共查询到20条相似文献，搜索用时 158 毫秒
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孙鹏 《中国科教创新导刊》2010,(23):84-84
本文以日企面试、日企工作的视角介绍日语中意愿与希望的陈述与转述的几种主要表达方式的鉴别与使用,旨在使日语初学者在日语使用过程中能得以借鉴,达到即体现日本语言文化特点又能准确表述自己或他人的意愿与希望的目的。 相似文献
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使用引号,直接引用他人的话,在语法上叫直接引语;去掉引号,转述他人的话,叫间接引语。由于间接引语是用引述人的语言把被引述的原话转述出来,所以在转述时有的内容要进行适当的变化,而有时却不需要变化。 相似文献
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邹常勇 《宿州教育学院学报》2011,14(6):128-131
本文探讨了转述法在语言中的运用及语言转述现象中的思维转换,以及如何利用语言表述思维的转换,提出了口语习得应是不断地将外在的语言材料通过转述练习变为内化的,练习者自己的语言。最后,本文介绍了一些常用的转述法口语教学的原则和策略,以期对广大英语口语教学者有所启发。 相似文献
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学术语篇中的转述：不同声音的对话 总被引：1，自引：0，他引：1
李小坤 《华南师范大学学报(社会科学版)》2011,6(6)
转述是语言交际中的一种重要话语现象,人们在交流的过程中常常会提及自己或他人的话语或思想.在学术语篇中,转述可以定义为作者、被转述者和读者三种不同声音之间的对话.作者、被转述者和读者的身份通过转述在对话中形成,转述策略不仅显示了学术语篇的对话性,而且也显示了学科内部、不同学科之间,乃至学科与整个社会之间的对话互动. 相似文献
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张军民 《河南师范大学学报(哲学社会科学版)》2012,39(3):246-249
英语学术语篇中转述他人的观点目的在于明确研究背景、展示已有的研究成果.选择恰当的转述动词能表明作者是否接受被转述者的观点和立场.基于语料库数据对中国英语学术语篇进行对比分析后发现,中国学者能够恰当使用转述动词,但在语义特征方面,中国学者倾向于选择试探性的或中立的转述动词,避免使用绝对的、批判性的转述动词,语气较为温和.对于中国学者来说,在报告学术成果时恰当使用转述动词能够帮助其改善其学术交流的效果. 相似文献
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胡承佼 《暨南大学华文学院学报》2015,(1)
比况助词“样1”功能上表现为状态化,以陈述方式传达状态描摹表述对象;摹状助词“样2”功能上表现为状态指别,以指称方式传达状态描摹表述对象.“X样1”呈现自述/转述和测断/比拟的特点,“X样2”呈现自指/转指和实呈/比拟的特点.引起“X样”表达叠合的动因有:高层功能的一致性、语义积淀的关联性以及凸显视角的转换性.最后,提出了将比况助词与摹状助词合并为描摹助词的设想. 相似文献
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幼儿故事在幼儿发展和幼儿园教学中起着非常重要的作用,不同的幼儿在不同的故事呈现方式中表现出不同的复述特点。本文采用多彩光谱语言评估标准,对从西安市市区4所不同类型幼儿园中获得的126份语言样本进行了分析。研究结果显示,图书组和录音组幼儿的故事复述能力差异不显著,视频组幼儿在故事复述能力测试中总体得分较低。尽管从总体上看,许多幼儿的复述能力处于同一水平,但构成复述能力的要素却存在较大的个体差异。不同幼儿在同一语言活动中复述故事的字数和语言特点各不相同。 相似文献
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In recent years, research on students' scientific argumentation has progressed to a recognition of nascent resources: Students can and do argue when they experience the need and possibility of persuading others who may hold competing views. Our purpose in this article is to contribute to this progress by applying the perspective of framing to the question of when and how a class forms and maintains a sense of their activity as argumentative. In particular, we examine three snippets from a sixth‐grade class with respect to how the students—and the teacher—experience, or frame, what is taking place. We argue that they show dynamics of framing for individuals and for the class as a whole that affect and are affected by students' engagement in argumentation. We close the article with implications of this perspective for research, teaching, and instructional design. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 68–94, 2012 相似文献
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Ryan Nausieda 《Community College Journal of Research & Practice》2013,37(10):917-926
The purpose of this article is to be a tool for community college leaders, as well as campus members, to positively and effectively utilize framing on their campuses. The fictional case of Maggie Pascal at Midwestern Community College illustrates the process of framing the change of a new partnership with Wind Energy Corporation to internal stakeholders on campus. This case illustrates the importance of understanding context and frames before the action of framing can be activated. A leader can then decide which type of framing to utilize (i.e., step-by-step, vision, or connective) and which language tools will be most effective in framing. The ways a practitioner operationalizes framing is through symbolism, talking, walking, and writing (Eddy, 2010a). This idea of framing is an important skill leaders can proactively develop to support their campuses through change processes to enhance the likelihood for a successful change outcome. Also, this may benefit other campus members who may have the opportunity to frame meaning for others or to be involved in making sense of a leader’s framing. 相似文献
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Linda Greveling Hilda T.A. Amsing Jeroen J.H. Dekker 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):76-92
In the Netherlands, crossing borders to study comprehensive schools was an important strategy in the 1970s, a decisive period for the start and the end of the innovation. According to policy-borrowing theory, actors that engage in debating educational issues are framing foreign examples of comprehensive schooling to convince their audiences. Framing therefore became the leading concept behind our study of the intellectual debate, examined through the leading Dutch scientific journal Pedagogische Studiën (Educational Studies), and the public debate, examined through recordings of television programmes. Assuming that those debates were influential in the political middle school process, our analyses show that foreign examples indeed functioned as a framing device in the form of legitimisation, glorification, sensationalisation and caution. However, the impact of framing differed. In the phase of cross-national attraction, the reform-minded perspective in the scholarly debate had a stimulating effect on the development of the plans, but little influence on the governmental decision-making process. This contrasts with the frames that were brought forward by television programmes. Although the negative frames, such as “a factory-made sausage”, were rejected by the programmes, such frames could linger in people’s minds as a means to interpret ideas about middle schools. At the end of the 1970s, the middle school was reduced to a minor feature of educational policy and, eventually, the middle school experiments were brought to a close. As a result, the foreign solution of introducing comprehensive education was never transferred to the Netherlands. 相似文献
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Randall G. Rogan 《Communication quarterly》2013,61(2):157-173
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罗利 《内江师范学院学报》2014,(10):54-58
采用情绪调节问卷、正性情感和负性情感量表对378名60岁以上的老年人进行了入户调查,以考察两种情绪调节的交互作用对老年人日常情绪体验的影响.结果表明：老年人更习惯采用认知重评的调节方式,正情绪体验较多,负情绪体验较少;认知重评、表达抑制和正情绪存在显著的城乡差异,负情绪差异不显著.分层回归分析表明,教育、健康是影响老年人正情绪体验的两个重要的人口学变量,来源地和收入是影响老年人负情绪体验的两个重要的人口学变量;认知重评正向预测老年人的正情绪,负向预测负性情绪,且认知重评与表达抑制交互效应对老年人正情绪预测显著,对负情绪预测不显著。 相似文献
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本文从效度的四个主要方面对复述题型进行研究。讨论了复述题的构建效度和内容效度,分析了其效标关联效度和表面效度。通过对小规模复述测试,得出复述成绩与考生最近一次期末口语成绩的Pearson线性相关,以及与任课老师调整后的口语排名的Spearman等级相关。在卷面效度方面,通过分析Likert 5-Scale问卷后发现,受试者对该题型支持度较高。 相似文献
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张年东 《内江师范学院学报》2012,27(7):114-116
从信息系统的视角看,“语文能力”呈现了九种不同的维度,每一个维度又包含了复述和创作两个层面,这为宏观把握“语文能力”的本质要素和指导实践教学中“语文能力”的培养提供了一种全新的视角。 相似文献
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田靓 《暨南大学华文学院学报》2011,(2):17-22
本文通过实验研究对“反复操练”进行量化分析,以个案研究探索性地考查复述练习频率对基础阶段汉语学习者口语表达流利度和正确率的影响。研究结果认为,练习频率对学习者口语表达流利度和正确率的影响是不平衡的,而不同的输入方式也影响练习频率对学习者口语提高的效用。 相似文献
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Meesook Kim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(1-2):177-190
A great deal of ethnographic research describes different communicative styles in Asian and Western countries. Asian cultures emphasise the listener's role in assuring successful communication, whereas Western cultures place the responsibility primarily on the speaker. This pattern suggests that Asian children may develop higher-level receptive skills and Western children may develop higher-level expressive skills. However, the language of children in formal education may develop in certain ways regardless of cultural influences. The present study quantifies the cultural and school-grade differences in language abilities reflected in middle-class Korean and white American children's story-telling and story-listening activities. Thirty-two Korean first- and fourth-grade children and their American counterparts were individually asked to perform two tasks: one producing a story from a series of pictures, and one involving listening to and then retelling a story. The individual interview was transcribed in their native languages and analysed in terms of ambiguity of reference, the number of causal connectors, the amount of information, and the number of central and peripheral idea units that were included in the story retelling. The data provided some empirical evidence for the effects of culture and school education in children's language acquisition. 相似文献