宋词《渔家傲》英译文的人际功能分析

从文献上来看,用系统功能语法进行语篇分析和文体分析的研究已非常普遍,但应用于宋词英译方面则并不常见。本文拟从韩礼德的三大元功能之一的人际功能入手,探讨宋词《渔家傲》的英译文。希望本文的分析能给翻译研究带来一些启示,同时也希望借本文的讨论来进一步验证系统功能语言学在宋词英译文分析中的可操作性和可应用性。     

大学生人际信任与社会支持的相关研究

采用人际信任量表和社会支持评定量表对安徽师范大学160名大学本科学生进行测查,用以探讨大学生人际信任与社会支持的关系。结果表明:性别与出生地对于人际信任的影响并不显著;是否为独生子和年级对于人际信任的影响显著;大学生的人际信任与社会支密切相关;回归分析表明,社会支持和主观支持均能预测大学生人际信任,表明社会支持是影响人际信任的重要因素。     

因特网对当代大学生人际交往的影响探析

网络作为当代社会一种新型的沟通方式,它对当代大学生的人际交往能力的影响巨大,由于它的隐蔽性、包容性、便捷性等特征,不仅为大学生的人际交往搭建了一个全新的平台,显示了它的优越性,但同时,也由于网络的虚拟性、时空跨越性等特征,也对大学生的交往能力产生了消极的影响,本文在分析网络对大学生的人际交往能力的正反影响的基础上,积极探讨在网络时代如何加强对大学生的人际交往能力的培养及对策研究。     

浅谈高职院校人际关系和谐化之构建

高职院校人际关系的和谐化是构建和谐校园、科学育人的基本要求,也是学校实现全面发展的必然要求。但当前高职院校人际关系存在着不和谐的因素,影响着高职院校的文化氛围,因此,学校各级应营造氛围、优化措施、通力合作,优化干群、领导、教师、师生以及学生之间的关系,从而为和谐校园构建提供软件支撑与有力保障。     

基于叙词表构建本体的中文叙词词间关系细化研究

概念间关系是本体的重要组成部分,概念间关系的细化可以消除概念的歧义性。基于叙词表构建本体时,需要对叙词表中的语义关系进行细化调整。在研究中文叙词词间关系的基础上,对叙词词间关系细化提出了一套完整的调整方案,并对此细化方案进行了具体的描述和举例说明。     

汉英体育即席解说语言特点的人际意义

汉英体育比赛即席解说话语以即兴的方式向观众传递比赛即时信息,在语音语调、语气和评价资源的运用中体现出鲜明的语言特点,实现了话语的人际意义。即席解说常常使用重音、快语速、强音和强有力的陈述语调,以肯定、果断的口吻向观众传递最新的赛场信息;陈述、疑问和感叹语气的灵活使用起到了吸引观众注意和与之共鸣的效果;现场评论则体现出解说话语与听众直接友好协商的态度。     

Higher education curriculum orientations and the implications for institutional curriculum change

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.     

Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural difficulties

ABSTRACT

In response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated with access to the education system for students with disabilities. Pre-service teacher education has been highlighted as an optimum time to instil in pre-service educators a more equitable disposition toward behaviour management and inclusive practices. Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. Survey results from 41 pre-service educators indicated that participants made significant improvements in their knowledge and understanding of compassionate behaviour management, intentional relationship building, and establishment of a welcoming classroom environment. Analysis of participants’ written responses to open-ended questions revealed several themes regarding changes in dispositions toward students with EBD. Implications for pre-service educator preparation and inclusion of students with EBD are discussed.     

Perceptions of typically developing children in India about their siblings with disabilities

ABSTRACT

In India, people with disabilities often struggle to access various opportunities and resources. As a result of perceptions within the Indian culture around disabilities, families may face social, financial, and emotional difficulties. Within the family, a child with a disability may lead to strained relationships, particularly with siblings. Often siblings have little knowledge about disabilities and may feel ostracised. The purpose of this exploratory study was to examine the knowledge and attitudes of 12 Indian children regarding their siblings with disabilities, including their perceptions about disabilities against the backdrop of societal attitudes. Participants were interviewed to understand their knowledge of their siblings’ disabilities, to examine their sibling relationships, and to assess how school and society influenced their perceptions about disabilities. Results from this study can help family members understand how disability shapes relationships between children. The findings also provide key stakeholders with information that might help them better support families.     

The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring

To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring.