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1.
新闻标题是新闻内容的总体概括,读新闻先读其标题是读者的普遍习惯。所以,新闻标题翻译的质量直接影响着新闻的传播。模因的传播性与新闻的传播性不谋而合,强势模因更是能便于记忆,复制以及传播。本文试图从强势模因的角度,借用强势模因原有词语、结构及打造强势模因的方法,为新闻标题的翻译做一点尝试。 相似文献
2.
Research into picture effects on encoding of verbal material has paid little attention to the effects of picture changes. In this experiment, it was found that adults’ recall of the spoken text in a TV news item was impaired by mid‐sentence picture editing. In contrast, both 11‐12 year old and 14‐15 year old children's recall was enhanced by rapid cutting, so long as the accompanying pictures were relevant to the verbal text. Both adults’ and younger children's recall was better with some of the experimentally‐manipulated material than it was with the original broadcast version of the news item. However, 14‐15 year olds performed best with the original version.
It is suggested that viewers are differentially sensitive to unintended production effects and that their processing of verbal information can be disrupted by inappropriately‐timed picture cuts. Research on picture‐text relationships in audio‐visual material needs to take account of picture‐timing, as well as picture content, and television editing procedures may need to be tailored more specifically to suit the intended audience. 相似文献
3.
Jing-Ru Wang Shin-Feng Chen I. Fang Ching-Ting Chou 《International Journal of Science Education》2013,35(4):693-713
This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of metacognitive knowledge: beliefs and confidence in science reading, knowledge of structure of science text, and knowledge of science reading strategies. The main contribution of the current research was to provide evidence about the relationship between metacognitive awareness and comprehension of science text. In addition, data comparisons to Canadian (British Columbia) benchmarks from the original development revealed that metacognitive awareness of science reading deteriorated from elementary to middle school in both countries, and there were no significant differences of metacognitive awareness of science reading between Canadian and Taiwanese students. Instructional suggestions for raising students' metacognitive awareness on science reading were discussed. 相似文献
4.
A sample of 209 secondary (12th grade) students were tested for their knowledge of Chinese characters, words, and idioms as specified in a Chinese Language syllabus. The students also took comprehension tests in the form of cloze tests based on passages selected from Chinese newspapers and literary works, covering occupations, social events, sports, leisure pursuits and international news. Although performance in curriculum-based tests was satisfactory, the students were found to have difficulty comprehending life-based reading materials. Probable causes for the lack of consistency between performances in the tests using different reading materials are discussed. 相似文献
5.
This article offers a modified conceptual framework to help classify and describe the array of challenges faced by higher
education institutions when performing institutional research (IR) functions in cross-continental settings. This study is
based on the experiences of IR offices at two universities: one with an undergraduate program of 1,000 students in Madrid,
Spain; and the other with campuses in Austria, England, Switzerland, and the Netherlands, serving 1,000 students.
An earlier version of this article was presented at the 14th Annual EAIR Forum, European Higher Education Society, Vrije Universiteit
Brussel, Belgium, September 6–9, 1992. 相似文献
6.
Elizabeth J. Pretorius 《Reading and writing》1996,8(5):385-406
Causality has been singled out by several researchers as an important factor in text comprehension and memory. The basic assumption underlying this view is that the perception of causal ties between elements in a text binds the text elements together and enables the reader to construct a coherent representation of the text in memory. Although research findings indicate that causality is a strong predictor of comprehension in narrative texts, the role that causality plays in the comprehension of expository texts has received relatively little attention. In the research reported in this article, a profile of causal development in ten-year-olds was built up on the basis of their recall of history and science texts in which the amount of causal connectivity differed. Four variables were identified and measured, namely length of recall protocols, amount of causal connections recalled from original test passages, amount of causal density and causal hierarchicalization created in the recall protocols. The results of the recall test were also compared to the subjects' English grades. The findings indicate that causal connections play an important role in expository text recall, and that subjects who have a strong causal profile also, generally, perform well in English. The research and pedagogical implications of these findings for reading and writing skills are discussed. 相似文献
7.
娄开阳 《信阳师范学院学报(哲学社会科学版)》2008,28(3):103-106
文章经过大量语料分析之后认为：（1）新闻语篇的结构要素从性质上来说是一种意义单位;（2）在表现形式上既有小句、句子,也有句群;（3）所有新闻语篇均可分析为“新闻事件”、“新闻背景”和“新闻评析”等三大要素。在这三大一级结构要素的基础上还可以划分出下位二级、三级要素,从而构成一个复杂的层级系统。 相似文献
8.
Abdelmajid Naceur Ulrich Schiefele 《European Journal of Psychology of Education - EJPE》2005,20(2):155-170
The present work examined the influence of topic interest on the strength of différent components of text representation and
long-term retention according to the model of text processing by van Dijk and Kintsch (1983). A Series of relevant personality
characteristics were assessed to control for alternative explanations of interest effect. A total of 286 8th, 9th, and 10th
grade students was assigned to either a high topic interest or a low topic interest group. The participants had to read tow
différent texts (two weeks). Immediately afterwards, various process variables were assessed: Finally, participants weren
given a recognition and verification tests, designed to assess the strength of the verbatim, propositional, and situational
text representation. One Week after reading, students completed a recall rneasure: The interindividual finding with respect
to the components of the representation of text revealed that the verbatim and the prepositional representation were not very
predictable. The intraindividual analyses were more successful. The results were more consistent and interpretable with respect
to the recall of text. It was shown quite clearly that the effects of interest are not only short-term. Most importantly,
it could be shown that topic interest is related to text recall independently of other significant predictors. 相似文献
9.
10.
戴建春 《湖北广播电视大学学报》2014,(2):97-98
标题是新闻的一个不可分割的组成部分,是新闻内容的集中与概括。新闻标题力求以最精简的文字表达最丰富的内涵,所以简约成为英语报刊新闻标题的一个显著特点。本文初步探讨了英语报刊新闻标题实现其简约性的几个途径。 相似文献
11.
准确·精炼·传神——谈英语新闻标题的翻译 总被引：3，自引：0，他引：3
新闻标题“立片言而居要”,是读者在尽可能短的时间内获取尽可能多的有用信息的语言媒介,在新闻报道中起着独特的作用。因此,新闻标题显的很重要,新闻标题翻译的研究同样重要。本文结合大量英语新闻标题翻译的实例,从准确、精炼、传神三方面,即忠实理解把握原文的含义,简洁晓畅表达原文的思想,生动展示原文语言的文采,探讨英语新闻标题的翻译标准。 相似文献
12.
英语报刊选读课的教学中,多数教师只注重分析新闻语篇中的词汇、句型和语篇结构。本文打破这种传统的教学方式,以＂A Race We Can All Win＂文章为例,利用批评性语篇分析方法（CDA）对文章进行分析,将语篇与社会背景相联系,以揭示语篇中隐含的意识形态,让学生对新闻语篇有着更加深入和独特的见解,从而培养学生的批评性阅读能力。 相似文献
13.
14.
以网络英语新闻标题为语料,从结构、词汇、时态和修辞等方面对网络英语新闻标题的文体特征进行分析,阐明其鲜明、简洁、准确和生动的特点,通过浏览新闻标题,使读者更准确地把握新闻报道的意义,更好地阅读理解网络英语新闻。 相似文献
15.
Stephen B. Kucer 《Literacy》2011,45(2):62-69
This research examines the nature of comprehended meanings that do not match those of the author. These meanings were generated by two groups of fourth graders after reading a narrative or expository text. Readers read their respective texts aloud, followed by a recall and probes. Reading behaviours were examined to establish that processing difficulties did not significantly impact reader comprehension. Retold clauses that did not match those in the text were classified using a retelling taxonomy: substitution, addition, summary, conflict, rearrangement, omission. It was discovered that both groups of readers went beyond the information given, approximately 18 per cent of the time for the narration and 59 per cent of the time for the exposition. Additionally, the profiles of this information varied between the two groups. Narrative retellings contained a high percentage of conflicts, with very few substitutions, summaries or rearrangement of ideas. In contrast, expository retellings had significant numbers of substitutions and summaries, with fewer additions and rearrangements. It is hypothesised that reader background knowledge accounted for the variation in the retelling profiles and that this background facilitated as well as inhibited understanding. Given such variation even among these proficient readers, teachers not only need to help students develop background knowledge related to the text, but also encourage readers to cross‐check their understandings with the text. Interestingly, this cross‐checking is especially needed when there is an alignment between reader background and text content. 相似文献
16.
In recent years, readability formulas have gained new prominence as a basis for selecting texts for learning and assessment. Variables that quantitative tools count (e.g., word frequency, sentence length) provide valid measures of text complexity insofar as they accurately predict representative and high-quality criteria. The longstanding consensus of text researchers has been that such criteria will measure readers’ comprehension of sample texts. This study used Bormuth’s (1969) rigorously developed criterion measure to investigate two of today’s most widely used quantitative text tools—the Lexile Framework and the Flesch–Kincaid Grade-Level formula. Correlations between the two tools’ complexity scores and Bormuth’s measured difficulties of criterion passages were only moderately high in light of the literature and new high stakes uses for such tools. These correlations declined a small amount when passages from the University grade band of use were removed. The ability of these tools to predict measured text difficulties within any single grade band below University was low. Analyses showed that word complexity made a larger contribution relative to sentence complexity when each tool’s predictors were regressed on the Bormuth criterion rather than their original criteria. When the criterion was texts’ grade band of use instead of mean cloze scores, neither tool classified texts well and errors disproportionally placed texts from higher grade bands into lower ones. Results suggest these two text tools may lack adequate validity for their current uses in educational settings. 相似文献
17.
María-José Terrón-López María-José García-García Paloma-Julia Velasco-Quintana Jared Ocampo María-Reyes Vigil Montaño María-Cruz Gaya-López 《European Journal of Engineering Education》2017,42(6):618-631
The School of Engineering at Universidad Europea de Madrid (UEM) implemented, starting in the 2012–2013 period, a unified academic model based on project-based learning as the methodology used throughout the entire School. This model expects that every year, in each grade, all the students should participate in a capstone project integrating the contents and competencies of several courses. This paper presents the academic context under which this experience has been implemented, and a summary of the work done to design and implement the Project-Based Engineering School at the UEM. The steps followed, the structure used, some sample projects, as well as the difficulties and benefits of implementing the programme are discussed in this paper. The results are encouraging as students are more motivated and the initial set objectives were accomplished. 相似文献
18.
人们使用语言的过程就是不断作出语言选择的过程。新闻标题制作者选择一些特殊的语言形式和交际策略来撰写标题,表达了自己观察新闻事件的视角和情感,并决定了新闻信息传递的内容和形式。体现了其主观性。新闻标题中的各种主观选择是一种语言顺应行为,顺应了新闻交际中作者和读者的心理世界、新闻报道的物理世界及新闻交际的社交世界。 相似文献
19.
贾艳艳 《三门峡职业技术学院学报》2005,4(3):17-18
每一条新闻都是在一定的环境和历史条件下形成的。新闻报道要正确反映新闻事实,常常需要介绍与新闻相关的背景。新闻背景也是一种事实,它可以用来说明、映衬新闻事实。本文从新闻背景的作用,运用新闻背景的方法,介绍背景材料应注意的问题三个方面对新闻背景的交待进行了研究和探讨。 相似文献
20.
Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first‐year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory, which outlines how to encourage readers to recall relevant background knowledge while reading text materials. The theory suggests that the strategy increases the likelihood that readers will integrate what they read with what they know to make new knowledge. The setting for the study more closely resembled classroom conditions compared to similar studies in the past. Unlike previous studies on reading comprehension, students read a challenging passage from the textbook used in a science course in which they were enrolled. In addition, the text was longer than that used in clinical research. The college students (n = 294) in this study were randomly assigned to either a questioning strategy treatment or a rereading placebo‐control. While reading, treatment students were presented with statements taken from regular intervals in their textbook (about every 150 words) and asked a simple why question about each of these statements. Significant differences were found favoring elaborative interrogation theory and its question strategy treatment over the placebo‐control in terms of science comprehension even after significant estimated predictors of prior knowledge and verbal ability were statistically controlled or accounted for by removing the statistical contributions of these predictors to the main effects. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 363–379, 2010 相似文献