Facilitating EFL Learners‘Oral Communication through Effective Feedback

1 ＩｎｔｒｏｄｕｃｔｉｏｎＦｅｅｄｂａｃｋｈａｓｂｅｅｎｗｉｄｅｌｙａｃｃｅｐｔｅｄｂｙｒｅｓｅａｒｃｈｅｒｓａｎｄｔｅａｃｈｅｒｓａｓｏｎｅｏｆｔｈｅｋｅｙｆａｃｔｏｒｓｔｈａｔｉｎｆｌｕｅｎｃｅｔｈｅｓｕｃｃｅｓｓｏｆｆｏｒｅｉｇｎｌａｎｇｕａｇｅｌｅａｒｎｉｎｇ .Ａｄａｍｓｏｎｃｅｒｅｍａｒｋｅｄ ,ｌｅａｒｎｉｎｇｃａｎ’ｔｈａｐｐｅｎｗｉｔｈｏｕｔｆｅｅｄｂａｃｋ .Ｂｙｏｂｔａｉｎ ｉｎｇｆｅｅｄｂａｃｋｆｒｏｍｔｈｅｅｎｖｉｒｏｎｍｅｎｔ ,ｌｅａｒｎｅｒｓｍａｋｅｎｅｗａｔｔｅｍｐｔｓ…     

三种传播理论与现代远程教育

文章对“5W“传播理论、双向传播理论和“SMCR“传播理论的基本观点进行了阐述,并就这三种传播理论对现代远程教育在信息传播、通道选择、信息控制和信息评价等方面进行了较为详尽的论述.     

Teacher Access and Mentoring Abilities: Predicting the Outcome Value of Extra Class Communication

Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC.     

大众传媒语境中的河南民俗文化传播特点及影响

报纸、影视、网络等大众媒介的快速发展使河南民俗文化的生存形态、传播方式发生深刻变化。河南民俗文化呈现出传播环境开放化、传播媒介多元化、传播内容文本化、传播手段技术化等新的传播特点。这种传播方式对河南民俗文化的传承、发展、融合、演化等既有有利的影响,又有不利的影响。     

Utilizing “On Tap” Experts in Deliberative Forums: Implications for Design

Experts play important roles in supporting public deliberation. These roles include developing and vetting background materials, participating in question-and-answer sessions with citizens, and giving pubic presentations. Rarely, though, are experts asked to be on hand during deliberative forums, whereby they have the opportunity to interact with deliberating groups. The inclusion of experts during forums presents a tension because, although they can elevate the quality of the conversation by correcting factual errors, they can also, perhaps unknowingly, crowd out and silence citizen, or “nonexpert,” participation. Careful consideration of communication design can help public deliberation practitioners manage this tension so that experts, when involved in forums, enhance rather than undermine the deliberative process. Taking communication as design, we analyze the interaction of an invited expert at a water scarcity forum in Northern Colorado who derailed discussion and hindered dialogue by “going rogue.” We then turn to stasis theory to conceptualize the effective inclusion of technical experts in public deliberations. Through forum design and training practices, we propose that experts can help resolve issues of conjecture and definition in a manner that frees deliberating groups to discuss substantive and subjective issues of quality and policy.     

Hurtful Episodes in Parent–Adolescent Relationships: How Accounts and Attributions Contribute to the Difficulty of Talking about Hurt

This research examines sense-making about hurtful episodes between parents and adolescents and how sense-making processes relate to subsequent communication. Results highlight differences in the events parents and adolescents find hurtful and the complex forces that influence accounts for hurtful episodes. Children were less affected overall by hurtful episodes and provided more benevolent accounts of parents' hurtful actions and words. Parents demonstrated typical victim–perpetrator biases, particularly when relationship quality was low. Furthermore, findings provided evidence that sense-making about hurtful events may affect follow-up conversations. Intentionality attributions and the similarity of pre-interaction accounts predicted the difficulty and negativity of subsequent conversations, based on both perceived and observed ratings. Account similarity also predicted observed aspects of joint storytelling in the conversations.     

“What Do You Say to Your Mother When Your Mother's Standing Beside You?” Birth and Adoptive Family Contributions to Adoptive Identity via Relational Identity and Relational–Relational Identity Gaps

Grounded in the communication theory of identity, the present study explores how adoptive identity—an individual's understanding of what it means to be an adopted person—is influenced by the relational layer of his or her adoptive and birth family relationships. Seven focus group interviews were conducted in which participants were prompted to engage in a dialog about their experiences as an adopted individual. Analyses revealed that adoptees' relational identity with both their adoptive and birth families contributed in meaningful ways to their adoptive identity, but these relationships at times come into conflict with one another and with the adoptees' personal layer of identity, generating relational–relational and personal–relational identity gaps.     

文学研究的传播学转向

大众传播对文艺传播活动发挥着越来越重要的作用,改变了以往任何时代的文学生产秩序,促使文学活动进入了一个无序而混杂的多元秩序中。文学研究不断突破依据"作家→文本→读者→世界"四要素所构建的以"作家中心论"、"文本中心论"、"读者中心论"和"社会文化论"的框架而走向交叉综合,并出现了传播学转向趋势。从文学传播学视阈研究当代文学尤其是区域性文学的发展问题,是一种新的学术视野,有利于促进文化建设。     

回归生命本身——论《扶桑》寻根之旅的创新与迷茫

严歌苓的《扶桑》从官方历史的缝隙中寻根,对新移民的精神根基进行了重新探索。文本回归活着和生活本身,通过对扶桑女神形象的树立克服了海外华文文学中寻根的泛民族主义和哀伤情绪,展现了自然的生命活力。然而在如何面对东西方的冲突而生活时,文本却又陷入了西方话语模式。     

“计算机通信与网络”课程教学模式改革实践

通过分析计算机通信与网络课程教学中存在的问题,引入多种教学模式,更新教学内容,改革实验的内容和形式,建设课程资源,采用过程化考核方式。在实际的教学过程中取得了良好的效果。