汉、英词汇涵义的对比在外语教学中的应用

通过对汉、英词汇涵义进行比较分析,将具有内涵意义的词汇分为四类,这不仅有助于准确理解问题内涵,而且有助于发挥语言表达思想、交流感情的功能。     

论广告英语的语言特点

本探讨了广告英语的语义特点、词汇特点及句法特点。     

The place of content and pedagogy in shaping sustainability learning outcomes in higher education

This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed.     

Developing ‘active citizens’: Arts Award,creativity and impact

Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.     

大学英语词汇教学的学法指导

根据多年教学经验,讨论了对大学英语词汇教学的学法指导,提出了分清层次明确目标;扩大阅读促进巩固:教给记法提高效率三要点。     

双语教学的探讨

本文从全球化的角度论证了高等院校开展双语教学的必要性;阐述了双语教学对提高学生英语水平的重要作用;讨论了双语教学教师应当具备的基本条件及双语教学中存在的一些问题,并提出了提高双语教学质量的几点建议。     

高职高专轮机英语词汇教学策略

文章分析了轮机英语作为专门用途语言的词汇特点,并针对其词汇特点提出在实际教学中应使用的词汇教学策略。     

大学生英语词汇误用诊断与英语词汇教学策略研究

词汇在英语学习中的基础性作用已经得到人们的普遍肯定,然而中国大学生的词汇学习方法存在诸多问题。学生的词汇量与词汇知识深度之间有着巨大的差距,因而导致了许多词汇的误用甚至整体词汇运用能力的僵化。本文就大学生在英语写作和翻译中词汇运用方面存在的问题进行了分析和诊断,并提出了相应的词汇教学策略。     

Classifying the Context Clues in Children's Text

This study aimed to determine which types of context clues exist in children's texts and whether it is possible for experts to identify reliably those clues. Three experienced coders used Ames’ clue set as a foundation for a system to classify context clues in children's text. Findings showed that the adjustments to Ames’ system resulted in 15 clues that can be used to capture the majority of clues found in children narrative and expository text. This study adds to the limited empirically validated systems available for classifying different context clues. A usable classification of context clues has application to reading research that considers or controls for text factors as well as teaching reading strategies in K–12 classrooms.     

Security,Extremism and Education: Safeguarding or Surveillance?

This article analyses how education is positioned in the current concerns about security and extremism. This means firstly examining the different meanings of security (national, human and societal) and who provides security for whom. Initially, a central dilemma is acknowledged: that schooling appears to be simultaneously irrelevant to the huge global questions of security and yet central to the learning of alternative ways to conduct human relations. With regard to extremism, two aspects of importance in ideological compliance or challenge are firstly the attempted securitisation of education, and secondly the role of education in young people joining or supporting extremist movements. The UK’s ‘Prevent’ strategy is examined here. The issue of how to safeguard young people without securitising institutions suggests four key features: inclusivity, encounters with difference, networking and active citizenship. Critiquing sacred texts and the use of humour and satire also act to foster resilience. Educational approaches within transitional justice underline the importance of tackling violence in schools and promoting a human rights culture that promotes both human security and ultimately national security.