B—SLIM课堂教学模式与大学英语教学

B—SLIM课堂教学模式是建立在认知论、结构主义与发展主义基础上的成功语言教学模式,并通过大量实证得出学生语言学习需要语言建构与自主学习,因而实现语言习得。文章通过对B—SLIM教学模式的主要内容介绍,结合我国大学英语教学现状分析,建议大学英语课堂教学设计应注重发挥学生的认知建构,突出学生学习的自主性;让学生参与教学过程,培养其研究性学习;转变师生角色;教学评价由终结性过渡到形成性评价,最终达到语言教学成功的目的。     

西部裕固语的历史地位与使用现状

西部裕固语是我国独有的突厥语之一．由于它有不少自己的特点．所以在同语族语言中具有特殊的地位。近百年来,这种语言引起了中外突厥学界的极大兴趣,有些研究成果对于比较研究和突厥语言史的研究具有重要意义。但是,这种语言的现状不容乐观．使用人数急剧减少,使用范围日益缩小。     

大学英语视听说翻转课堂教学模式的构建与实施

“翻转课堂”,即将知识传授和知识内化的顺序颠倒安排。知识传授由学生在课前自主完成,知识内化则放到课堂上实现,即从“课堂授课听讲+课后完成作业”转变为“课前自主学习+课堂协作探究”。从分析当前大学英语视听说的教学现状入手,阐述了以TBLT为基础的英语视听说翻转课堂的构建与实施,并进一步指出这种新型教学模式所带来的优势和挑战,以期为大学英语视听说教学更为合理、有效地利用翻转课堂模式提供一定的借鉴和参考。     

论布迪厄的社会语言学——“语言交换的经济”理论

"语言交换的经济"理论是布迪厄社会语言学的核心思想.它主要包括以下几个方面的内容:语言是一种可供交换的经济资本;语言交换有一定的市场与调节规则;语言交换是言说者运用策略与技巧的言语行为;语言关系总是符号权力的关系."语言交换的经济"理论表明,在复杂的社会关系网络中,各种社会主体与有资本形式有很大差异.该理论也揭示了隐藏在言说者背后的诸多复杂社会因素,揭示了语言交换在权力关系的无形操纵下,人们为了利益运用各种策略进行"交换"的真实面目.     

文白之辨——译经史上文质之争的实质

汉译佛经不但对佛教的传播起到重要作用,而且成为中国近代汉语发展的一股原动力。译经伊始,就出现了所谓文质问题。学界倾向性的看法一般认为译经中的文与质实际上是指意译与直译,即译经方法问题。译经史上的文质之争虽与意译、直译有一定关系,而其最关键者乃在于语言上的文与白,以文言翻译则显文,以白话翻译则为质。     

印欧语系的起源及特点

比较语言学将人类语言分为29个语系,印欧语系是其中影响最大、分布最广的语系之一。印欧语系包括10个语族,50多种语言。印欧语系以北欧为中心向欧洲大陆东、西两端延伸,在南亚次大陆及非洲南端等地区也有分布。从进化论的角度分析,印欧语系的祖先可能是库尔干人、盖尔·凯尔特人、亚利安人或土耳其人。印欧语系的辅音系统的发音方式主要有爆破音、鼻音、延续音和半辅音,其发音部位主要有唇、齿、硬腭和软腭。     

试论民族语言的文化学意义

民族语言是文化的载体 ,又是民族文化的表现形式之一 ,是一定民族的精神创造活动的结果 ,揭示其潜在的文化内涵 ,具有十分重要的文化学意义。本文只撷取其中的几个侧面 ,进行尝试性论述。     

Modeling Synergy and Learning under Multiple Advanced Manufacturing Technologies

The advent of the wide variety of new, highly integrated, advanced manufacturing technologies available for acquisition by a firm's managers has brought to light an accompanying set of unexpected issues. These issues include expectations for the benefits and costs of these technologies, determining the appropriate order of implementation and finding a way to justify acquisition when many of the benefits are a function of the technology's learning and synergistic effects on other operations and technologies. We present here a model that captures the interaction effects of these highly integrated technologies and discuss the data requirements for application of the construct. We then illustrate the model's workings with a number of multitechnology examples and show the danger of ignoring the synergistic and learning effects of these technologies when considering their acquisition.     

English and discourses of commodification among tourism workers in the Himalayas

In this article, I investigate commodification discourses and ideologies of English from the perspective of Nepali tourism workers. Drawing data from interviews with porters and trekking guides in Nepal, I argue that English is not seen as merely a transactional means to convey meaning; it works in combination with the traditional form of labor and care in the local economy, establishing itself as a powerful tool to establish closer interpersonal relationships, enhance such interpersonal relationships for economic gains and commodify local identities and cultures in the tourism market. The interview and ethnographic details show that language learners are agentive and capable of making sense of their actions by positioning themselves variously in terms of ethnicity, economic class and job category. These workers think that tourists' linguistic and financial resources are the empowering tools that enable them to travel to locations that they want. They also want to empower themselves with English skills and translocal imaginaries to travel and see the world beyond their immediate reach. Repertoires in English are considered as instruments to mediate their imaginaries and the foreign worlds they want to be part of.     

Virtual Worlds and Social Work Education

ABSTRACT

The introduction of computerised virtual worlds in the early twenty-first century was considered to be an innovation that would be widely used in higher education. There are a number of examples of virtual worlds used for higher education in medicine, nursing, and allied health, including examples in social work. The aim of this article is to explore the potential value of virtual-world technology to enhance the student learning experience for social work education in interpersonal communication skills in a virtual health centre. Findings of a study of Australian undergraduate social work students who engaged in a role play in a virtual health centre for skill development in interpersonal communication are presented. The study findings highlight issues for social work educators to consider when deciding whether or not to use virtual-world technology in social work education, and when designing further research on similar innovations.