三音节词语的特点

现代汉语三音节词语主要有以下特点：构词法上偏正式的复合词占绝对优势；词性上是体词性词较多；语意关系和语法结构上是双单格式较多；发展趋势上附加式词语大大增加、词族现象明显。三音节词语的发展不仅是意义表达的需要，同时也受到节律的影响。     

阅读教学目标的新发展与阅读教学的基本策略--语文新课程实践问题研究

分析了语文课程标准中有关阅读教学目标的创新之处,并对此提出了系列实施策略.<语文课程标准>对于阅读的定位更加科学,说明了阅读在人的发展过程中的重要地位,体现了工具性和人文性的统一,充分体现了"知识与能力"、"过程与方法"以及"情感态度与价值观"三个维度的融合.     

普通话习得中的台州方音辨正

台州方音和普通话的语音体系存在较大差异.台州人在学习和掌握普通话过程中,明确方言与普通话之间的对应关系,是排除方音干扰,最终达到发音纯正的重要途径.对台州方音与普通话语音的对应关系进行分析描写,可以从中发现台州人学普通话过程中克服方音阻碍的具体方法.     

也谈言语研究

随着语言学研究的深入,索绪尔的言语除了说和所说还应该包括写和所写,而且内涵发展了的言语依然可以英译为speech。言语不仅可以研究而且应该在言语的语言学框架内,把社会、文化、认知等结合起来对语言使用诸因素做出联系语境,侧重动态、异质、变异的综合的研究。当前应该对国内外言语研究进行全面系统的梳理,及早建立言语的语言学的理论框架。     

英汉习语的修辞

英语和汉语中许多成语运用各式各样的修辞方法,既简练又形象,具有独特的魅力。如果恰当地运用这些成语,无论是口头语言还是书面语言都能收到极好的表达效果。文章旨在介绍几种英汉习语中使用的一些修辞手段,提高语言理解、欣赏及表达能力。     

The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.     

3~4 岁幼儿自语现象的叙事研究

幼儿语言是了解幼儿的有效途径,而自语作为言语的一种形式,其在表现形式上属于外部言语,但却实现着内部思维的功能,反映了幼儿内心的所思所想。自语是以内部需求为源头、活动事件为中介而产生的;对于自语行为的发生者来说,自语可促进幼儿语言发展、帮助思维展开、辅助活动进行、调控幼儿身心;对于教育者来说,通过自语可以更加深入地了解到幼儿内心世界,帮助教育者及时调整教育方法。     

英语话语信息模糊的表象与实质

话语信息模糊既是一种语言现象,也是一种交际手段。根据模糊语的定义,论述英语话语信息模糊在交际中的具体表象,并探讨英语话语信息模糊的实质。     

Teaching comprehension and critical literacy: investigating guided reading in three primary classrooms

With the introduction of the National Literacy Strategy, England's primary school teachers were asked to replace “listening to children read”–a practice deeply embedded in UK pedagogy–with guided reading, a practice focused on interpretive and critical comprehension rather than accuracy and fluency. This small‐scale research project addresses the perceptions of the author's Primary B.Ed. student teachers that what goes on under the name of guided reading in the classrooms in which they undertake teaching practice does not do justice to the term. In particular, it examines the claim that fluent readers are still engaged in reading aloud, rather than being taught how to develop analytical strategies for comprehension and engage in collaborative dialogue to develop cognition and promote interpretive critical literacy. Using interpretive methodology, this small‐scale study examines episodes of guided reading in three case study classrooms. In each episode examined, although some form of group reading was conducted, there was no opportunity for children to read silently or engage in collaborative discussion, little teaching of inferential comprehension and none of evaluative strategies. The study reaches tentative rather than conclusive answers. These suggest that the effective teaching of guided reading depends both upon the understanding of its psychological underpinning, and also on the teacher's ability, through sharing responsibility for problem solving with the children, to build bridges between what is known and what is new.     

External and internal representations in the acquisition and use of knowledge: visualization effects on mental model construction

This article investigates whether different formats of visualizing information result in different mental models constructed in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently presented tasks, and how these visualization effects can be modified by further external representations during task performance. A total of 80 university students learned from an illustrated text different day times and different dates exist simultaneously on the earth. One half of the participants received the text combined with pictures visualizing the earth as a kind of carpet (carpet pictures), whereas the other half received the text combined with pictures visualizing the earth surface as a circle (circle pictures). After learning, the participants received a test including different kinds of tasks. In both visualization groups, one half of the participants solved the tasks with an additional external representation, whereas the other half solved the tasks without an external representation. The findings indicate that the form of visualization affects the structure of mental models. Different structures of mental models result in different patterns of performance, when individuals solve tasks based only on their mental representations acquired during their previous learning. However, these effects decrease, when further external representations are made available to the learners. The findings are discussed within a broader framework of learning with multiple external representations.