A simulation study of the Bennett test and Miller test for coefficients of variation

In the article, properties of the Bennett test and Miller test are analyzed. Assuming that the sample size is the same for each sample and considering the null hypothesis that the coefficients of variation for k populations are equal against the hypothesis that k ? 1 coefficients of variation are the same but differ from the coefficient of variation for the kth population, the empirical significance level and the power of the test are studied. Moreover, the dependence of the test statistic and the power of the test on the ratio of coefficients of variation are considered. The analyses are performed on simulated data.     

人口受教育程度对居民消费的影响研究--基于动态面板分位数回归法

本文采用1996～2015年的31个省市自治区宏观数据,使用动态面板分位数回归方法研究人口受教育程度和居民消费的数量关系。研究结果表明,人口受教育程度对消费有着较为显著的影响,且人口受教育程度对中等消费支出水平的影响略大于高、低消费支出水平的影响,这说明中等消费水平的居民消费受到人口受教育程度的影响更加敏感和有弹性。另外,模型中其他各解释变量系数在各分位数上的差异不大,说明这些影响因素对于不同消费支出水平的消费影响没有太明显差异。     

Fighting words? Joning as conflict talk and identity performance among African American preadolescents

This study examines how preadolescent African American students in Washington, D.C., used a linguistic practice called ‘joning,’ a style of verbal play similar to ritual insults, in peer interactions. Sociolinguists have focused on how children socialize each other into vernacular styles appropriate for peer group use but often assume that they disalign with social and linguistic norms for classroom behavior. Drawing from a nine‐month ethnographic study that the author conducted in an after‐school program, this article analyzes the structure and function of joning as a vernacular style of African American Vernacular English and its uses in constructing classroom identities. Joning often facilitated student learning, but it was perceived as a socially and physically risky linguistic practice because of its uses as conflict talk in the local community. Focusing on preadolescence as a key stage of language socialization, this article shows how minority students modify peer‐learned linguistic practices to pursue academic success on their own terms.     

From non-cultural to intercultural principles: a proposal for English classes in Brazilian public schools

This article focuses on English language teaching in Brazilian public schools, based on experiences in primary and secondary education, as well as in Teaching Practicum courses at a university. Through these experiences, the article critiques the overemphasis on grammar and the lack of an intercultural approach. The author engages the reader with a theoretical discussion regarding the connection between language and culture and the possibilities for the implementation of intercultural principles. The article closes with some reflections on what intercultural language learning looks like in practice.     

Influence of competition level on referees’ decision-making in handball

The influence of competition level on referees’ decision-making was investigated. Referees’ decisions in 90 handball games (30 games X 3 competition levels) were observed in different situations related to the advantage rule, and 100 referees from two different levels of expertise were subsequently asked to offer explanations for the competition-level effects from the first part of the study. Results revealed that at the highest level of competition referees intervened less frequently with sporting sanctions, but more frequently with disciplinary sanctions. These effects were apparent mainly in immediate intervention situations and unsuccessful advantage situations, but not in successful situations. Referees explained these effects of competition level in terms of a player competence stereotype, in addition to referees’ different expertise across competition level. The implications of the findings for understanding how status-related stereotypes impact on intervention behavior are discussed.     

英语专业基础英语课程教学模式改革与实践

根据国家教育部2000年颁布的新《高等学校英语专业英语教学大纲》,本文论述了英语专业基础英语课程教学中存在的具体问题,对吉林农业大学英语专业基础英语课程教学模式的系列改革进行了分析,并总结了所取得的成果与经验。     

论我国高职院校英语教学改革的必由之路

在揭示了目前我国高职高专院校英语教学面临的挑战和危机之后,指出基础英语和专业英语的有机融合是当前我国高职高专院校英语教学改革的必由之路。为了实现这一改革目标,我们应该以基础英语为主干,专业英语为枝叶开展英语教学,把高职教育的行业性特点体现在英语教学中,结合岗位培养高职学生的英语应用能力,实现专业知识内容和英语语言形式的有机结合。     

基于工作过程的高职英语课程改革探索

"一技之长、学以致用、凸显能力"是现代高职教育的基本理念。然要实现这一点,需要高职教育在具体的教学环节中突出"工学结合"、"工作过程导向"、"以学生为中心"的教育宗旨,方能在满足社会需求的情形下夯实高职生的能力。本文正是基于此,以高职英语教育为例,探讨在高职英语教育中如何适应"工作过程导向"的要求,并对教学改革提出具体的思路,为高职英语培养现代化、高素质、职业化人才提供一点参考。     

项目化高职文秘职业英语口语课程开发研究

目前高职大量课程不能完全适应社会的需要、学生技能下降、就业困难等问题层出不穷。按项目流程改革课程体系,从课程开发、课程模式、课程内容与手段、课程评估多方面入手,建立起以项目带动、工作流程、系统化的课程,构建项目化教学体系是高职课改的关键。文章以《文秘职业实用口语》为例进行研究。     

英语口头输出与书面输出的差异性对比分析——一项基于构建语言模因语料库的研究

以50名非英语专业大学生为对象,在构建同一语言模因语料库的前提下,对英语口头输出能力和书面输出能力影响的差异性进行了相关调查研究,并用SPSS17.0对数据进行分析。实验结果和访谈表明,构建同一语言模因语料库进行语言输入,对英语口头和书面输出有不同程度的影响,对书面输出的影响较口头输出的影响显著。同时在实验研究发现的基础上,分析了构建同一语言模因语料库对英语口头输出和书面输出影响存在差异性的原因所在,并提出使两者均衡协调发展的对策。