Honesty:Is It Going Out Of Style?的文体特征及其对写作的指导意义

《大学英语·精读》第二册第八课的写作中包含了许多典型的英语议论文的文体特征 ,这些特征清楚地揭示了英汉思维模式和文化上的差异。本文对课文中的这些特征和差异进行了详细的分析 ,以便帮助学生克服汉语思维模式负迁移的影响 ,提高他们的英语议论文写作水平     

Considering organizations as a unique interpersonal context for deception detection: A meta‐analytic review

This article challenges current interpersonal deception literature by summarizing seven studies that examined the ability of members to detect deception in the context of organizational processes. The combined effect (r = .472) indicated that organizational members are able to differentiate honest from dishonest communicators. According to the Binomial Effect Size Display, observers correctly classified honest or dishonest communication in approximately three of four circumstances (73.6%). This finding is important for situations such as employment interviews or other circumstances when organizational members or constituents need to assess the accuracy of information provided by current or potential members. The theoretical implications for interpersonal and organizational deception research are discussed along with the practical ramifications of this study for employment interviewing, manager/employee communication, and retail sales.     

Taiwan's Fifth Ethnic Group: A Study of the Acculturation and Cultural Fusion of Women who have Married into Families in Taiwan

Abstract

One of the under-studied effects of global migration has been an increase in transnational marriages. This phenomenon has greatly impacted Taiwan as women from Southeast Asian nations and Mainland China, through professional marriage brokers or personal contacts, enter into marriages with Taiwanese men. How well these women adapt to Taiwan's culture and learn its local languages is studied through the lens of two theories of intercultural communication: Kim's theory of cross-cultural adaptation and Kramer's theory of cultural fusion. Based upon in-depth interviews with 28 women, results show some support for both theories. However, the postulates of cultural fusion demonstrate a better fit: Learning is an additive process; long-term association with co-ethnics appears to correlate with greater satisfaction and adaptation; and women's negotiated identities follow a range of outcomes.     

Becoming American

Abstract

This study explored how a cohort of Asian Indians who migrated to the U.S. nearly 40 years ago have become acculturated to the U.S. by watching American television when they first arrived. The study used two concepts of the integrative communication theory: enculturation and acculturation. The study described how these Asian Indians did not grow up watching television in India. Hence, they became enculturated into American television. This cohort also watched television to learn how to act “American,” and thus became acculturated to the U.S. Furthermore, the study created linkage between the uses and gratifications theoretical perspective and the need for acculturation.     

Predictors of discrepancies between informants’ ratings of preschool-aged children's behavior: An examination of ethnicity,child characteristics,and family functioning

The present study examined predictors of discrepancies between mothers’, fathers’, and teachers’ ratings of 3-year-old children's hyperactivity, attention problems, and aggression. Participants were families of 196 3-year-old children who took part in child and family assessments. Ethnicity was one of the most consistent predictors of discrepancies. African American mothers and fathers were more likely to rate their children's hyperactivity, attention problems, and aggression lower than teachers. In contrast, Latina mothers were more likely to rate their children as more hyperactive and inattentive than teachers. ADHD/ODD diagnoses, parental depression, number of children, and children's pre-academic skills were also predictive of discrepancies for some measures for some informants. These findings provide insight into factors that may contribute to informant discrepancies in ratings of preschool children.     

汉英双关隐喻畛域中的认知汇通与文化歧异

本文在倚仗充分的理论阐释与足量的个案分析之基础上,力图证明传统意义上的双关辞格与认知语言学新视野中的隐喻具有同质性,可将二者整合后用统一理论框架予以阐析。汉英语言使用者身体结构及相关经验的相似性导致汉英双关隐喻必然存在汇通之处,而两者截然不同的文化又决定了跨语言双关隐喻势必具备歧异性。     

江苏省区域旅游发展差异的空间特征与影响因素

区域旅游发展差异是一种客观和普遍存在的现象。1998～2007年10年间江苏省旅游发展的空间变化呈现如下特征：区域旅游发展差异逐年增大．表现为苏南、苏中、苏北三大区域和13个地级市之间的绝对差异和相对差异不断扩大：区域旅游经济发展差异呈现出集中性和地带性特点,江苏省旅游发展水平可分为五个梯度区,即旅游发达地区、旅游较发达地区、旅游发展一般地区、旅游欠发达地区和旅游较落后地区。旅游发展差异受到旅游资源禀赋、区位差异、文化观念、基础设施、政策导向、产业结构、经济发展水平等方面因素的影响。     

Assessing attitudes towards mutual acculturation in multicultural schools: Conceptualisation and validation of a four-dimensional mutual acculturation attitudes scale

Assessment of acculturation attitudes usually has focused on the importance of two dimensions: first, immigrants’ maintenance of cultural heritage and, second, immigrants’ adoption of the majority culture. Because acculturation is a reciprocal interaction, we extended a bidimensional scale to four dimensions to assess mutual acculturation. Given the importance of the social context for acculturation and schools as a crucial context for immigrant pupils’ acculturation, the scale extension was validated within the context of school. We hypothesised that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and towards schools’ responsibility to support intercultural contact. The study sample comprised 364 secondary school pupils in Swiss multicultural schools. Using exploratory structural equation modelling, we validated four distinct dimensions of acculturation attitudes: attitudes towards immigrant pupils’ (a) heritage culture maintenance and (b) adoption of the dominant culture and attitudes towards (c) native pupils acquiring cultural knowledge and (d) schools enabling intercultural contact. We conclude that the proposed four-dimensional scale is a valid tool for assessing attitudes towards mutual acculturation within the school context and that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and schools.     

A peer mentoring social learning perspective of cross-cultural adjustment: The rapid-acculturation mateship program

One of the persisting challenges facing societies and organizations is to socially integrate sojourners, expatriates, including migrants into the host culture whilst leveraging reciprocal cross-cultural learning experiences. In a quasi-experimental field study, using an embedded unequal design, incoming international students’ (i-Students’) adjustment processes were investigated via a comprehensive 18/19-week peer mentoring social learning cross-cultural adjustment program. Forty-three local mentors were paired with 126 i-Student mentees, and 238 i-Students served as a control group. Quantitative and complementary qualitative data were collected from mentees, mentors, and controls at three time-points. Results showed effects in intercultural communication, cultural adjustment, life skills, and well-being domains. Mentors’ 360-degree synchronous evaluation of mentees showed increases in all skills measured. Post-program responses from participants confirmed the increase in communication and life skills, supporting the social learning hypothesis. Theoretical and practical implications are presented to assist individuals studying and/or working with their acculturation in foreign nations.     

Acculturation strategies of multi-cultural family adolescents in South Korea: Marginalization,separation, assimilation,and integration

Little is known about acculturation strategies among multicultural family adolescents in South Korea. This study examined whether the life satisfaction of multicultural family adolescents differed by acculturation strategy. In addition, this study examined the factors that predict acculturation strategies. For this purpose, we used a one-way analysis of variance and multinomial logistic regression. The data for this study were taken from the Multi-cultural Adolescents Panel Study. The frequencies of acculturation strategies were: marginalization, 297 (18.2 %); separation, 97 (6.0 %); assimilation, 839 (51.5 %); and integration, 395 (24.3 %). The results of one-way analysis of variance showed that life satisfaction was highest for integration and decreased for assimilation, separation, and marginalization. Gender, national identity, self-esteem, resilience, parental neglect, parental acculturative stress, family support, friends’ support, and teacher support were found to be significantly associated with the categorized acculturation strategies. Based on the results, implications with suggestions for future research are discussed.