共查询到20条相似文献，搜索用时 828 毫秒
1.
This thesis centers about the faithfulnegs in translation between English and Chinese.It comprises three major parts.Part one introduces the importance of the faithfulness in translation.Part two puts forward the difficulties concerning faithfulness when we translate between English and Chinese.Part three explains at length how to achieve real faithfulness.This part consists of two aspects.On one hand,faithful to the original doesn't mean to give an equivalent correspondence to each word literally.On the other hand,faithful to the original also requires the translator to bring to the readers the feeling tone of the original.In the respect of faithfulness,we should possess the above qualifications,thus we can bring to readers perfectly the same feeling as the original will give them. 相似文献
2.
Jani L. Barker 《Children‘s Literature in Education》2010,41(2):118-145
Multiethnic children’s literature addresses multiple audiences, providing different reading experiences and benefits for each.
Using critical race theory as an interpretive tool, this article examines how two African American historical fiction novels,
Mildred Taylor’s Roll of Thunder, Hear My Cry and Christopher Paul Curtis’s The Watsons Go to Birmingham—1963, frame anti-racist identifications for readers of all races. It argues that these identifications are key elements in the
novels’ rhetorical strategies for engaging readers and opposing racism. Both novels portray strong African American families
with whom both black and nonblack readers can identify and present African American perspectives on race, but they differ
in how directly they approach racism and how they frame the identification of white readers. The conclusion offers implications
of analyzing race and audience when teaching multiethnic literature. 相似文献
3.
Frank Serafini 《Children‘s Literature in Education》2010,41(2):85-104
This article presents a tripartite framework for analyzing multimodal texts. The three analytical perspectives presented include:
(1) perceptual, (2) structural, and (3) ideological analytical processes. Using Anthony Browne’s picturebook Piggybook as an example, assertions are made regarding what each analytical perspective brings to the interpretation of multimodal
texts and how these perspectives expand readers’ interpretive repertoires. Drawing on diverse fields of inquiry, including
semiotics, art theory, visual grammar, communication studies, media literacy, visual literacy and literary theory, the article
suggests an expansion of the strategies and analytical perspectives readers being to multimodal texts and visual images. Each
perspective is presented as necessary but insufficient in and of itself to provide the necessary foundation for comprehending
texts. It is through an expansion of the interpretive strategies and perspectives that readers bring to a multimodal text,
focusing on visual, textual, and design elements that readers will become more proficient in their interpretive processes. 相似文献
4.
Robert Agunga 《The Journal of Agricultural Education and Extension》2013,19(5):509-524
Abstract Purpose: Communication for Development (C4D) is a new academic discipline and profession for addressing human dimension concerns in development, such as local participation, integration and capacity building, which are the main issues limiting aid effectiveness. However, my experience in Malawi, one of the poorest countries in Africa and where a multitude of international development experts attempt to bring about change have, perhaps, never heard about C4D. When the concept was explained, these officials felt C4D was precisely what Malawi and developing countries, need. It left me feeling that the success rate of poverty-reduction programming could be greater if C4D education was provided for development decision-makers and field staff, especially agricultural extension workers. Design/methodology/approach: The paper is a critical review of the literature on the role of agricultural extension education in development, focusing on how C4D can strengthen extension performance. Findings: The study found that development policymakers in Malawi, governmental, nongovernmental, bilateral and multilateral, support the C4D idea once they become knowledgeable about it. Practical implications: Therefore, the practical implication is that educating policymakers about C4D will increase donor investments in pilot C4D projects, a strengthening of agricultural extension systems, and success of poverty-reduction programs. Originality/value: It is hoped that readers will find the C4D strategy stimulating, the author's experience enlightening, and the C4D proposal an innovative way of improving aid effectiveness. 相似文献
5.
Raymond O'malley 《Cambridge Journal of Education》1971,1(1):26-32
This article was written in January 1970 for The Cambridge Review and appeared in the issue of 29 May 1970. The author had University readers chiefly in mind; the stress would have been differently placed had it been written in the first place for the present journal, but it seemed best to keep the article in its original form apart from small corrections. It is printed here with the kind permission of the Editors of the Review. 相似文献
6.
Lydia Kokkola 《Cambridge Journal of Education》2013,43(3):391-405
The ability to shift reading position has long been recognised as a means for politically minded readers – particularly those motivated by Marxist, feminist and/or race-related agendas – to read against the grain and uncover the implicit ideologies in the text. Little research has been conducted on how inexperienced and thus less sophisticated readers learn to make strategic decisions about how they will respond to the reading position offered by the text. Reading against the grain is a highly sophisticated reading practice which cannot be mastered successfully before the reader is able to simultaneously recognise the communicative practices of the author and reject the proffered viewpoint. This paper begins by examining how the novel Push by Sapphire (1996) encourages readers to try out more than one reading position, and in doing so enables her readers to gain the prerequisite skills for future political readings. 相似文献
7.
Chris Singleton 《Journal of Research in Reading》2005,28(1):4-14
Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not resemble beginning readers. Thomson's study and his use of miscue analysis is re‐evaluated, both in relation to the educational and political climate of the time – which was hostile to the concept of dyslexia – and in the light of research and social developments since then. The study of oral reading still has value today, both for the teacher and the researcher, provided its limitations as a technique are fully appreciated. 相似文献
8.
9.
Elizabeth L. Jaeger 《课程研究杂志》2019,51(1):121-140
In the early 1960s, researchers began to conduct content analyses of core reading programmes/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here is a critical content analysis of texts contained within the core reading programme Reading Wonders. It addresses these research questions: What vision of success and failure is exemplified by selections in the fourth-grade Reading Wonders textbook?—and—To what extent are selections in this programme accessible to readers? Mobilizing MacLeod’s notion of achievement ideology, the study explores the contrast between the programme’s emphasis on individual success and the inaccessibility of the selections included in it. The analysis demonstrates that the achievement ideology is the foundation for most of the selections. It also shows that the complexity and unengaging quality of the basal reader interferes with the reader’s ability to access the included texts. I argue the Reading Wonders textbook serves to convince readers that personal and professional success is the norm in contemporary society, while failing to allow them to construct more than a surface-level meaning of the included selections. 相似文献
10.
关联理论吸收当代语言学、认知科学、心理学以及行为科学的某些研究成果对语言交际作出解释。认为促使人类之间进行交际的核心大脑信息处理机制,是一种能够根据人们的行为进行推理的能力。从关联理论看,文学翻译本质上就是一种交际行为,译者在这双重交际中的职能就是挖掘出原文作者意图与译本读者期待视野的最佳关联,在使译文达到与原文的语境等效的同时,也要确保译本读者以最小的努力获得最佳的解读原文作家写作意图的语境效果。可见,关联理论对翻译的阐释内涵是"以人为本",这就要求译者应从原文的明示信息以及文本产生的历史语境中找到最佳关联性,为读者提供最佳的认知环境。可以说,好的译者还必须能使译文最大限度地与原文趋同,最大限度地再现原文的实质与风格。 相似文献
11.
Walter S. Athern 《Religious education (Chicago, Ill.)》2013,108(6):347-349
This group of four articles is offered to our readers as a contribution to the theme of the spring conference of the Association. It hardly needs to be said that the authors leave many problems untouched and that they suggest no final solutions for the problems dealt with. Individuals and groups concerned with the issues of the conference as outlined in the September‐October number of this magazine may find here material to stimulate further thinking The Editor 相似文献
12.
ABSTRACT This paper reports recent findings from a national survey of the reading habits of boys and girls aged 10, 12 and 14. Boys' reading habits are considered in the light of concerns about boys' underachievement in school, and in relation to girls' reading and changing patterns of literacy over time. The authors argue that helping boys develop as critical readers involves taking their voluntary reading seriously and rejecting deficit models. The paper argues that boys need to be encouraged to understand how they have been socially constructed as readers; they need to be engaged in discussion about their reading and the implications of the choices they make. It is only by taking differences seriously that critical and discerning readers will bedeveloped, and critical readers are necessary to undermine current highly gendered reading practices which potentially disadvantage both sexes. 相似文献
13.
Kay Martinez 《Asia-Pacific Journal of Teacher Education》1998,26(2):97-106
The paper argues for fresh recognition of the complexities faced by preservice teachers, particularly during the practicum, where they are expected to bring their stockpile of diverse, and sometimes conflicting, knowledges about effective teaching to immediate use with classroom learners. The paper abo draws on insights from postmodern theorising on the privileging of knowledges. While the major focus of the paper is on issues surrounding multiplicity of knowledges about effective classroom teaching, it is also recognised that much of learning to teach occurs in affective, ethical and interpersonal ways as well as cognitive. Several suggestions are made to assist preservice teachers negotiate the complexities of the process of becoming teachers. It is argued that the practicum in preservice teacher education can be seen as a rich site for further exploration of this process—and should be resourced commensurately. Such explorations have the potential to illuminate the ways in which preservice teachers mesh knowledges about effective teaching with their own personal values and beliefs within the specific contexts of their classrooms. Associated with the recognition of the complexities of the processes involved, is a call for university and school based teacher educators to model, with respect to their programmes and practices, the same level of critical reflection they advocate for student teachers. 相似文献
14.
体育新闻报道要向读者传递一种亲临现场的感受.首先要让标题活力四射,其次要让导语成为"诱饵",还要让读者在细节中感受力与美. 相似文献
15.
Colette Gray James Ferguson Sarah Behan Carol Dunbar Jill Dunn Denise Mitchell 《International Journal of Early Years Education》2007,15(1):15-33
This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers. 相似文献
16.
This paper presents evidence from The W H Smith Children’s Reading Choices Project research in order to examine the relationship between achievement in English and the reading habits of 10‐ to 14‐year‐old children. Following a national questionnaire survey supplemented by a semi‐structured interview for a small sample of respondents, it was found that children read more books and periodicals in 1994 than in 1971. However, boys tended to read less than girls. Periodical reading is a strong feature in the reading diet of both sexes. The paper argues for the importance of recognising and respecting the range of reading children engage in, and the popular reading cultures in which they live. It suggests that officially sanctioned school definitions of literacy disempower many young readers, and inhibit their development as readers. In particular, schools should recognise and value the type of information‐rich reading that boys undertake away from school and should provide links between it and the ‘socially orientated’ reading, preferred by girls, that makes up much of the English school curriculum. Likewise, girls should be encouraged to undertake more technical and factual reading to better prepare them for the world of work. If this advice were adopted, both sexes would benefit and boys might be less inclined to perceive themselves as poor readers. 相似文献
17.
鲍成莲 《新乡师范高等专科学校学报》2002,16(3):114-115
运用奈达博士的功能对等理论探讨分析“兼用”和“轭式搭配”的翻译,因为“功能对等”强调受众效果,即译文读者和原文读者能得到近似的、同等的理解与领会。“兼用”和“轭式搭配”修辞是语言精妙的组合,能产生强烈的感情,且带有浓厚的源语特色,对于它们的翻译多是近似的,不能复制到归宿语中去。 相似文献
18.
莎士比亚时代的英语正处于中世纪英语和现代英语转变的交接期,现代读者如果对其中的语言现象不甚了解,就会造成理解上的困难。本文以莎士比亚四大悲剧中否定结构句型为参照物,分析其与现代英语中的否定结构在否定词、句型、否定范围以及否定语气加强等方面有何异同,发掘其语言现象及用法,以达到帮助理解莎士比亚原著的目的。 相似文献
19.
Doris Jorde 《International Journal of Science Education》2013,35(8):881-883
IJSE has come to be known for publishing a certain style of papers, often involving empirical enquiry. Other journals, and particularly those published in languages other than English, have different styles. In order to introduce readers of IJSE to distinguished work first published elsewhere which they may not have encountered, the editors of other journals in the field of science education are being invited to nominate a paper which they view both as typical in style and excellent in quality. In the first of this occasional series, Professor Silvia Pugliese Jona, Editor of La Fisica nella Scuola, produced in Italy, has suggested ‘La Bilancetta del Signor Galileo Galilei’ by Professor Gianni Bonera, first published in 1994, 27(4), 177‐80. The translation is by Mr Henryk Baranski. 相似文献
20.
The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play
in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that
contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or
dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern
of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 476–497, 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone,
as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition.
The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences
between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to
read use phonological codes during word recognition, but they do so less efficiently than skilled readers. 相似文献