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1.
周和军 《广西师范大学学报(哲学社会科学版)》2009,45(5)
简·奥斯丁19世纪的经典小说<曼斯菲尔德庄园>,突破传统的男女青年恋爱婚姻小说的拘囿,体现出欧洲高雅文化与帝国主义殖民事业的一致性和契合性.由<曼斯菲尔德庄园>可以见出,文化是怎样与帝国主义殖民事业合谋和建立在此基础上的小说文本与帝国海外殖民实践暗合的具体层面. 相似文献
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刘斐 《唐山师范学院学报》2014,(1):82-84
运用成长小说理论分析简·奥斯丁代表作《曼斯菲尔德庄园》中所具有的成长小说特征,探索这部小说的成长主题,以期证明此书是一部典型的成长小说,从而为读者欣赏这部小说提供一个新的角度。 相似文献
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《兰州教育学院学报》2019,(12)
《曼斯菲尔德庄园》是简·奥斯丁最伟大的作品之一。作为一名女性作家,她以独特的女性意识如实地剖析了女主人公的成长经历、生活环境、性格特点等。本文从生态女性主义视角解读《曼斯菲尔德庄园》,从自然和女性在男权社会的生存状态、女性与自然的交融以及女性在男权社会的抗争三方面去阐述,从中窥探作者超前的女性意识,有助于更加深刻地理解小说的主旨和涵义。 相似文献
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本文以巴赫金的复调理论为切入点,对英国女作家简·奥斯丁的小说《曼斯菲尔德庄园》进行重新解读,发现小说的叙事结构的复调性主要体现在叙事主题、空间和人物三方面的复调表现。 相似文献
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刘霞敏 《西南师范大学学报(人文社会科学版)》2008,34(4):175-178
简·奥斯丁在《曼斯菲尔德庄园》中用了较大篇幅来处理戏剧话题，戏剧话题同时也具有叙事功能，具有故事情节的性质，演绎人物性格特征，制造冲突，进行文化批评，等等。奥斯丁以对戏剧话题的卓越处理，为小说叙事实践做出了重要贡献。 相似文献
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《曼斯菲尔德庄园》是十九世纪英国女作家奥斯丁的主要作品之一,其女主人公芬妮是奥斯丁塑造的一大批女性形象中非常独特的一个,但是以往研究多集中在分析芬妮的灰姑娘特性或女性意识。本文采用后殖民主义理论分析芬妮的人物形象,揭示其作为帝国主义意识形态继承者的一面。 相似文献
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二百多年前,英国新教卫斯理宗创始人约翰·卫斯理对于工业革命影响下的英国宗教精神衰微的状况表达了自己的疑问和忧虑。作为基督教作家的简·奥斯丁,抓住了这一重大社会问题,在小说《曼斯菲尔德庄园》中,展现了庄园主托马斯爵士及其次子埃德蒙和养女范妮对新教入世苦行主义伦理思想的坚守、长子汤姆和两个女儿玛丽亚及茱莉娅等人对这一伦理思想的背离及产生的恶果,深刻探讨了新教入世苦行主义伦理思想的内涵,从而实现了对卫斯理之问的回应与超越。 相似文献
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曹丹 《齐齐哈尔师范高等专科学校学报》2011,(6):45-46
长篇小说《曼斯菲尔德庄园》是英国女作家简.奥斯丁的的第四部作品,是其最有抱负,最富于思想性的作品。本文从新历史主义批评出发,通过分析《曼斯菲尔德庄园》中几位年轻女性的自我意识在各种力量＂协和＂作用下的形成过程,展现文学对人性的本质认识。主要采用＂颠覆＂和＂抑制＂两个概念展开分析。 相似文献
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3月号的《书城》上,毛尖的文字里开头就说：在这个世界上,没有多少人例外,我们从《傲慢与偏见》进入奥斯汀世界,等到拿起《曼斯菲尔德庄园》时,已经是奥斯汀的一个跟屁虫了。 相似文献
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McEwen F Happé F Bolton P Rijsdijk F Ronald A Dworzynski K Plomin R 《Child development》2007,78(2):474-492
Imitation, vocabulary, pretend play, and socially insightful behavior were investigated in 5,206 same- and opposite-sex 2-year-old twin pairs in the United Kingdom. Individual differences in imitative ability were due to modest heritability (30%), while environmental factors shared between twins (42%) and unique to each twin (28%) also made significant contributions to the variance. Imitation correlated significantly, although modestly, with vocabulary, pretend play, and socially insightful behavior, and the strongest relationship was with vocabulary. A model that represented the covariance between the variables as being due to correlated latent genetic and environmental factors fitted the data well, with shared environmental factors influencing most of the covariance. Parents who encourage imitation may also tend to foster the development of language, pretence, and socially insightful behavior. 相似文献
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Research Findings: Behavior regulation, including paying attention, remembering instructions, and controlling action, contributes to children's successful adaptation to and functioning in preschool and school settings. This study examined the development of behavior regulation in early childhood and its potential contribution to individual differences in children's early knowledge (mathematics and vocabulary). Sixty German preschool children were administered a direct observational measure of behavior regulation, the Head-to-Toes Task, and a standardized test to assess early mathematics and vocabulary. Results revealed significant gains in behavior regulation between of 3 and 4 years of age. Moreover, early gender differences were found, with girls outperforming boys at age 4. Behavior regulation was significantly related to performance on the academic tasks, but the pathways to math and vocabulary knowledge differed. Practice or Policy: Discussion focuses on the role of behavior regulation in early academic achievement. 相似文献
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网络词汇的造词法探析 总被引：10，自引：0，他引：10
李润生 《江西教育学院学报》2003,24(2):47-49
随着网络的产生和发展，人们的语言行为发生了一定的变化，网络与语言的结合带来了网络语言覆象。网络语言现象主要表现为网络词汇、表情符号等几个方面。而网络词汇则是网络语言中使用数量最多、范围最广的一种，其造词方法主要有复合、仿拟、假借等七种造词方法。 相似文献
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Effects of a taped-words treatment on reading proficiency 总被引：1，自引：0，他引：1
In an effort to increase reading proficiency, five 9th- and 10th-grade students with behavior disorders were instructed to read along with an audio type of vocabulary words recorded at 80 words per minute. Effects of the taped-words intervention on rate of reading vocabulary words as well as generalization effects of reading passages containing some of the same vocabulary words were assessed within a multiple baseline design. Results suggested significant effects due to practice. Minimal generalization from reading word lists to reading passages was demonstrated. The results of the present study are compared with similar investigations. 相似文献
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Nadya Pancsofar Lynne Vernon-Feagans Erica Odom Jacqueline R. Roe 《Early childhood research quarterly》2008
Very little previous research has considered the contributions of family relationships and interactions on the language input of mothers and fathers to their young children. This study examined the contributions of marital love and conflict, and broader family-level conflict, cohesion, and expressiveness to mother and father vocabulary in triadic interactions with their young children in 70 dual-earner families. It was found that after controlling for parent sensitivity and parent directive behavior, marital love and family conflict when children were 12 months of age were significant predictors of both father vocabulary and mother vocabulary to children at 24 months of age. In families with higher levels of marital love when children were 12 months of age, mothers and fathers used a more diverse vocabulary with their 24-month-old children. In families with lower levels of family conflict when children were 12 months of age, mothers and fathers used a more diverse vocabulary with their 24-month-old children. 相似文献
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Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others. 相似文献
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Susan Chambers Cantrell Margaret Rintamaa Eric M. Anderman Lynley H. Anderman 《The Journal of educational research》2018,111(4):417-428
The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school. 相似文献
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Ying Guo Virginia Tompkins Laura Justice Yaacov Petscher 《Early education and development》2014,25(7):1016-1034
Research Findings: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children's age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children's vocabulary gains within classrooms characterized by better behavior management. Practice or Policy: Findings underscore the importance of children's social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children's behaviors so as to provide a classroom that is optimal for child learning. 相似文献
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This study employed eye-tracking technology to probe the online reading behavior of 52 advanced L2 English learners. These participants read an e-book containing six types of multimedia supports for either vocabulary acquisition or comprehension. The six supports consisted of three micro-level supports that provided information about specific words (glosses, vocabulary focus, and footnotes), and three macro-level supports that provided global or background information (illustrations, infographics, and photos). The participants read the ebook under two presentation modes: (1) simultaneous mode: where digital input and supports were presented at the same time; and (2) sequential mode: where the digital content and supports were incrementally presented. Analyses showed that when reading for vocabulary acquisition, vocabulary focus and glosses were significantly fixated on, and when reading for comprehension, illustrations were more intensely fixated on. Additionally, when the digital content was incrementally presented, vocabulary focus received significantly higher total fixation duration. This suggests that reading under the sequential mode has the potency to guide L2 learners’ focal attention toward micro-level supports. In contrast, under the simultaneous presentation mode, L2 learners seemed to divide their focal attention among both micro-level and macro-level supports. Pedagogical implications are discussed based on the findings of this study. 相似文献
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Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds 总被引：1，自引：0，他引：1
This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent-Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent-Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent-Child Reading Interaction was a small yet significant predictor of children's receptive vocabulary, story and print concepts, and general emergent literacy skills, above and beyond the influence of demographic variables. Child Reading Interest was a significant, albeit small, predictor of letter knowledge above and beyond these demographic controls. Implications of these results for the early literacy education of children of low-income families are discussed. 相似文献