利用元话语对广告标语中人称指示语的研究     

吴艳丽  任再新 《海外英语》2014,(12)

很多学者对广告标语的研究颇有兴趣,有学者从应用语言学和功能语言学的角度对广告标语中的人称指示语进行了研究,但是几乎找不到从元话语的角度来研究广告标语的文章。因此,该研究尝试应用元话语理论来对广告标语中的人称指示语进行分析,所选取的510条广告标语均来自网站。对第一人称、第二人称和第三人称指示语分别进行统计,然后应用元话语中的自我提及语和涉入语来对其中的第一人称和第二人称指示语进行具体分析。研究结果发现第二人称指示语出现的频率最高,其次是第一人称指示语,而第三人称指示语出现的频率远远低于第一人称和第二人称指示语。同时,在具体语境中,包括听话人的we（inclusive）被划分为涉入语,而自我提及语的I也可能充当涉入语的作用。因此,研究认为元话语的划分离不开其所处的具体语境,这对理解和翻译含人称指示语的广告语有着重要启示。  相似文献   

The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students     

《Learning and Instruction》2022

Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students.  相似文献   

通过“参与科学探究的实践”培养“参与科学的能力”——英美自然历史博物馆“公众科学”项目的实践与启示          下载免费PDF全文

阮佳萍  林笠 《自然科学博物馆研究》2021,(1):53-60

英美自然历史博物馆开展“公众科学”项目已有30多年的历史。通过比较英美三家自然历史博物馆开展的“公众科学”项目,分析其数据质量和公众教育方面取得的成效和问题,进而归纳出这些“公众科学”项目最大的特色和优势在于“通过‘参与科学探究的实践’培养‘参与科学的能力’”。这一成功模式以“科学探究实践”为核心理念,解决了长久以来困扰科学传播界的公众“如何参与科学”以及“如何具有参与科学的能力”的问题,也为国内自然科学类博物馆的发展提供了一个新的思路。  相似文献   

影评评价语言的真实倾向研究     

陈珍 《怀化学院学报》2014,(6):92-94

通过运用系统功能语言学的评价理论对报刊影评的鉴赏语言资源进行分析,试图揭示大部分影评对所针对的电影作出表面看来“毁誉参半”的评论,其背后实际有着影评作者的真实倾向,并试分析其采取如此策略的深层原因。  相似文献   

Enhancing learning,communication and public engagement about climate change – some lessons from recent literature     

Victoria Wibeck 《Environmental Education Research》2014,20(3):387-411

This paper sets out to develop key messages for the theory and practice of environmental education from a review of recent research literature on climate change communication (CCC) and education. It focuses on how learners of climate science understand messages on climate change, the communicative contexts for education on climate change, the barriers that can be found to public engagement with climate change issues, and how these barriers can be addressed. 92 peer-reviewed studies were examined. The analysis focuses on the goals and strategies of CCC, and how barriers can be addressed given the research findings on: (a) the content of CCC, (b) visualizations, (c) framing, (d) audience segmentation. The paper concludes that CCC and education need to address barriers to public engagement on several levels simultaneously. It recommends that scholars of environmental education focus critical attention on how practice addresses senses and spheres of agency; sociocultural factors; and the complexities of developing scientific literacy given the interpretative frames and prior understandings that are brought to bear by the public in non-formal education settings.  相似文献   

English Language Teaching Apps: Positioning Parents and Young Learners     

Alice Chik 《Changing English: An International Journal of English Teaching》2014,21(3):252-260

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The heart of ESD: personally engaging learners with sustainability     

Paul Murray  Julie Goodhew  Sheran Murray 《Environmental Education Research》2014,20(5):718-734

Education for sustainable development aims to help learners engage with the concept of sustainability. This paper considers whether specific values-centred sustainability training techniques can promote personal engagement with sustainability when undertaken by higher education students on an extra-curricular voluntary basis. Conducted over an eight-month period, the study evaluates the impact of the training on 67 second year undergraduate design and engineering students at Plymouth University using pre- and post-training values and worldview scales measured against a control group. Four months after the training, one-to-one interviews were conducted with a subset of the sample. A quantitative analysis of the values and worldview surveys indicates that a degree of values clarification and mind-set shift resulted from the training, with design students appearing more receptive than those studying engineering. This finding was reinforced in the interview data, which illustrates where and how learners engaged with the training and provides examples of learners deep thought, reflection and mind-set changes.  相似文献   

Investigating the social engagement of children with autism in mainstream schools for the purpose of identifying learning targets     

Carmel Conn 《Journal of Research in Special Educational Needs》2014,14(3):153-159

The social needs of children with autism are complex, and their inclusion in mainstream schools necessitates a consideration of the nature of a child's participation in peer culture and how it is received by others. The case study reported here sought to investigate the social engagement of a child with autism and his peers using naturalistic methods to provide contextualised and detailed information. A comparative approach was used to study different social contexts: the wider class group, the peer group which included the child with autism, and the individual participation of the child with autism compared with this smaller group. Findings indicate that the child with autism demonstrated a number of competencies in relation to his own social group and that social difficulties were not necessarily seen as a weakness within the peer culture. The importance of careful analysis of social processes and the use of reflective assessment to autism education is highlighted.  相似文献   

清华大学网络学堂学生使用情况统计与分析     

王晶 《现代教育技术》2014,(7):106-112

研究旨在探讨清华大学学生对网络学堂的使用状况。样本数据来源于网络学堂教学数据库。通过对于用户页面访问量、作业数和课件数等变量的统计分析,验证了教师教学投入与学生学习投入的关联关系。此外,研究揭示,网络学堂中的交互性、协作性功能是促使学生积极使用网络学堂的重要动力。并发现,对于网络学堂中各种功能的使用,理工科学生和文科学生有着不同的偏好。  相似文献   

Archiving the wild,the wild archivist: Bukit Brown Cemetery and Singapore’s emerging ‘docu-tivists’     

Natalie Pang  Liew Kai Khiun 《档案与原稿》2014,42(1):87-97

In recent years there has been growing interest in the discipline of computing in relation to cultural heritage, parallel with developments in greater user participation in archives and advances in documentation work. These trends are reflected in the case of a documentation project of an old Chinese cemetery in Singapore, Bukit Brown Cemetery. This case was characterised by tensions among the ‘wild’ array of emerging individual participants and archivists that took the momentum away from both more formal NGOs and government institutions in documenting, archiving and raising awareness of the heritage of the site when part of it was announced to be set aside for a new highway. The case presents a compelling need for participatory archives, facilitated by computing interventions encouraging public engagement and visits to the site. Being actively involved in the documentation process, the authors reflect on how conceptual frameworks of records may assist in designing new media innovations and informing the ways by which a cemetery may be documented. Through these reflections, the authors argue for the active participation of archivists and records professionals in documentation work, and demonstrate how, in the creation and keeping of records, they shape the collective imagination of the public and other stakeholders in heritage sites.  相似文献