论小学英语教学中强调口语表达流畅性的意义

小学阶段的英语教学目标及学生的生理、心理特点决定了:在提高学生英语口语表达能力训练上,教师鼓励学生先张开口,流畅的表达自己的思想,再在大量的语言实践中不断的达到准确,尤其有着深远的意义.本文拟就在小学英语教学阶段注重学生语言流畅性的作用以及怎样正确处理好二者之间的关系作以论述.     

语块及其教学的认知研究

基于语料库的研究表明,语言中普遍存在着重现率很高的语块.语块在二语习得和语言发展中起着重要的作用,掌握这些语块是达到地道表达的关键.在英语教学中应培养语块意识,加强语块的输入和输出,并关注其文化内涵和构建隐喻词汇模块.     

Verbal Fluency and Verbal Short-Term Memory in Adults with Down Syndrome and Unspecified Intellectual Disability

The purpose of this study was to examine verbal fluency and verbal short-term memory in 12 adults with Down syndrome (DS) and 12 adults with Intellectual Disability (ID) of unspecified origin, matched for receptive vocabulary and chronological age. Participants’ performance was assessed on two conditions of a verbal fluency test, namely, semantic and phonemic fluency. In addition to the total number of correct words produced, the use of clustering and switching strategies was also evaluated. In order to investigate the likely relations of verbal short-term memory with the test variables, a digit span task was administered. According to the results of the study, the two groups differed significantly on the average phonemic cluster size, with the ID group outperforming the DS group. Regarding the within-group comparisons, a relatively similar pattern of results was found for the two groups, indicating higher scores on all the measures involved in the semantic test than the phonemic one. The examination of the relation of verbal short-term memory with the verbal fluency test measures revealed that, in the DS group, only the total words produced in the semantic and the phonemic test and the number of phonemic switches were significantly associated with verbal short-term memory. Additionally, in both groups, word productivity in the semantic and the phonemic test was positively associated with the number of switches. The observed similarities and differences in the performance of the two groups, as well as the associations that emerged among the test variables in each group, are discussed.     

谈外语课堂中合作性学习活动的语言问题

正面的合作学习观认为合作学习能够增加学生语言互动的机会,培养学生的合作自主学习能力和策略,但合作学习要取得实效,需要正确对待学生语言输出中的错误,促进语言向准确、流利和具有一定的复杂程度的综合体发展.错误的合作学习现担心学生在合作学习中不具备互相改错的能力而导致学习的低效率.     

Differing views on context cues

The indispensable role of context cues has been acclaimed over the years by a great majority of reading experts. It is obvious, for example, that the resolution of the intended connotation of a word depends on the context in which it resides. Of late, the whole language approach to reading development has adopted the use of context cues as one of its basic tenets. Some recent experimental research has questioned the extent to which context cues serve as a means of written word recognition. This evidence suggests that observations that beginning readers depend heavily on context cues for word recognition should not be interpreted to mean that this practice should be reinforced in children learning to read. On the contrary, the modern evidence notes that able, mature readers recognize written words automatically, and thus make little use of context cues. Nonetheless, the finding that small but reliable gains in children's knowledge of word meaning is made through the use of context cues indicates that there is some limited place for instruction in context cues in reading programs.     

Promoting gains in reading fluency: a comparison of three approaches

On the ground that reading fluency entails appropriate phrasing or prosody as well as facile word recognition, we investigated the effectiveness of text-based and word-based repeated readings procedures for promoting fluency of reading aloud and comprehension in second-grade children. Repeated readings of text printed with spaces between phrases and ends of lines at clause boundaries (phrase-cued text), repeated readings of text printed with conventional layout (standard text), and repeated readings of lists of difficult words from text were compared. Computer-based, guided repeated reading training intervened between a pretest and post-test reading of text. Each training condition led to significant benefits on one or more of the experimental measures obtained from reading aloud. Repeated readings with text resulted in greater gains in fluency than repeated readings with word lists. Reading with natural prosody was most strongly facilitated by repeated readings of phrase-cued text, which provided visible support for sentence structure.

口语流利性的语言输入输出发展模式评析

口语流利性是对外汉语教学的一个重点,探究如何促进口语流利性的发展对于对外汉语的教学具有重要意义。语言输入输出发展模式是一种兼具较强的解释力和实践操作性的口语流利性发展模式。本文在分析了该模式的发展历程之后对该模式的内在机理进行了深入的分析,并尝试将该模式转化为具体的操作措施。     

Training reading fluency: is it important to practice reading aloud and is generalization possible?

Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups. In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter string. The gains induced by training were specific to the materials used in training and did not induce gains in general reading speed.

从顺应理论的角度看交替传译中的语用流利性

文章从Jef Verschueren的顺应理论的角度来分析交替传译中的语用流利性,探讨译语怎样在不同的意识程度上动态地顺应交际语境和语言结构,从而使得产出的话语在语用上连贯、得体、流畅,并且使译语具有合适的语速,表达更易于听众接受,从而使得交际更顺利有效地进行。在此视角下,文章的"交替传译中的语用流利性"是指译员在不同的意识程度上动态地顺应语境和语言结构,译出语不仅准确地传达原语的含义,而且达到连贯、得体、流利,同时具有恰适的语速,确保交际顺利进行。译语不仅忠实地再现原语的内涵意义,文体风格,感情色彩,而且有效地架设说话人和听众的交际桥梁。     

汉语口语成绩测试评估标准

在汉语教学中,口语课程的成绩测试一直存在着不够规范、缺乏客观性和评分标准不够明确的问题。本文考察了12位汉语专职教师的评分过程,通过分析他们对10名学生口试样本的评分及评分依据,探讨了教师标准的一致性和差异性,在此基础上确定了适宜于考察汉语口语水平的5项1l点评估标准。