排序方式： 共有4条查询结果，搜索用时 31 毫秒
1
1.
围绕外语教学中学生们常表现出来的语用——语言和与社交语用方面的失误展开讨论,说明学习、使用和理解语言应该从语用——语言和社交——语用方面的学习双管齐下,互相补充,学会在交际中运用语用策略和遵守礼貌等问题,还要注意跨文化交际双方语用策略的差异。 相似文献
2.
黄淑琴 《广东教育学院学报》2007,27(2):95-97
当前中学生动辄将某人的行为或某种现象归之于“变态”,是一种较为普遍存在的校园语言现象,同时也是一种典型的社会语言现象。从社会语言学的角度对这个词语的使用情况加以考察,结合其使用的情境细究其表达的涵义,尽管复杂多样,但并无恶意。“变态”的使用,既能帮助他们宣泄不良情绪,又能满足了学生求新、求异的心理。这是“变态”在中学生中持续流行的主要原因。 相似文献
3.
王雪梅 《廊坊师范学院学报》2009,25(5)
通过对河北省廊坊、邯郸、石家庄、宣化四地部分移民的问卷调查,可以对城市化进程中移民的语言使用状况进行统计分析。统计数据表明,移民在语言选择上表现出了一定程度的规律性。 相似文献
4.
Towards a Framework of Socio-Linguistic Analysis of Science Textbooks: The Greek Case 总被引：1，自引：0，他引：1
Kostas Dimopoulos Vasilis Koulaidis Spyridoula Sklaveniti 《Research in Science Education》2005,35(2-3):173-195
This study aims at presenting a grid for analysing the way the language employed in Greek school science textbooks tends to
project pedagogic messages. These messages are analysed for the different school science subjects (i.e., Physics, Chemistry,
Biology) and educational levels (i.e., primary and lower secondary level). The analysis is made using the dimensions of content
specialisation (classification) and social-pedagogic relationships (framing) promoted by the language of the school science
textbooks as well as the elaboration and abstraction of the corresponding linguistic code (formality), thus combining pedagogical
and socio-linguistic perspectives. Classification and formality are used to identify the ways science textbooks tend to position
students in relation to the interior of the corresponding specialised body of knowledge (i.e., in terms of content and code)
while framing is used to identify the ways science textbooks tend to position students as learning subjects within the school
science discourse. The results show that the kind of pedagogic messages projected by the textbooks depends mainly on the educational
level and not particularly on the specific discipline. As the educational level rises a gradual move towards more specialised
forms of scientific knowledge (mainly in terms of code) with a parallel increase in the students' autonomy in accessing the
textbook material is noticed. The implications concern the way both students and teachers approach science textbooks as well
as the roles they can undertake by internalising the textbooks' pedagogic messages and also the way science textbooks are
authored. 相似文献
1