大学外语多媒体网络教学的应用——以大学俄语教学为例

大学外语多媒体网络教学是信息时代飞速发展的产物,是一种新型的教学方法和手段.它与传统教学模式相比,占有明显的优势,但是在教学实践中,笔者以大学俄语多媒体网络教学应用为例,分析了多媒体教学的优势及其存在的问题.     

任务型语言教学渗透情感教育的实践研究报告

本文侧重于情感教育的目的功能,探讨大学英语教学渗透情感教育的可行性和有效性。     

“载道”的乌鸟——辞赋中的乌意象论略

由于地区和时代风俗的不同,人们对乌鸦的喜恶或有差异。但乌鸟意象作为中国文学中较为复杂的意象之一,却一直为文人墨客所喜爱。此意象不仅涵义丰富,而且在辞赋中又和其在诗词中有显著的区别。唐前,辞赋中的乌鸟是作者借以表达"出"、"处"生存观念的寄托,乌意象亦随辞赋作者表情达意的需要"出""处"儒道两家,其中《神乌傅》正反映了作者在"出"、"处"间的徘徊和抉择。有唐一代,乌意象的灵异祥瑞成为辞赋书写的重要内容。宋以降,辞赋中的乌鸟渐渐摆脱了其作为祥瑞之兆的使命,而被赋予了更多的儒家道德品性。此时的乌意象集忠、孝、仁等儒家大加称扬的道德于一身,堪称"奉行"儒家伦理道德的典范。而明代《孝乌赋》,凸显乌鸟意象的"孝"德,是彰扬乌意象孝行的典型作品。     

试议英语首字母缩略词与汉语纯洁性

近年来，英语首字母缩略词在汉语中的广泛应用引发了部分学者对汉语言纯洁性的担忧。文章在结合相关翻译学理论、语言经济原则和语言社会属性等问题探讨的基础之上，认为英语字母缩略词的流行符合时代发展的需要，有助于保持汉语的活力，并且无碍于汉语的纯洁性。     

文学信息传播视角下的语言文化变异研究

在我国社会经济发展的过程中,文学信息传播中语言文化的变异研究,其核心在于强调信息传播的过程中,除了注重翻译人员语言中体现的语言文化价值外,还要注重文化翻译人员的文化背景以及其翻译过程中体现的文学信息及实质感悟,并以此来掌握翻译人员在信息传播中所发挥的媒介作用。由此不难看出,文学信息在传播的过程中,针对不同地区、不同民族之间,有着促进文化交流的作用。基于相关因素的影响,文学信息在传播的过程中会发生一定的变化。在此,本文针对文学信息传播视角下的语言文化变异,做以下论述。     

在京壮族语言文字使用情况及语言态度问卷调查分析——兼与广西地区壮族比较

文章在调查所得数据基础上,对北京地区壮族人语言文字使用情况及语言态度进行分析解释,兼与现有的对广西地区壮族的各项调查结果进行对比,对壮族语言文字的传承与发展提出相关建议。     

Teaching culture beyond nationalist boundaries: national identities,stereotyping, and culture in language education

The authors take a critical language pedagogy approach to examining a 2011 controversy over disparaging comments towards Mexicans made by commentators of the British Broadcasting Corporation’s automotive show Top Gear. In particular, they focus on the characterization of groups and individuals according to their nationality and examine the ubiquity of nationalism and its ability to shape our conception of culture and in turn our understandings of others as members of ‘X national culture.’ The fact that humor is often a justification for national stereotyping and that these stereotypes are also connected to racist discourse are also explored. In the second part of the article, the implications of the stereotyping debate for language classrooms are considered. The authors argue that the controversy itself can be used as a tool for critical engagement that helps students deconstruct the underlying nationalist paradigm in L2 classrooms and build greater intercultural awareness.

Español: Los autores examinan, desde una perspectiva de la pedagogía crítica del lenguaje, la controversia que surgió en el 2011 debido a los comentarios nocivos hechos hacia los mexicanos por los locutores del show automotriz del BBC, Top Gear. En particular, se enfocan en la caracterización de los grupos e individuos de acuerdo a su nacionalidad, y examinan la ubiquidad del nacionalismo y su capacidad para darle forma a nuestra conceptualización de la cultura y, a su vez, nuestra forma de ver a otros como miembros de una ‘cultural nacional X’. Los autores también exploran el hecho de que a menudo se utiliza el humor como una justificación para los estereotipos nacionales, y que estos estereotipos también están conectados al discurso racista. En la segunda parte del artículo, se consideran las implicaciones para la enseñanza de idiomas del debate sobre los estereotipos. Argumentan los autores que la controversia en sí se puede utilizar como una herramienta para promover una postura crítica que ayude a los alumnos a deconstruir el paradigma subyacente del nacionalismo en el salón de lenguas extranjeras y fomente la conciencia intercultural.     

Intercultural education and communication in second language interactions

This article analyses intercultural education outcomes produced in the setting of teaching Italian as a second language (ISL) in an Italian school. Intercultural education is produced in interactions which are based on specific cultural presuppositions, i.e. expectations regarding learning, role hierarchy and evaluation of student performances. Sixteen hours of interactions associated with ISL teaching in a multicultural classroom were audiotaped, transcribed and analysed. The analysis highlights three ways in which cultural diversity becomes meaningful. First, cultural diversity is constructed as one task of learning. Second, cultural diversity is constructed as conflictive interaction. Third, cultural diversity is constructed as a point of departure for positive school performance. These three ways of giving meaning to cultural diversity reveal a prevailing ethnocentric form of ISL teaching, as a consequence of educational presuppositions which do not take the difficulties of intercultural communication seriously. Recently, ‘dialogue’ has been invoked to address ethnocentrism; however, the conditions of effective intercultural dialogue are uncertain.

Questo articolo analizza l’educazione interculturale prodotta nell’insegnamento dell’italiano come seconda lingua (ISL) in una scuola italiana. L’educazione interculturale è realizzata in interazioni che sono basate su specifici presupposti culturali, che sono aspettative di apprendimento, di gerarchie di ruolo e di prestazioni degli studenti. L’educazione interculturale si occupa del problema della diversità culturale, basata su presupposti culturali diversi che emergono nella comunicazione. Sono state audioregistrate, trascritte e analizzate 16 ore di interazione durante l’insegnamento di ISL in una classe multiculturale: l’analisi ha evidenziato tre modi in cui la diversità culturale è resa significativa. La diversità culturale è costruita anzitutto come compito di apprendimento, in secondo luogo come interazione conflittuale, infine come punto di partenza per conseguire una prestazione scolastica positiva. Questi tre modi di costruire la diversità culturale rivelano una forma prevalente di tipo etnocentrico per l’insegnamento ISL, che è una conseguenza di presupposti educativi che non permettono di prendere seriamente le difficoltà della comunicazione interculturale. Recentemente, si è proposto di usare il ‘dialogo’ per superare l’etnocentrismo; tuttavia c’è incertezza sulle condizioni di un dialogo interculturale efficace.     

《贞观政要》官德保障机制论要

《贞观政要》继承和发展了儒学政治哲学的人性理论。其官德保障机制体现在内修与外治两个方面,一则从非制度的内在层面强调官吏通过思、慎和学的途径修身养德,二则从制度的外在层面加强旨在预防、考课与奖惩官员的吏治建设。体现自律与他律、儒学政治哲学与法家政治理念的统一,完善了中国传统政治外儒内法的基本模式。