初中英语阅读教学中如何培养学生的语用能力

随着教育改革的不断进步,我国的教育体制也在不断地完善和成熟。当然,我国的教育体制还存在许多的不足,这些不足对学生的发展将会具有非常不利的影响。目前初中英语教学中的主要内容放在运用能力方面,在学生的语用能力方面并不会特别的重视。本文主要基于语用能力的概念分析,深入探究了初中英语阅读教学中语用能力的培养策略。     

跨文化语用失误的文化透析

语言与文化之间有着不可分割的关系。语用失误是语用学在发展中的一个新兴分支。一般有语言语用失误和社交语用失误两种。文化差异导致的语用失误即社交语用失误是隐性的,却比语言错误要严重得多。文化差异是语言使用中的干扰源,是产生语用失误的根源。加强文化间的相互渗透是减少社交语用失误最有效的途径。     

对城市公示语翻译中语用失误的文化透析

英语公示语是我国对外宣传的一个窗口,在我国与世界接轨的今天,汉英公示语翻译日益显示出其重要性.语用失误是语用学在发展中不容忽视的现象.尽管文化差异导致的语用失误是隐性的,却比语言错误要严重得多.文化差异是产生语用失误的根源,而加强文化间的相互理解与渗透,遵循所使用语言的语用规范和文化规范,是解决公示语翻译中语用失误最有效的途径.     

关注大学英语教学中的语用优先

本文针对非英语专业大学生英语语用能力底下的现状,提出教师应关注教学中语用能力优先问题,并指出从提高师生语用意识,克服汉语负迁移,加强中西文化对比,利用并开发多种教学手段等方面培养大学生的英语语用能力。     

跨文化交际语用失误调查的认知图示分析

语用失误(Pragmatic Failure)最初由英国语言学家Thomas提出,指的并不是来自语言本身的语法等方面的错误,而是交际双方因表达理解的差异而导致的错误.因此,解决语用失误的问题要比解决语言失误更难,它所涉及的问题不仅仅是语言本身,更揭示出深层次因素,如语境、社会文化甚至是人类的认知心理情况.图示理论认为,人们在接受和理解外界新信息时,要把大脑中已知的图示联系起来,为认知提供依据,以达到理解交流的目的.人们的交际过程实际上是新的信息和大脑中已有的知识的动态交互过程.以图示理论的推导、差异和缺失三方面特性为基础解析语用失误产生的认知根源,对于提高学生跨文化语用能力和英语教学具有至关重要的意义.     

英语学习者自主学习能力调查研究报告

自主学习就是学习者要学会独立自主地学习,是以学生为中心的课堂上和课后学习者必须具备的一种能力。在培养英语学习者自主学习能力方面,许多老师已经做了大量的研究和实践工作,取得了一定的成绩.随着英语教学在我国的不断深化,各种各样的英语教学方法的逐步推广,英语学习者的自主学习情况会有更多的变化。本文调查了英语学习者自主学习现状和存在的主要问题,调查意在了解英语学习者自主学习总体情况,找出自主学习能力缺乏的真正原因和解决办法。为在我国英语教学中培养更多合格的外语人才做出努力。     

跨文化语用对等与语用认同

以文化语境理论为基础,批判跨文化语用翻译中语用对等的交际观,提出语用认同的跨文化交际准则及实现语用认同的语用顺应策略。     

语用的作用及其应用

语用学是语言学领域里的一门新兴学科.语用学不同于"语义学".语用的交际离不开语言实际应用的能力,语用的表达离不开语境,语境是其应用的重要因素.在现实的语用交际中,语言的习惯用法蕴涵着深层的、特殊的意义.     

外语学习中目的语文化的导入

提高跨文化交际能力是外语教学的最终目标 ,本文从文化适应模式和文化迁移现象入手 ,对影响学习者跨文化交际能力的目的语文化因素进行了理论阐述 ,说明学习者对目的语文化的适应程度会制约他的外语水平 ,同时指出学习者在外语学习过程中 ,不但建立起了不同于母语和目的语的中介语 ,而且也在构建一套中介语文化体系。     

突破思维局限 增强语用实效

语文课程致力于培养学生的语言文字运用能力。近年来，落实语言实践已成为一线教师的共识。然而，过于“复制粘贴”式的练笔，不仅局限了思维，也降低了语用的实效。本文尝试突破固有的思维局限，分别站在作者、文本与学生的角度上，来探寻更适合文本的语用方法，切实增强学生语用实效。     

The social bases of language acquisition

A language is composed of conventional symbols shaped by their social-communicative functions. Children acquire these symbols, both lexical and syntactic, in the context of culturally constituted event structures that make salient these functions. In the acquisition process children rely on cultural learning skills (i.e., imitative learning). These skills emanate from their ability to participate intersubjectively with adults in cultural activities (i.e., joint attention), which underlies their ability to understand the ways adults are using particular pieces of language. The development of communicative competence as a whole, including not only lexical and syntactic skills but also various pragmatic skills, depends largely on feedback about communicative efficacy that children receive from different interactants. This feedback is used by children to make further inferences about the conventional functional significance of particular linguistic expressions. This social-pragmatic view of language acquisition obviates the need for a priori, specifically linguistic, format constraints on the language acquisition process.     

Affective Social Competence

A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.     

从“目的论”看“平行文本”分析在应用翻译中的作用

“平行文本”指不同语言中话题、体裁和功能相同或相近的本土文本。在德国功能主义翻译理论（翻译目的论）的框架内,系统探讨“平行文本”分析在应用翻译,特别是汉英应用翻译中的作用,并列举例证分别阐述在翻译过程、译文评价和翻译教学／培训中如何有效地利用“平行文本”,发挥“平行文本”的参照指导作用,可以使译文实现设定的功能,使译文评价客观而有说服力并且使应用翻译教学卓有成效。     

Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese children

To test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear changes in the other social competence indicators. Results were consistent with the hypothesis, insofar as both initial values and changes in social engagement significantly predicted initial values and changes in other social competence indicators. Additionally, the number of children's reciprocated friendships was also predicted by social engagement. These results are discussed from the perspectives of conceptual frameworks that consider individual differences in social competence during early childhood as a consequence of attachment histories and/or emotional competence.     

基于持续全面创新的企业核心竞争力构建——以宝钢集团有限公司为例

从核心竞争力、创新的涵义,以及二者的相互关系入手,分析宝钢集团成功构建与提升核心竞争力的理论与实践,提出创新能力就是宝钢集团的核心竞争力。最后,结合宝钢集团的经验,提出在技术创新、管理创新和文化创新方面构建与提升企业创新能力的一些建议。     

语用交际中认知主体的信息处理——兼谈语境的构成

真正直接制约语言运用的语境是言语交际主体头脑中所认知的语境。理解时对语境认知角度把握稍有不同,推理出的言语含义就会有很大差别。语境因人的存在而构成,我们自始至终应关注人们对于语境的能动适应,自始至终不能脱离语用交际参加人的研究。     

Attachment to Mothers and Fathers during Middle Childhood: Associations with Child Gender, Grade, and Competence

Attachment relationships of first, third, and fifth graders with their mothers and fathers, and their associations with self‐perceived and teacher‐rated competence, were investigated. Children rated their attachment security with mothers and fathers using the Kerns security scale. Children's perceptions of academic and peer competence were measured using Harter's self‐perception profile, and teachers also rated children's competence. Girls felt greater attachment security to their mothers than to their fathers, and boys felt greater attachment security to their fathers than did girls. Greater attachment security with both mothers and fathers was associated with children's perceptions of greater peer and academic competence, and this association was stronger for older children. A greater sense of attachment security with both parents was associated with greater competence than a sense of attachment security with only one parent. Teacher‐rated competence was significantly related to attachment security with mothers but not fathers.     

Social Competence in Children At Risk Due to Prenatal Cocaine Exposure: Continuity Over Time and Associations with Cognitive and Language Abilities

The continuity of social competence between 36 months and first grade was examined in a sample of children at risk due to prenatal exposure to cocaine (N = 92). Parent report data on social competence were collected at 36 months of age and both parent and teacher report data were collected when children were in first grade. Regression analyses indicated that 36-month social competence significantly predicted first-grade parent ratings of social competence, even after controlling for cognitive ability. Thirty-six month social competence also predicted first-grade teacher ratings of competence, but these relations were mediated by child gender and cognitive ability. Early social competence was also a significant predictor of first-grade language ability, after controlling for 36-month language. These findings emphasize the importance of early social competence for later development.     

Promise and paradox in socioeconomic status conceptions

The author examines holistic competence and its assessment as defined in the Council for Social Work Education (CSWE’s)-EPAS 2015. Draft 3 of CSWE’s EPAS 2015 requires the use of a holistic competency model by accredited BSW and MSW social work programs. The model is an efficient way to assess student competence and overall program outcomes. Yet, this model, based on human resource concepts, is largely unfamiliar in the United States and is discussed minimally in the U.S. social work literature. This article details the goals and purposes of the model with linkage to EPAS 2015 language. Examples of methods of holistic assessment are offered to begin further professional discussion in American social work education. The strengths and limitations of this model are also identified.     

The Nature of Social Competence: A Theoretical Review

Consistent with much of the research literature, social competence is defined as effectiveness in social interaction. Effectiveness is broadly considered, and includes both self and other perspectives. Social competence is viewed as an organizing construct, with transactional, context-dependent, and goal-specific characteristics. Four general approaches to the operational definition of social competence are identified: social skills, sociometric status, relationships, and functional outcomes. A Prism Model of social competence is presented, based on theoretical, index and skills levels of analyses. The implications of the Prism Model for developmental, gender, cultural, assessment and intervention issues are also discussed.