从英汉对比谈委婉语的使用

委婉语是人类语言使用过程中的一种普遍现象。委婉语的使用可以使语气变得温和而不武断,谦逊而留有余地。文章通过英汉委婉语言的对比,阐述了东西方文化的差异。     

Pedagogical and technological augmentation of mobile learning for young children interactive learning environments

The ubiquity and educational potential of mobile applications are well acknowledged. This paper proposes six theory-based, pedagogical strategies to guide interaction design of mobile apps for young children. Also, to augment the capabilities of mobile devices, we used a humanoid robot integrated with a smartphone and developed an English-learning app that applied the design strategies to this environment. Our observations of children's one-on-one use support the promise of the strategies and the combined use of robots and mobile devices to be a viable option to help optimize mobile learning.     

科技论文语言不精练危害不小

我国科技学术期刊中语言文字浪费现象十分严重,重复、啰唆、无学术信息的术语等每年至少造成4695.6万字的语言文字浪费,由此导致少发表5800篇学术论文--科技资源损失,造成近1450令高级印刷纸、369750元的损失,危害很大.给出了评判语言浪费的"唯一性"标准.     

汉语外语词的借用问题

从应用语言学的视角，分析了汉语表达中外语词语的借用形式和近年来汉语表达中频繁出现外语借用词的原因；阐释了汉语中外语词语借用现象的合理性和外语借用词的合法性，并对借用外语词的语言行为的规范意义和规范方法作了初步探究。     

中国古代文论之语言论研究

古代文论中的语言论多零星分散而又内容丰赡,是我国宝贵的文学遗产。本文梳理和研究了大量有关古人对文学语言的看法、主张,认为古人对文学语言功能的认识由表义到表情到表情（义）声结合,对文学语言风格的认识有自然质朴和雕饰丽之人论认识有言直平易和含蓄蕴籍文化,此餐古人还认识到文学语言与文学体制、创作主体、社会发展及文学发展的密切关系。     

The internet as a tool to learn a second language in a technical environment

Second language acquisition is a hard task for teachers, since to achieve the motivation from students to practice a language simulating a real context is very difficult. On the one hand, students are often influenced by their mother tongue and more when they are practising a second language with a partner from the same nationality. On the other, technology is part of our lives and teachers should use all the tools in order to motivate students to learn any topic. So, if we integrate technology in the methodology we use when teaching a second language and students can practise with international partners, the results can be surprising. Chats, scanning texts, games, filling forms, etc. are just some of the activities our students can do in order to improve their command of a second language and also these activities can be used by content teachers in order to complement content learning. In the present paper, we provide some examples of activities designed by collaborating with content teachers based on websites, and then we analyse the effect they produced on students. We contrast the methodology used to propose tasks based on websites and those based on texts, and finally, evaluate their effect on the motivation of students.     

浅谈英语听力能力和应试技巧的提高

随着我国对外开放的不断深入,国际交往日益频繁,提高外语听力能力势必变得更为迫切,社会上各种英语考试对英语听力能力的要求也越来越高。本文试从听力学习中存在的问题和对策入手,对英语听力能力的培养和应试技巧进行探讨。     

演讲要讲究"三美"

出色的演讲首先形象要美，这样才会给观众留下美好的第一印象．为演讲成功打下良好的基础。演讲本身就是语言的艺术，语言的优劣直接关系到演讲的成败．所以演讲者的语言一定要美，并且演讲者口齿要清楚．控制好发音．使之优美动听．铿锵有力。演讲不但要传播思想，而且还要给人一种美的享受，这就要求演讲者使用准确、协调、优美、灵活自如的态势语言．做到态势美。     

Negotiating science and engineering: an exploratory case study of a reform-minded science teacher

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities – a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher’s science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed.