毛泽东关于“第二次结合”的贡献

1956年,毛泽东在借鉴苏联社会主义建设经验教训的基础上,明确提出了马克思主义的基本原理同中国革命和建设实际的“第二次结合”,探索自己的道路.毛泽东提出了关于中国社会主义建设的重要观点,涉及矛盾、经济、党的建设、对外开放等方面,为实现“第二次飞跃”提供了重要的经验.     

关于“第三信号”理论的思考——与王令训教授商榷

И．П．巴甫洛夫于1932年提出了从本质上区别人与动物大脑反射活动的学说——两种信号系统学说。巴甫洛夫把以现实的事物为条件刺激建立起来的紊件反射称为第一信号系统。人由于社会生活和劳动,在第一信号系统之外进而产生了第二信号系统。第二信号即第一信号的信号,是以说出的、听到的、看见的语词的形式表现出来的。王令训教授在怀化学院学报2012年第1期发表的“论第三信号”一文提出了第三信号理论,认为第三信号是第二信号的代表,如“www”代表全球广域网络,“√”是“开平方”的代表等等,笔者认为这种理论有待商榷。     

Hands-on history: towards a critique of the ‘everyday’

The modern Turkish state and society have been greatly influenced by reforms of the education system. Second Constitutional Period reforms can be viewed as the preparatory stage of Republican reforms and a time when many of the later reforms were planned and given limited application. In this way both periods contributed to the foundation of modern Turkey. The innovations pioneered by Late Ottoman intellectuals stemmed from various origins, mostly European positivists and materialist philosophers. American pragmatism was added as an ideological source during the foundation of the Republic. It can be observed that ideological trends took root from Ottoman times according to the degree that intellectuals were affected by them. In this paper, the ideological origins of educational reforms during the Second Constitution Period have been studied in relation to the influence of European philosophers on Ottoman intellectuals of the time and their ideological environments. Late Ottoman intellectuals were found to have been largely affected by France’s positivism, German’s materialism and Comte, Durkheim, Büchner and Spencer. The paper reveals how modern Turkey’s educational philosophy parameters have been shaped by these intellectuals’ ideas.     

Don't speak to me in English: Communication apprehension in Puerto Rico

Comparison of communication apprehension levels of Puerto Rican college students with U.S. mainland students indicate the Puerto Ricans are much less apprehensive about communication in their native language than are the U.S. students but are much more apprehensive about communication in English. Additional findings indicate that apprehension in a first language is a much better predictor of apprehension in a second language than is self‐perceived competence in that second language. It is suggested that the problem of communication apprehension must be addressed by second language teachers if students are to be taught to be truly bilingual.     

马尔可夫过程与李雅普诺夫第二方法在教学中的综合应用举例

通过一个例子来了解马尔可夫过程与李雅普诺夫第二方法问的联系,使学生对难理解马尔可夫随机过程中的马尔可夫转移率以及微分方程定性理论中的重要方法-V函数法取得综合透彻的理解．     

Troubling literacy: monolingual assumptions,multilingual contexts,and language teacher expertise

The current educational context in many English speaking countries is one where literacy is understood to be essentially monolingual in orientation; that is, an understanding of literacy around a single common language, with the emphasis on identifying universal, normative ‘standards’ and ‘benchmarks’, such as the National Assessment Program-Literacy and Numeracy in Australia, the Primary National Strategy in the United Kingdom, and No Child Left Behind in the United States. This paper aims to problematise such assumptions by examining how teachers, themselves, understand “teaching literacy” when their students come to the teaching/learning relationship with a first language other than English. With a focus on teachers working with bilingual and multilingual students in their early stages of acquiring English as a second language (ESL), the study thus acknowledges the increasingly diverse sociolinguistic profile of students in Australia and elsewhere in the varying degrees of communicative competence they bring to the mainstream in their use of ESL. Moreover, it draws on ESL teacher knowledge and expertise which has been identified as increasingly marginalised within mainstream educational discourse. Through case studies of three ESL teachers in the middle years, salient themes around the interrelated notions of literacy as learning, language for literacy and language as literacy were identified with respect to the literacy needs of second language learners.     

关于普遍语法不可及假说的评论

自20世纪80年代起,乔姆斯基的普遍语法理论得到了广泛的关注与认同,尤其在一语习得领域,其理论被奉为圭臬。然而,由于一语习得与二语习得的固有差异,能够在一语习得领域游刃有余的普遍语法理论在二语习得中的影响力被质疑,这也便是二语习得领域所探讨的普遍语法的可及性问题。其中的不可及假说由于其理论不足以及实证匮乏受到多方面的质疑。     

探究年龄对二语教学的影响

该文强调年龄是影响第二语言习得的关键因素。以Penfield和Roberts的大脑弹性理论以及Lenneberg的关键期假设作为基础,该文目的旨在研究年龄是如何影响第二语言习得及体现在哪些方面。此外,为了提高外语学习效率,有必要对比分析儿童、青少年和成年人在学习第二语言过程中的优缺点。该文通过对他们习得二语过程中所表现出的特点进行分析,为我国英语教育提供一些启示。     

Comprehensive Review on“Critical Period Hypothesis”and the Role of Age in Second Language Learning

The essay makes comprehensive literature review and analysis on various scientific experiments and research about the role of age in second language learning. Moreover, the introduction and analysis of...     

二语水平与二语输出过程中的回避情景--对大学生英语写作的有声思维研究

该项研究采用有声思维和访谈的方法,记录了一名英语专业三年级学生与一名非英语专业一年级学生一篇英语议论文有声思维写作的过程,对二语写作中的回避进行了定性和定量分析。研究发现：（1）二语水平越高,二语写作过程中的回避就越少;（2）二语写作中回避产生的情景有三类：用母语梳理不清的思想或话题;二语知识欠缺：复杂的概念或关系不能用二语表达明白。这一结果对深入研究二语习过程中的回避现象具有一定的借鉴价值。