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1.
Beyond the stories,Golding spends much effort on an issue called"impotence of language"in his works,especially Lord of the Flies and Darkness Visible.Thus Golding’s language view is worthwhile to research.With help of Lacan’s theory of signifier and signified,this paper made a primary glance about Golding’s language view within the two novels. 相似文献
2.
Language stood in the foreground of George Orwell’s social and political thinking. Language is not only a vehicle for transmitting ideas, but also a product originating from social and political intera... 相似文献
3.
Language stood in the foreground of George Orwell’s social and political thinking. Language is not only a vehicle for transmitting ideas, but also a product originating from social and political interactions. This paper examines the language, particularly the abuse of language, in the context of politics presented in Nineteen Eighty-Four, so as to find out George Orwell’s view of language: language as a manipulated tool to control people’s minds. 相似文献
4.
Hongyun Gao Yue Zhu 《美中教育评论》2005,2(11):41-45
Vague language is widely used in both spoken and written English and it is also a very important language variable. The process of language use is active, during which speakers and hearers constantly have to make choices out of variables. This paper mainly studies the influences of vagueness in language on second language learning and attaches importance to the flexible selections of vague language in the target language. 相似文献
5.
English language learners (ELLs) are the fastest growing subgroup in American schools. These students, by a provision in the reauthorization of the Elementary and Secondary Education Act, are to be supported in their quest for language proficiency through the creation of systems that more effectively measure ELLs’ progress across years. In the past, ELLs’ progress has been based on students’ prior scores measuring the same construct. To disentangle effectiveness from achievement, the reporting has generally targeted mean-group activity. In contrast, student growth percentiles (SGPs) provide a comparison of students’ growth with others who have the same achievement score history. By examining the construct measured by an English language proficiency test as manifested in student scores in Speaking, Listening, Reading and Writing, this article outlines the use of SGPs in providing information on how much each student needs to grow, which will allow educators to more effectively apply differential formative instructional strategies. 相似文献
6.
《The Journal of educational research》2012,105(5):289-293
AbstractThe purpose of this study was to determine if the DISTAR Reading I program was more effective than a basal reading program in increasing school-based language ability. Additionally, I examined the hypothesis that DISTAR develops language more effectively for children who enter school with lower initial language ability than for children with higher language ability, as measured by the Metropolitan Readiness Test. Subjects were 80 Black 1st-grade learners randomly selected from two urban elementary schools. I assessed initial language with the language subtest of the Metropolitan Readiness Test. The adjusted mean score of the DISTAR classes on the posttest of the Slosson Intelligence Test was approximately 9 points higher than the adjusted mean of the basal reader group. Contrary to the second hypothesis, the DISTAR program was equally as effective for students with average or high initial language ability as for students with low initial language ability. The results are discussed as support for the proposition that the use of DISTAR direct-instruction procedures is a successful means of developing school-based language. 相似文献
7.
With the rapid development of Information and Communication Technology(ICT),the modern information and communica tion media have been changing the rationale of learning and teaching.Under such circumstances,a person’s,especially an educator’s in formation literacy plays an important role in their personal and professional development.This essay discusses the influence of the new challenge on EFL(English as a foreign language) teachers’professional development.EFL teachers should be fully empowered to be infor mation literate language educators in the curriculum innovation of TEFL(teaching English as a foreign language).It is suggested that EFL teachers’awareness,attitudes,and personal needs should be taken into account in the process of integrating ICT into their professional practice and self-development. 相似文献
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9.
Alan Maley 《通化师范学院学报》2006,(11):35-38
Introduction Literature in language teaching has a long pedigree．It was a fundamental part of foreign language teaching in the‘classical humanist’paradigm,where an understanding of the high culture and thought expressed through literature took precedence over mere competence in using the lan- guage．Indeed,in the teaching of European classical lan- guages,such as Greek and Latin,the literature was virtually all that remained of the language． 相似文献
10.
Lay Hoon Seah 《International Journal of Science and Mathematics Education》2016,14(6):1059-1078
Although the importance of language in science learning has been widely recognized by researchers, there is limited research on how science teachers perceive the roles that language plays in science classrooms. As part of an intervention design project that aimed to enhance teachers’ capacity to address the language demands of science, interview data (N = 9) were collected to understand teachers’ perceptions and experiences with a wide range of issues related to language use in science classrooms. Adopting an interpretive approach to qualitative data, the analysis revealed that the teachers perceive a wide range of student difficulties related to language use in science classrooms, especially to the use of specialized terms and writing. Although the teachers are keenly aware of how language can be a barrier to learning science, they are less certain as to what students need to know about the language of science in order to master it. The findings suggested professional support that highlights the distinctive language demands of science and how these demands differ from other subject areas could be useful to these elementary school teachers. 相似文献
11.
Communicative competence is a very important concept in second language acquisition.It is of great importance to develop students’communicative competence in language teaching.Cultivation of students’communicative competence should be conducted in different stages of language teaching,including syllabus design,materials design,teaching training,teaching activities,etc. 相似文献
12.
Samuel Ouma Oyoo 《Research in Science Education》2012,42(5):849-873
The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language??often written (as in science texts) or oral (as in the form of teacher and student talk)??is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students?? understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers?? approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers?? verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers?? lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered. 相似文献
13.
At colleges and universities across the United States, teacher preparation programs are increasingly required to prepare teachers for culturally and linguistically diverse student populations. Teacher education programs have responded by incorporating fieldwork experiences and curricular requirements that include a social justice and multicultural education focus. One key individual is uniquely positioned to reinforce and connect coursework with classroom practice during the teacher candidate’s practicum experience: the university supervisor. Our research team focused on the supervisors and their understandings of culturally responsive pedagogy (CRP) in order to better support them as they worked with teacher candidates to reinforce CRP in the classroom. Through interviews, field notes, and classroom observations, we examined language (words, phrases) that the supervisors used to talk about race and culture in relation to CRP. Our findings indicate a tendency to redirect conversations about race and culture to topics that they were more versed on such as teaching to the whole child or addressing the needs of the individual student. We termed this linguistic move the racial redirect, which emerged in language that (1) simplified the meaning of CRP and (2) made CRP seem like an unexpected or chance event in teaching. 相似文献
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XIAO Fang-ying 《海外英语》2014,(11):282-283,288
A problem has been arising among many English learners who would have frequent contact with English culture and the language. That is: they are inefficient in both English and Chinese. It is extremely obvious as far as Chinese students' language development is concerned. In my paper, I want to explore how English language teaching(ELT) influences Chinese students' language development. 相似文献
16.
吴·白音那 《内蒙古师范大学学报(哲学社会科学版)》2001,(Z1)
1 .ＩｎｔｒｏｄｕｃｔｉｏｎＩｎＩｎｎｅｒＭｏｎｇｏｌｉａＡｕｔｏｎｏｍｏｕｓＲｅｇｉｏｎ ,ｍｏｒｅａｎｄｍｏｒｅＭｏｎｇｏｌｉａｎｓｔｕｄｅｎｔｓｂｅｇｉｎｔｏｌｅａｒｎＥｎ ｇｌｉｓｈｉｎｔｈｅｒｅｃｅｎｔｙｅａｒｓａｓａｆｏｒｅｉｇｎｌａｎｇｕａｇｅ (ｏｒａｓａｔｈｉｒｄｌａｎｇｕａｇｅ)ａｔｃｏｌｌｅｇｅｓａｎｄｕｎｉｖｅｒｓｉｔｉｅｓ.Ｂｅｆｏｒｅｔｈｅｙｇｏｔｏｃｏｌｌｅｇｅ,ｍｏｓｔｏｆｔｈｅｍｈａｖｅｎ’ｔｌｅａｒｎｅｄＥｎｇｌｉｓｈｂｙｒｅｓｔｒｉｃｔｉｏｎｓｏｆｖａｒｉｏｕｓｃｏ… 相似文献
17.
This thesis tries to analyze the language features of Barack Obama's two inaugural speeches in 2008 and 2012 from the linguistic aspects,including sentence types as well as figures of speech which included imperative sentences,parallelism,rhetorical question,alliteration,hyperbole,simile,metaphor and so on. 相似文献
18.
As seemingly persuasive as Chomsky’s theory is, it is significantly flawed in four aspects: 1. ignoring a much fundamental creative force in early infancy; 2. equation of first-language learning with second-language learning; 3. methodology; 4. employment of terms. 相似文献
19.
The purpose of this essay is to study whether the linguistic behaviour of adult women using hedging and tags as indicative of an intrinsically tentative gender identity or of the effects of male dominant position through analyzing daily conversations of the heterosexual couples.The small scale study employs the methodology,namely,recording spontaneous and natural spoken conversation from authentic interaction with the permission of the ten male-female couples.Digital record pen with an omnidirectional microphone are placed in the central living area of each couple’s home.Then discourse analysis provides data making it possible to support Fishman’s claim that women use tag questions and ’you know’ not because women are not being really sure of themselves,or are looking to the addressee for confirmation,but because men in a dominant position often refuse to take responsibility for the smooth conduct of interpersonal relations,women use tag questions and ’you know’ to elicit and maintain conversations. 相似文献
20.
Nisha Obano 《Changing English: An International Journal of English Teaching》2018,25(3):281-285
This essay emerges from my position as a new trainee teacher, entering my first school, a school as unique and also as typical as any. What struck me was the complexity of the school's culture (and counter-cultures). Language was revealed as a site of resistance, a clash between staff and pupils at the point of instruction; a reluctance to read or write; an unanticipated response to text. This resistance was often shut down, yet it must at some level be meaningful. Indeed, it was often clearly communicated to me by the boys' complaints about having to read the texts prescribed to them, or indeed in the depth of the creative responses, particularly to visual images, that many of them displayed when given the opportunity to write in class. This suggests the need for a broader understanding of the way language is used, the different registers employed by pupils in interactions in the classroom; and, for me in my new role as teacher, the challenge of how to harness those moments which enable students to explore expression in ways they find meaningful. 相似文献