Don't be cheeky': Requests, directives and being a child

The study described in this article collected naturalistic data from six children aged eight to nine talking with their relatives and friends. The article focuses on directives and requests used by the children and their interlocutors in informal conversations. It proposes that – as previous research has found – some requests and directives are distinctive because of the children's social status as children , but also suggests that, since 'being a child' is a relational and socially negotiated role, its significance varies across different interactions.     

论英语学习者在跨文化交际中的语用失误

根据跨文化交际学及相关学科的理论原则 ,探讨我国英语学习者在跨文化交际过程中常犯的语用错误 ,并提出克服这些常见错误的建议     

嵌入式多任务型口语教学模式的探索

从建构主义的学习观出发,尝试应用任务型、交际型等语言教学法来建设一种新的口语教学模式———嵌入式多任务口语教学模式。该教学模式尝试将口语教学有机地嵌入其他大学英语课型,并为不同的嵌入环境设计相适应的口语任务。首先为口语教学划分细分目标,设计多个口语任务完成不同的目标;然后将口语训练以常规化的方式融入其他英语课型当中;最后利用网络化的语言教学系统,将学习者的口语输出转变为输入材料。口语表达的流利性、准确性、复杂性、交际性在各种任务中得到不同程度的训练。从学生的反馈来看,该教学模式有效地提高了学生的口语表达水平。     

浅析供电企业客户关系管理系统

体制改革打破了供电企业的垄断地位，使得客户成为价值链中最活跃，爨重要的环节，供电企业若想在未来更为激烈的竞争中获得可持续发展的核心竞争力，就必须建立自己的CRM系统；供电企业实施客户关系管理时必须以为客户服务为出发点。以客户满意为终点，建立客户服务监督机制，不断提高为客户服务的能力和水平。     

基于企业核心能力的OEM服装企业品牌建设研究

企业从事贴牌生产还是自创品牌,是内生于企业核心能力的理性选择。以对胶东半岛地区服装企业的实地调研数据为基础,分析企业核心能力与品牌战略选择之间的关系,发现企业的生产技术能力如果比研发设计能力和市场开拓能力更具优势,贴牌则是解决企业创立自主品牌困境、维持企业生存根基的理性选择。通过实证和规范分析发现,OEM服装企业可以根据其核心能力选择提升制造环节树立OEM品牌,加强研发环节打造ODM品牌,加强市场渠道建设推出自主品牌,以实施品牌战略。从长远来看,中国制造业必须走产业链整合道路,以提高产业国际竞争力,铸就自主品牌。     

企业核心能力识别综述

在对企业核心能力识别研究文献进行总结的基础上,对企业核心能力识别方法进行了分类,进而指出目前企业核心能力识别方法存在的缺陷,最后提出了企业核心能力识别的本质及其发展方向。     

对我国饭店集团品牌扩张战略的思考

品牌扩张已经成为国内外饭店集团迅速拓展市场网络、增强企业实力的重要途径之一。如何科学、高效地实施品牌扩张战略已成为业界研究的热点。详细阐释饭店集团实施品牌扩张的重要战略意义;提出饭店集团品牌扩张的战略模型以及我国本土饭店集团具体的品牌扩张路径选择。     

研究型大学核心竞争力的培育途径

文章借鉴企业核心竞争力理论,对研究型大学核心竞争力的内涵、影响因素及其培育途径进行了全面分析。     

Domestic Violence, Emotional Competence, and Child Adjustment

This article examined emotion competence in children exposed to domestic violence (DV). It also examined the hypothesis that children's emotional competence mediates relations between DV and children's later difficulties with peers and behavioral adjustment. DV was assessed when children were at the age of five, emotional competence was assessed at the age of 9.5, and peer quality and behavioral adjustment were obtained at the age of 11. Children from homes with greater DV were less aware of their own emotions and more emotionally dysregulated at the age of 9.5. Emotional awareness mediated the relationship between DV at the age of five and children's friendship closeness and internalizing problems at the age of 11. Emotion dysregulation mediated the relationship between DV at the age of five and children's negative peer group interactions, social problems, and internalizing and externalizing problems at the age of 11. Results are discussed in terms of the impact of DV on children's emotional development and the role that different aspects of emotional competence play in children's socio‐emotional adjustment.