The interplay of representations and patterns of classroom discourse in science teaching sequences

The purpose of this study is to examines the relationship between the communicative approach of classroom talk and the modes of representations used by science teachers. Based on video data from two physics classrooms in Singapore, a recurring pattern in the relationship was observed as the teaching sequence of a lesson unfolded. It was found that as the mode of representation shifted from enactive (action based) to iconic (image based) to symbolic (language based), there was a concurrent and coordinated shift in the classroom communicative approach from interactive–dialogic to interactive–authoritative to non-interactive–authoritative. Specifically, the shift from enactive to iconic to symbolic representations occurred mainly within the interactive–dialogic approach while the shift towards the interactive–authoritative and non-interactive–authoritative approaches occurred when symbolic modes of representation were used. This concurrent and coordinated shift has implications on how we conceive the use of representations in conjunction with the co-occurring classroom discourse, both theoretically and pedagogically.     

论英语语篇教学

传统外语教学以孤立的词、句为中心,传授的只是语言知识。语篇教学法则注重语境。强调语言的功能,更有利于培养学习者的交际能力。“语篇法”已为广大外语教师认可并采纳,但实际操作中仍存在一些问题。要解决这些问题,应在利用现代化教学技术,丰富教学手段,优化教学环境;创造多形式课堂活动,激发学生兴趣,培养交际能力;开展多样化课外活动,拓宽学生视野等方面多下功夫。     

Implicit knowledge of general upper secondary school in a bridge-building project

Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school, bridge-building activities are meant to facilitate their decision-making on educational paths, but also to attract more and new groups of pupils. However, the premises of the inherent differences of educational contexts and of pupils’ lacking knowledge of upper secondary education can be questioned. In this ethnographic case study of a bridge-building project in a rural area in Denmark, we analyse the implicit knowledge of the general upper secondary school, as it is practiced in a bridge-building project, and how it is experienced by the pupils on the background of their prior knowledge. The analysis is theoretically informed by especially the code concepts of Basil Bernstein.     

荒诞派戏剧《等待戈多》的背景设置技巧之语篇分析法阐释

荒诞派戏剧代表作家塞谬尔.贝克特的戏剧作品独树一帜。文章尝试对Rum elhart(1975,1977)and Thorndyke(1977)提出的“故事语法”进行填充,并就贝克特的代表作《等待戈多》采用语篇分析的方法进行分析,最终从时间和情节安排、舞台背景和人物、语言等三方面揭示其在背景设置方面的技巧特点。     

Content teaching: innovative and traditional practices

Innovative teaching is sometimes perceived as opposite of traditional teaching, since it is regarded as student-centred and takes on the form of guided construction. This distinguishing feature led to an expectation that traditional teaching practices will be replaced with innovative ones for the purpose of fostering learning. The goal of the present research is to examine this issue by taking a closer look at teaching practices within an innovative learning environment, and their implications for teachers and teacher educators. Our qualitative research was conducted in a secondary school which has implemented such a learning environment. The data analysis is based on sociolinguistic discourse analysis. The findings reveal a variety of teaching practices, which allows teachers to choose the most suitable one for a particular learning requirement. We conclude in proposing to adopt a more complex approach to teaching, and to relinquish the dichotomy between traditional and innovative teaching practices. Theoretical and practical implications of this proposal are presented in the discussion.     

基于话语探讨衔接和连贯的关系

针对衔接和连贯的关系,不同的学者从不同的角度进行了探讨。笔者尝试在话语的框架下分析衔接和连贯的关系以及衔接和连贯是怎么作用于话语的。该文首先总结了国内外对衔接和连贯之间关系的研究现状,接着区分了篇章和话语这两个术语,最后基于话语分析了衔接和连贯在话语中的体现。     

Vagueness in Teachers' Spoken Language

Politeness symbolizes human civilization,and is one of conduct codes of human beings.As a social activity,language use is subject to this code as well.Pragmatic vagueness is a common phenomenon in spoken discourse.Furthermore,it is an important strategy widely used in teachers’ spoken language.Based on the politeness principle,this thesis explores the pragmatic vagueness by analyzing teachers’ spoken discourse.Employing pragmatic vagueness in teacher’s spoken language can smooth the relationship between teachers and students,and help teachers gain foremost effect on the education to their students.     

英、汉语篇思维模式差异及写作教学策略探讨

该文主要分析了英、汉语篇思维模式、组织结构的差异,着重说明汉语对英语写作产生的负迁移影响,同时提出在大学英语写作教学中可采取的教学模式和策略的建议。     

A Comparative Stylistic Analysis of King and Obama's Nobel Peace Prize Acceptance Speech

Public address is one of the study fields in the research of stylistics. For those public addresses made by most internationally influential characters, most of the public addresses are regarded as the literature classics and optimal resources for English learners as well. Acceptance speech, as one branch of public addresses, is much more representative and referential in some specified areas such as academics, entertainment, economy, society and so on. This paper will conduct a brief comparative analysis based on the acceptance speech made by Martin Luther King in 1964 and Barack Obama, the 44th president of United States, after their winning the Nobel Peace Prize by revealing their stylistic features in order to evoke the readers their more appreciations about the art of public address.     

现代汉语事务语体虚词分布研究

文章对现代汉语事务语体中虚词的分布、规律及原因作了研究。通过统计分析发现虚词中助词使用最多,其次是介词、连词,很少使用语气词。各虚词小类在使用中存在一定的差异性,这种差异性主要取决于事务语体的基本性质、基本特征。