基于语言磨蚀角度的外语测试与评估的思考

语言磨蚀是指双语或多语使用者运用该语言的能力会随着时间的推移而逐渐减退,从语蚀理论出发,本文对目前外语测试评价提出一些思考建议：测试时间要保持一定的连续性、提高考试水平级别、优化外语能力评价体系、合理运用社会情感因素、引入多元化课堂评价体系等,希望形成科学合理的测试评估体系,以促进语言学习、减少语言磨蚀,经济有效地保持外语学习成果。     

浅析马叙伦的"六书"研究

马叙伦从"<说文>学"和"六书"说出发考察中国文字,"六书二系"说是他的理论核心;他通过实践分析认为俗字不合"六书","六书"理论适用于金石刻辞文字;并吸收新材料新方法研究"六书",阐释许慎的文字学思想.马氏的文字学思想固守传统,相对保守,但保守之中也表现出进步性,如"三书说"和语源学的思想对今天仍有参考价值.     

"重要性"概念在会计学和审计学中的比较

重要性原则的运用，对会计信息披露和审计意见的形成、对经济活动和经营决策有重大影响的关键性问题的核算、对简化核算工作、保证会计信息质量，以及实施以评审内部控制为基础的现代审计方法等，都具有十分重要的意义。我们对重要性的研究应从重要性的基本概念出发。     

纯液体常沸点汽化热的简单计算

在文献[1]的基础上,引入Pitzer三参数对比状态普遍化关系式和Edmister方程式,由最基本的物性数据T_b、T_c和安托固常数计算了25种物质的常沸点汽化热。计算值与实验值间的平均相对误差小于±1％。     

试论当前构建社会主义和谐社会的要素条件

构建社会主义和谐社会是我们的时代选择,有利于这一过程的时代要素有:小康社会的全面建成、新时期荣辱观的伦理道德纯化、以人为本的理念日渐深入、科学发展观的全面坚持、构建和谐世界的有利因素逐渐增多和科学理论、先进文化的重要作用等。     

雅俗制衡与中国文学的价值重建

19世纪末到20世纪30年代是中国文化系统发生根本性变革、文学被重新定义的年代。这一时期，文学的雅俗碰撞尤为激烈，雅俗内涵变化尤为频繁。从《新小说》到《玉梨集》，从《小说月报》到《礼拜六》，从京派到海派，每一次文学雅俗身份的重新确认，都是文学对自身的一次再定义，是该时期文学价值重建的一种方式。正是这种雅俗制衡，构成该时期中国文学的阶段性演进。     

论语码转换的动机

语码转换是现代语言交际中的常见语言现象之一，而一定的交际行为总是受一定的动机支配的。笔者从社会语言学及心理语言学的角度出发对语码转换的动机进行了分类分析，以期加深人们对该现象的认识与了解，从而更好地加以利用，为有效交际服务。     

新世纪我国高校师德建设刍议

加强师德建设是我国当前进行教师队伍建设的一项重要任务.我国高校师德建设中必须加强社会主义荣辱观教育.     

"V+数词(一)+动量词+N"的认知分析

根据对名词、动词的数量特征的认知分析及动量词的语义特征的考察,我们将动词后动量词与数词组合的数量短语定性为动词的补语,同时又发现了动量词、名量词、抽象名词、具体名词之间的组配存在着一种不完整的关联标记模式。在此基础上,我们就能对“V 数词(一) 动量词 N”结构作出细致、准确的分析。     

Safe spaces? A social-ecological perspective on student perceptions of safety in the environment of the school canteen

ABSTRACT

Background Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.

Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.

Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.

Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.

Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements.