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1.
《校园英语(教研版)》2016,(3):190-191
As one of the foremost critical realist writers of the Victorian era,Charles Dickens is adept at using language to create all kinds of characters in a humorous or ironic tone.Therefore he received massive popularity for his unique style in storytelling.Oliver Twist is one of Charles Dickens’s masterpieces and also the most appropriate choice for the stylistic study on Charles Dickens.This thesis endeavors to explore the aesthetic effect of semantic deviation appearing in Oliver Twist so that we can have a better comprehension about the excellent writing skill of Charles Dickens. 相似文献
2.
下湖源村位于浙江省武义县柳城畲族镇西南2公里处,是一个典型的畲族聚居村。通过对该村村民的语言使用情况调查,发现畲话仍旧是畲民的第一交际语言,村里所有的常住畲民都能熟练地说畲话,并且绝大部分畲民都已成为双语甚至是多语能力者。但是随着畲汉通婚人数越来越多,村里会说畲话的汉族人却越来越少。 相似文献
3.
Dickens, a great realist novelist in his time, captured the popularity as no other novelist had done. And Oliver Twist,one of his successful works, greatly displays his genius in the novel. Oliver is a perfect figure created by Dickens. In this paper, we will discuss the humanities by analyzing Oliver's personality and thus build a better understanding of the novel and the great writer Dickens. 相似文献
4.
听力是语言习得的一项基本技能,是语言学习的一个重要组成部分,在二语或外语学习中至关重要。策略的使用有助于二语学习者提高学习能力并加速第二语言的学习过程。本研究就大学英语听力教学中策略指导的效用展开分析,研究结果表明,听力策略中文指导组的表现比听力策略英语指导组和无听力策略指导组更好,取得了显著效果,这进一步表明听力策略一语教学是最有效的听力技能培训与支持手段,它对学习者二语听力能力的发展有着重要意义。 相似文献
5.
《校园英语(教研版)》2016,(15):6-7
This study focuses on the use of group work in the ESL classroom through the observation of four classes in the language centre of a British university. It is believed that most ESL classroom activities ask for the use of group work. Compared with lockstep teaching, pair or group work show more benefits in a language class. While some researchers argue that group work has a useful but somewhat restricted role in classroom second language acquisition The present study aims to illustrated both the positive impact and the shortage of group work through the analyses and discussion of the data collected. 相似文献
6.
吴曦 《黑龙江教育学院学报》2012,(7):125-127
木垒哈萨克自治县作为我国仅有的三个哈萨克族自治县之一,哈萨克族是该县最主要的少数民族。通过问卷调查以及访谈的方法,对木垒县哈萨克族居民的语言使用现状分别从个人语言文字使用情况、家庭语言使用情况、社交语言使用情况来进行统计分析,旨在揭示目前哈萨克族在语言使用及语言态度方面存在的特点,为当地双语教育的开展和实施提供参考与依据。 相似文献
7.
《校园英语(教研版)》2015,(25)
Oliver Twist is one of Dickens' masterpiece and is the best representative of his writing style.This paper focuses on the application of semantic deviation in Oliver Twist,taking pun for example.It mainly consists of three parts:the first part gives a brief introduction of the novel,semantic deviation,and pun; the second one is the body of this paper,which involves the specific use of pun in this novel including the use of pun in some main characters as well as in some typical words; and the last one is a concise conclusion of this thesis. 相似文献
8.
谢有琪 《桂林师范高等专科学校学报》2012,26(3):120-124
儿童时期是一个极为关键的教育阶段,家庭教育在此阶段有着无可替代的作用。《三毛流浪记》和《雾都孤儿》中出现两种完全不同的家庭教育,深刻地反映了中英家庭教育从角色、模式到内容上的明显差异。造成此种差异的因素是多方面的,思维模式的不同在各类因素中起着主导的作用。 相似文献
9.
Richard Sparks Leonore Ganschow Jane Pohlman Sue Skinner Marjorie Artzer 《Annals of dyslexia》1992,42(1):25-53
Research findings suggest that most students who have foreign language learning problems have language-based difficulties
and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native
language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained
sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of
the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was
instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group
on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S
group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign
language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk
students are discussed. 相似文献
10.
由于在历史发展中,裕固族遗失了本民族的文字,转而用口头传承的方式来传承民族文化,语言成为了民族文化传承的最根本和最重要的载体。由于裕固族人口稀少,加上历来在众多大民族夹缝中求生存的边缘化境遇,裕固族传统文化始终处于一种衰退的状态。近年来,随着全球化和现代化影响的深入,日渐式微的裕固族传统文化更是处于濒临消失的边缘。为了抢救和保护濒危的民族文化,我们采取到裕固族牧区生产一线举办母语传承培训班的形式,来探索人口较少民族传统文化保护传承的新路径,为在整个裕固族地区推广积累经验。本文就本次实践活动进行了专题研究。 相似文献
11.
A second-order factor analysis of responses to Kerlinger's ES-VII and Oliver and Butcher's Survey of Opinions about Education was performed. Both scales were designed to measure "Attitudes toward Education". Seven first-order factors emerged, as follows: (1) Career Training; (2) Moral vs. Religious Training; (3) Corporal Punishment; (4) Individualized Instruction; (5) Subject Matter and Knowledge; (6) Expansion of Education; and (7) School as a Social Force. Two second-order factors emerged. The first was a bipolar factor involving Kerlinger's concept of "Traditionalism" and Oliver and Butcher's "Tendermindedness". The second combined Kerlinger's "Progressivism" with Oliver and Butcher's "Radicalism". 相似文献
12.
探讨杜仲提取物(Eucommia ulmoides Oliver extract,EUOE)对大鼠运动能力的营养干预,为EUOAE在运动营养干预中的应用提供实验依据。SD雄性大鼠24只,体重180-220 g,随机分为安静对照组8只、运动训练组8只、运动+EUOE 8只。在最后一次训练后,安静对照组不进行力竭运动训练取材,运动训练组、运动+EUOAE组进行力竭运动,测定其运动至力竭的时间后取材,测定骨骼肌与抗氧化水平相关的生物化学指标。研究结果表明,EUOE可以提高运动训练大鼠骨骼肌抗氧化酶活性、ATPase活性和GSH含量,降低骨骼肌MDA含量和血清LDH、CK活性,延长大鼠跑台运动至力竭时间,具有抗疲劳作用。 相似文献
13.
Tonia Durden Julie Rainer Dangel 《Early Years: An International Journal of Research and Development》2008,28(3):251-266
This qualitative study examines the conversations of two preschool teachers with two‐ and three‐year‐old children during small‐group activity settings in two high‐quality child development centers. Using interviews, observations and videotaping of small‐group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher–child reciprocity is evident and more genuine in authentic, teacher‐guided activities. In both classrooms, the language during small‐group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided. 相似文献
14.
《Journal of Language, Identity & Education》2013,12(3):207-234
This study examines language policy in two British colonies, Basutoland (Lesotho) and Ceylon (Sri Lanka), during the late 19th and early 20th centuries. It finds that mother tongue education and the concomitant restriction of the teaching of English for the working classes in these colonial contexts constituted a form of industrial education. On the basis of these data, a critique is offered of some of the problematic assumptions of the language rights literature, which tends to reduce language rights to those that have reference to national, national minority, and ethnic group affiliations. There is, therefore, a tendency to treat language users as carriers of national (or national minority) rights and to abstract from their membership in other types of sociological groups, most prominently, socioeconomic class. Such assumptions are problematic because they abstractly identify the interests of national (or minority or ethnic group) members as identical or at least as nonantagonistic. This article also discusses some problematic notions of constructing language identity on the basis of ethnicity and suggests that when the lines of ethnolinguistic identity become blurred-as is now happening throughout the world-notions such as "mother tongue" and "language group" lose their meaningfulness as guideposts to language policy. 相似文献
15.
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group’s pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors’ Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity. 相似文献
16.
Richard L. Sparks Marjorie Artzer Jon Patton Leonore Ganschow Karen Miller Dorothy J. Hordubay Geri Walsh 《Annals of dyslexia》1998,48(1):239-270
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were
students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk
for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three
conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group.
All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The
MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made
greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension,
word recognition, and pseudoword reading.
Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction,
significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk
groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish
instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group. 相似文献
17.
Practice or Perish: How Overexposure and Premature Claims of Success Undermine Men of Color Initiatives 
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下载免费PDF全文 Steven Thurston Oliver 《About Campus》2018,22(6):18-21
Steven Thurston Oliver warns of the institutional tendencies and practices that disrupt the creation of communities for marginalized students. 相似文献
18.
Dorothy V. M. Bishop David McDonald Sarah Bird Marianna E. Hayiou-Thomas 《Child development》2009,80(2):593-605
Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only ( n = 35), dyslexia (DX) only ( n = 73), LI + DX ( n = 54), or as typically developing (TD; n = 176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI. 相似文献
19.
王平 《江西师范大学学报(哲学社会科学版)》2009,42(5)
通过问卷调查,分析研究了远程英语学习者的学习策略。结果表明:远程学习者常用的英语学习策略有自我管理策略、记忆策略和语法策略等;许多成人学生在英语学习中不善于合理使用各种策略。建议在远程英语教学中注意培养学生运用策略的能力,重视面授辅导课。 相似文献
20.
Java是当今最为流行的实用性很强的语言,实际操作性强,应用领域广泛,同时也是门比较难学的语言。教师如何教,学生如何学始终困扰着很多老师和学生。在Java的教与学中,采用图形图像、JDBC和网络编程等专题引领方式,以及在教师之外寻找小组合作探究互动的课程教学内驱力的小组驱动式的教学办法,可以收到较好的教学效果。 相似文献