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许奇雄 《读与写:教育教学刊》2010,7(4):43-43,70
中英文翻译,往往要受到文化因素的影响.文化背景的缺失,就会给译者造成种种障碍.如何认识文化因素的影响以及如何解决它,是成为一名优秀译者的重要条件之一. 相似文献
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小议文化因素对中英翻译的影响及解决方法 总被引：1，自引：0，他引：1
郭敏敏 《南昌教育学院学报》2010,25(6):155-155,157
中英文翻译,往往要受到文化因素的影响。文化背景的缺失,就会给译者造成种种的障碍。如何来认识文化因素的影响以及如何来解决它,是成为一名优秀译者的重要条件之一。 相似文献
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语言与文化的关系相当密切,进行翻译的同时也是在进行文化交流。因此,翻译中涉及的不仅是语言因素,也有文化因素。其中宗教、历史、习俗以及地域是影响翻译的主要因素。在翻译过程中,译者应该充分考虑这些因素,根据具体情况正确运用"归化"和"异化",充分发挥翻译的语言功能。 相似文献
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李光强 《职教通讯(江苏技术师范学院学报)》2009,24(6):98-100
主体教育在实践过程中,由于教育文化滞后、学校管理观念落后和大众个体意识尚未成熟等因素影响,使得主体教育发生偏差,流于形式.通过分析造成主体教育实施困境的深层原因,从文化层面为主体教育的实施和发展提出了教育文化观念进一步转换,教育领导和管理民主化,以及主体意识的充分觉醒等相关时策. 相似文献
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本文针对人们普遍存在对翻译旬片面理解和误解的现状,从文学翻译中存在的文化因素这个角度出发,对文化因素在文学翻译过程中对原作所起的作用,造成的影响甚至出现对原作的创新和叛逆以及翻译中文化意象的失落与歪曲进行了分析和比较,肯定了翻译的作用和价值,确立了文化因素在文学翻译中的地位。 相似文献
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刘秀芬 《商丘职业技术学院学报》2005,4(4):47-50
文化的交流是翻译很重要的任务和目的之一,然而正是由于文化以及其它方面的种种差异常常会导致翻译中文化因素的失落或曲解.分析翻译中造成文化因素失落或曲解的种种原因,然后有针对性地讨论分析了应对这种文化失落或曲解的一些基本原则和策略. 相似文献
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由于语言和文化的差异阻碍了翻译的有效进行,本文着力从语言、传统、心理等角度,分析英汉语言的诸多差异给翻译造成的复杂性,并在每个方面给出了详细的对比,以及解决翻译教学中如何考虑文化因素的问题. 相似文献
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李思雨 《通化师范学院学报》2012,33(9):97-99
为进一步有效开展大学生国格意识培育工作,必须清楚地辨析大学生国格意识培育的影响因素,造成大学生国格意识缺失的影响因素繁多复杂,从内外因的角度来看,主要可以从经济全球化和文化多元化冲击、市场经济的负面效应、不良社会思潮、社会腐败问题、网络不良文化、高校和家庭教育的不足等外因以及大学生自身发展的内在制约因素进行分析．给出培养路径。 相似文献
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本文在对高低语境文化的概念进行界定之后,根据文化是一个综合性整体的特点,讨论两者之间文化价值观念的差异;接着从认知的角度,分析造成高低语境文化差异的历史因素及其必然导致交际模式的差异,从而给跨文化交际带来困难。同时在论述过程中,提出了高语境文化形成的两个条件。 相似文献
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Maria Rasmusson Lisbeth Åberg-Bengtsson 《Scandinavian Journal of Educational Research》2013,57(6):691-709
Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys' better performance in digital reading was explained by the computer game-playing factor. 相似文献
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This study examined the heterogeneity within a sample of 140 urban second and third graders identified as at-risk for reading
failure due to inefficient word and/or nonword reading. Cluster analyses were conducted using standardized factor scores from
a four-factor structural equation model characterizing reading performance in this sample. These standardized factor scores
represented performance on four distinct factors: efficiency of word-level skills, text level skills, decoding, and vocabulary.
Results identified four clusters of children who show distinctive patterns of performance on the four factors of reading.
These understudied groups show different compositions along demographic categories and reading disability categories. Additionally,
they have unique instructional needs that call for differentiated instruction in the domains of phonological decoding, fluency,
text reading, and vocabulary. 相似文献
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The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks 总被引：1，自引：0，他引：1
The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the "language, IQ, and DA" factor. It was relatively distinct from two additional factors: (a) "speeded alphabetic knowledge and RAN" and (b) "task-oriented behavior." A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development. 相似文献
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Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed. 相似文献
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《Scientific Studies of Reading》2013,17(1):59-106
A theory-driven battery of 23 psychometric measures of reading, writing, and related language processes was administered to 102 probands (affected children in Grades 1 to 6 with documented reading problems, writing problems, or both) and both of their biological parents. Affected children and parents were compared on the structural relationships between related language processes (Verbal IQ [VIQ], orthographic, phonological, and rapid naming skills), component reading, (accuracy, rate, comprehension) and writing (handwriting, spelling, composition) skills. The orthographic factor had significant paths to all reading and writing skills, except reading comprehension, in both probands and adults. The phonological factor had significant paths to all reading and writing skills except reading rate and handwriting in probands, but in affected adults only if VIQ was removed. Rapid naming had significant paths only to reading rate in probands and adults. VIQ had significant paths to reading comprehension in probands and adults, and to reading accuracy, reading rate, spelling, and composition in affected adults, but not probands. These results are consistent with the claim of functional systems theory that the same language processes are orchestrated flexibly depending on task at hand. Results for across-age differences in the covariances among related language processes confirmed developmental predictions of connectionist theory. The number of language deficits (based on discrepancy from VIQ) uniquely predicted severity of reading and writing problems in children and spelling problems in adults. 相似文献
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Although there have been extensive theoretical discussions on the various reading skills needed in academic situations, empirical investigations on this topic are scarce. There is even much less research on the latent structure underlying those skill needs. This study attempts to fill this gap by investigating the perceived factorial structure of academic reading skills and the relative importance of each factor based on questionnaire responses by 221 undergraduates from an English‐medium university in New Zealand. A series of factor analyses and hierarchical model testing revealed that the respondents' perceived needs in academic reading consisted of five distinguishable subdomains, which could be further divided into non‐expeditious reading and expeditious reading. It was also found that the subdomain of textbase comprehension (e.g., understanding explicit details and main ideas) was needed significantly more than other subdomains, although all subdomains were reported to be needed more than half of the time. These findings not only support previous major theoretical discussions about reading types from a novel perspective (i.e., students' perceived needs) but also help specify the skill areas that academic reading curricula and assessments may need to cover and prioritise. 相似文献
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Kit‐ling Lau 《教育心理学》2004,24(6):845-865
This paper describes the development and initial validation of a Chinese reading motivation questionnaire (CRMQ) which was designed to assess Chinese students' reading motivation in Hong Kong. The development of the CRMQ consisted of two steps. In the first study, groups of items were constructed based on achievement motivation theories and existing instruments. The initial version of the CRMQ was administered to a small group of Grade 7 students in Hong Kong and exploratory factor analysis, item‐total correlation, and reliability analyses were carried out to assess its psychometric quality. The CRMQ was then revised and administered to a larger sample of Grade 7 students in the second study. Findings of confirmatory factor analysis provided further validation for the proposed factor structure of the revised questionnaire. In addition, findings indicated that students' reading motivation was positively related to their strategy use, reading comprehension, and academic achievement. The findings of this study could enrich our understanding of Chinese reading motivation among Hong Kong students. Implications of these findings for implementing effective reading instruction in Chinese language teaching are also discussed. 相似文献
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将布迪厄场域理论引入到数字阅读推广研究中,阐释布迪厄社会实践理论与数字阅读的契合。采用实证研究,通过SPSS24.0对浙江省高校大学生数字阅读的现状进行相关性和因子分析,提出培育一种基于家庭共同体的阅读文化;关注大学生数字阅读惯习,精选推广内容;创新数字阅读社交场域属性,提高阅读兴趣;加大图书馆各项经费投入,夯实文化资本的数字阅读推广策略,为高校数字阅读推广提供建议。 相似文献
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钟玲 《深圳信息职业技术学院学报》2005,3(1):75-78
阅读作为一种重要的言语行为，是一个复杂的认知过程，影响这一过程的因素是多方面的．因此，本文对英语阅读中的非语言因素进行了详细的阐述，主要包括三方面：阅读习惯、阅读心理和背景知识。通过此分析，可以使语言学习者更深层次地、全面地认识阅读的认知过程，从而确立有效的方法培养阅读技能，提高阅读水平。 相似文献
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阅读作为反映英语语言能力的一个重要标志，在英语学习实践过程中起着举足轻重的作用。而对词汇的掌握多少，又在相当大的程度上影响教阅读效率。通过强化阅读课中的词汇教学手段，不仅可以扩大词汇量，也有利于提高阅读效率。 相似文献