关于教师专业化发展中的人性假设问题探究

人性假设不同,学校管理者应用的行为规范和准则也会不同,教师的行为与思维方式也会随之受到影响,并且还可能导致教师专业化发展进程受到影响。所以,深层次地研究人性假设问题对于教师专业化发展具有重要意义。其对于学校管理机构进行科学管理和决策具有积极的促进作用,并且能够为教师专业化发展的人性论奠定坚实基础。     

语言输出假设对高师英语专业翻译教学法的启示

二语习得中的输出假设理论强调输出在激发学习者认知、验证假设方面的作用,对我国高师英语专业实施"以过程为导向"的翻译教学法有重要启发。     

独立学院非英语专业学生英语写作能力分析及对策

以独立学院集美大学诚毅学院一次期末英语命题作文为语料,通过从词汇、句子、语法、语篇等方面的错误统计,分析了学生写作中出现的典型错误的原因,并提出以Swain的"输出假设理论"为基础,探求新的提高学生写作的办法。     

Shared Family Identity,Age Salience,and Intergroup Contact: Investigation of the Grandparent–Grandchild Relationship1 This study was part of the first author's doctoral dissertation and portions of the study were presented at the National Communication Association annual meeting,Chicago, 2004.

This study investigated communicative and relational aspects of the grandparent–grandchild relationship that lead to perceptions of age salience and shared family identity with the grandparent. The perceptions represent manifestations of inter- and intragroup levels of categorization in dealing with the other family member. The association between these group-oriented categorizations and perceptions of intergenerational contact outside of the family was examined. Participants (N?=?369) completed questionnaires assessing perceptions of experiences with multiple grandparents. Findings showed that general family identification of the grandchild, parental encouragement, and personal communication (social support and reciprocal self-disclosure) are positively associated with perceptions of shared family identity, whereas intergroup communication (under/overaccommodation) and perceptions of impaired health are associated with age salience. Results suggest that age salience may moderate the relationship between shared family identity and perceptions of older adults in some circumstances.     

浅谈延迟性肌肉酸痛的原因及预防

超过习惯强度的运动练习会产生延迟性肌肉酸痛,其致痛原因有损伤假说、痉挛假说和自由基假说。根据以上假说,采取相应的预防和减轻肌肉酸痛的措施,对于学校体育教育来说,具有现实的意义。     

An Explorative Study of the Outcome of Language Contact

Contact linguistics,as a sub-field of applied linguistics and sociolinguistics,deals with the process and outcomes of two or more languages’contact.This paper first focuses on the situation in which and when language contact occurs,and then attempts to investigate the outcomes resulting from language contact,and finally makes an examination on the language conflict that inevitably resulted from language contact.It can be implied that language conflict can be effectively resolved or at least mitigated through appropriate language planning measures.     

大学英语分级教学输出状况分析及对策

二语学习者必须吸收相当的语言输入,但是要达到并增强输入的效果,需要同时重视语言的输出,输出有助于促进二语学习者流利和准确地使用语言;大学英语教学的中级阶段尤其要加强训练学生的输出能力以及输出的有效性;从实验和对比中可以看出,针对大学英语分级教学中不同起点选修三级课程的学生,输出训练要依照相关理论在统一部署下有区别、有针对性地进行,科学合理地组织教学过程,全面考虑教学过程的各个方面,重视学生的差异性,改良教学模式,实现更多学生更多语言的有效输出。     

Teaching ‘Instant Experience’ with Graphical Model Validation Techniques

Graphical model validation techniques for linear normal models are often used to check the assumptions underlying a statistical model. We describe an approach to provide ‘instant experience’ in looking at a graphical model validation plot, so it becomes easier to validate if any of the underlying assumptions are violated.     

情感过滤假说视域下的儿歌在初级阶段汉语教学中的应用--以美国俄亥俄州哥伦布市蒙特利尔高中汉语课堂教学为例

美国心理学家克拉申的“情感过滤假说”认为,有了大量的信息输入并不等于学生就能学好语言,第二语言的习得还受到学习动机、兴趣、焦虑感、自信心等情感因素的影响,它们控制着学习者接触与吸收的输入量。依据这一理论,结合儿歌特点,开展初级阶段汉语教学,从而培养学生汉语学习兴趣,克服第二语言学习焦虑情绪。     

情感过滤假说理论在大学英语听说课堂教学中的运用研究

依据Krashen情感过滤假说理论,在外语学习过程中动机、态度、自信心及学习外语语言的焦虑情绪等情感因素,是影响学生认知获得差异的主要原因。针对学生在大学英语听说课堂上存在的这些情感问题,可通过增加学生可理解性语言信息的输入,变换教学方式增强学生学习的动机和信心以缓解学生的焦虑情绪等方式,充分改善大学英语听说课的认知获得水平。