我国近年衔接与连贯研究综述

衔接与连贯是语篇分析领域中的两个重要概念。我国的语篇研究者在介绍国外学者研究成果的基础上 ,对衔接的手段、层次 ,连贯的标准及分类 ,以及衔接与连贯的关系提出了补充和不同看法。有的学者试图建立自己的理论模式 ,也有的研究者应用衔接与连贯理论进行中英文对比研究 ,试图寻找某些翻译时可以遵循的规律     

Research-based teacher education? Exploring the meaning potentials of Swedish teacher education

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.     

从语篇分析角度看Edelweiss歌词的翻译

语篇分析为翻译提供了新视角，功能语法在歌词语篇及其翻译方面同样具有实用性和可操作性。在歌词翻译过程中，还应考虑原文和译文音节数的对等，翻译过程中不存在明显的简化（simplification）现象。     

现代招呼语的变异特征及语用制约

招呼语是言语交际活动的重要组成部分,随着人们文化水平的不断提高,招呼语呈现出时尚化、现代化的特点,与中国传统的招呼语相比,现代招呼语在话题选择和句式选择方面具有开放性、多样性、变异性特点。现代社会,人们的交际活动日益丰富多彩,使用恰当、得体的招呼语显得特别重要。交际活动中,招呼语要受话语构建、话语理解、话语角色、语言环境、民族文化心理等因素的制约和影响。     

An Examination of Text Complexity as Characterized by Readability and Cohesion

To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.     

例谈基于语篇分析的中学英语阅读教学设计

语篇分析是指对文章的文化背景、内在逻辑结构和连贯的语义等要素进行语言分析,从而理解篇章的内涵,是有效进行阅读教学的前提。教师只有深入研读语篇材料,对内容进行合理的开发与利用,才能通过教材更好地激发学生的学习兴趣,开阔学生视野,拓展学生思维,以满足学生的不同学习需求。本文以一节省级评优课为例,从语篇分析出发,旨在突破初中英语阅读教学过于模式化、机械化的局限,指导学生成为能阅读、会思考、有文化、有修养的人。     

When transnational curriculum policy reaches classrooms – teaching as directed exploration

ABSTRACT

The purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as ‘curriculum events’, the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards.     

背景·内涵·外延--论阅读理解中的要素把握

背景、内涵、外延是正确阅读，理解的三个关键性要素，背景影响写作素材的获得和作品的思想情感，同时，背景又具有偶然性和双向性特点，间接内涵是作品巨大魅力之所在，它具有单一和复合两种形式，把握外延的尺度是正确理解作品现实意义和历史意义的关键。     

论超语言因素对阅读理解的导向作用

在阅读理解过程中,正确理解文本的含义,不能只停留在语言形式的表层意义上,还必须突破语言形式的束缚,充分利用超语言因素的导向作用,从超语言因素的角度对作家文本中塑造的人物的性格特征、陈述的基本观点和情感立场、奠定的特定情景和状态、描述的人物心理状态、预设的感官形象、设置的人物活动状况,以及特定的文化背景和民俗习惯等几个方面去全面把握文本的真正含意。     

A sociocultural perspective on mediated activity in third grade science

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.