being in the Primary Classroom: Inviting conversations of depth across educational communities

When young children first come to school they bring with them a depth of being; the authors suggest that the educational community should respond to children with a pedagogy that is capable of nurturing this depth. The authors of this paper are teachers of many years’ experience. Their own work in classrooms has shown them that, paradoxically, depth in pedagogy is most surely to be found when teachers follow the light in the eyes of children. The authors draw upon a selection of vignettes and narratives taken from classroom experiences to describe how this is done. They also show how children and teachers can approach the complex learning that requires transcendence of the known. Notions of relational consciousness (), as well as ethical and spiritual sensibility () are developed through reference to a range of educators including Bronson Alcott, Ralph Waldo Emerson, John Dewey, Stanley Cavell, Maxine Greene, Nell Noddings, Vivan Paley and Arthur Vogel.

The broader educational community is reminded that school experiences should balance the measurable and the immeasurable. The authors question some aspects of the (PL 107–110), sharing their concern that it may focus teachers’ attention too tightly on ‘that which is formed from without’ (, p. 17). The authors suggest that the weight of this legislation may result in the neglect of some very important aspects of learning. The broader educational community is invited to consider the implications of a pedagogy of depth, to become more aware of the skill of transcending known limitations through coming to shared understanding, and to find ways to reconcile the potential violence of legislated structures with the being‐in‐the‐world of children in schools.     

科研模式变革中的数据管理服务:实现开放获取、开放数据、开放科学的途径

随着信息技术的发展与普及,全球学术交流模式总体朝着开放获取的趋势发展,信息时代的科学活动需要更多的数据开放和共享。开放数据是公众参与科学、推动社会进步的必要条件。无论是对于图书馆工作还是对于信息服务、知识服务来说,科研模式的变革都是一种新的挑战。与此同时,在此背景下,也产生了一种新的机遇,即与科研数据管理相关的一系列新内容,包括:明确科研数据管理各利益方;明确数据管理服务的主要内容;塑造科研数据开放共享文化,开展各个利益相关者之间的数据对话;进行科学数据开放共享各个环节的政策研究;明确数据馆员发挥的作用和职业价值。表6。参考文献70。     

英语会话中话轮转换系统分析

话轮是人们日常会话的基本单位,话轮转换是会话分析的核心问题。文章分析探讨了英语会话中话轮转换的几个问题：话轮、反馈项目、话轮转换规则、话轮转换信号、保持话轮、放弃话轮以及索求话轮的表达方式。     

Interculturality as an interactional achievement: Doubting others’ nationality and accounting for the doubt

ABSTRACT

This article examines the notion of interculturality in face-to-face, multilingual, ordinary interactions. The focus is on how participants perform constituent actions by reference to members’ normative expectations to a specific membership category. Employing ethnomethodology and conversation analysis, this article elucidates interculturality is an interactional achievement in interaction. More specifically, I describe interactional practices for doubting others’ nationality and accounting for doubts accomplished by particular interactional practices in a specific interactional position. Analyzing these interactional contingencies produced by participants demonstrates that members’ practices to make interculturality relevant in a temporal unfolding of the activity and shows how they reflexively use interculturality as a resource for constituent actions. This study contributes to the existing literature on the interactional construction of international and intercultural communication, and on the situated, sequential, and embodied organization of interculturality.     

论思想政治教育中的平等与对话

传统的思想政治教育,主客体二分的哲学基础使教育者和受教育者处于不平等地位,灌输模式因缺乏必要的对话与沟通使教育效果低下.用后现代主义来关照思想政治教育,它将消解和颠覆传统的二元对立、主体至上与话语权威,以建立一个平等与对话、理解与沟通的思想政治教育平台.在此后现代主义语境下,对心理咨询理念和技术在思想政治教育中的应用做了一些初浅探讨.     

影响思想政治教育谈话和谐的若干因素

思想政治教育谈话是思想政治教育工作的常规方式。好的谈话促进谈话对象的思想进一步走向成长、成熟，可以降低社会管理成本，增进人际关系和解，达到构建和谐社会的目的。论文从谈话实施者的语言运用能力、情简能力、理论解释能力、客体心理阅读能力等角度探讨影响思想政治教育谈话和谐的因素。