论非语言行为的语义特征

非语言交际是不用词语的交际 ,是在特定的情景或语境中使用非语言行为交流和理解信息的过程。非语言行为形式众多 ,内容丰富 ,地域性强 ,民族文化背景制约着非语言行为的内涵。非语言行为既有先天本能性 ,又有后天习得性 ;既有自觉性 ,又有不自觉性 ;既有确切含义的 ,也有示意模糊的 ;既有语境敏感性、多义性 ,又有同义性和反义性。     

Pedagogical practices of NetNZ teachers for supporting online distance learners

A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students.     

大学生学习动力缺乏的原因及对策探讨

以学习动机为核心的学习动力在大学生的学习中起着决定性的作用。然而 ,缺乏学习动力的情况在相当一部分大学生身上不同程度地存在着 ,这严重影响了大学生的学习。大学生学习动力缺乏的表现形式多种多样且成因各异 ,如何采取相应措施值得深思。     

从文学接受过程看琼瑶小说

文学接受过程是较为复杂的过程,它是接受主体在文学文本中启动、强化、不断深入展现生命力的动态过程。本文试图用文学接受过程的有关理论从＂从期待视野看琼瑶小说——琼瑶重视读者;从接受心理看琼瑶小说;从读者的接受动机看琼瑶小说＂三个方面来探讨一下琼瑶小说。     

Attaching Importance to the Learner's Affective Factors in English Teaching

Traditional English teaching lacks the consciousness of the importance of learner’s affective factors and has trouble in training the qualified English speakers that the society needs.This paper talks about the importance of learner’s motivation,attitude and personality.It is proposed that teachers should adopt the eclectic method accompanying with student-centered class.Teachers are asked to pay more attention to their different roles and the ways to create a positive climate for learning in class.     

语义模糊在英语专业泛读课中的应用

语义模糊是人类自然语言系统的客观属性,从认知角度对语义模糊进行探究为二语习得带来新启示。英语专业泛读课文本篇幅较长、生词量庞大,对教师教学和学生阅读理解均提出挑战。该文讨论了语义模糊理论在泛读课文本欣赏和词汇处理方面的运用,为改进泛读课的教学模式做出有益尝试。     

高师函授学员参与学习的动机研究

通过编制高师函授学员参与学习的动机量表,对我国高师函授学员参与学习活动的动机取向及其相关因素进行分析。发现高师函授学员参与学习主要有求知兴趣、职业与经济、他人或环境影响、体验或逃避、服务意识、社交关系六大类动机取向;动机取向与年龄、性别、学历水平等因素均存在相关。     

殷墟卜辞方位词研究

在殷墟甲骨卜辞中,已经出现了基本方位词,从造字构型角度而言可看出先民已有空间概念及把握空间方位、认识世界的能力;从构词角度上可以看出方位词在当时的语法功能及其表达形式。这两者共同体现出殷商社会时期人们从具象到抽象的思维及深厚的文化意蕴。     

Blended Literal Communication in Translation

There is a natural tension between Literal and Communication translation methods and has been going on now for two millenniums. We must be faithful to the original meaning of the source language (SL) and accurate in our translation but flexible enough to communicate naturally to the target language (TL) readers. While it may seem hopeless to truly communicate with all languages and cultures, with the growing global economy and the more interdependent we become, it is even more important that we continue to try to blend our thoughts and hearts together. So with foolish confidence and wise trepidation, this paper will wade into the age long discussion on the practice of translation and teaching, attempting to reconcile the theories of literal or semantic and free or communication translation theories.     

遍指性非差比义构式

借鉴构式语法理论的框架,对递进性差比义构式进行全面考察,将其分为A、B、C、D四种变式,并对各种变式之间的承继关系以及该构式的成因进行认知范畴的探索,给出合理的解释。非典型的构式（D式）发生了“质变”,表达“遍指性非差比义”,而这个构式义无法从“一M比一M”中推导出来,因而是更典型的构式。指出遍指性非差比义其质变的根源在于“量级序列”的缺失,“比”的原型义虚化,从“实比”演化为“虚比”。