Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced gramm...Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.展开更多
Since the 1990s, the generation gap among three important groups of writers born in the 1950s, 1960s and 1970s has become ever more evident. Not only do they show a tendency toward the weakening of grand narrative and...Since the 1990s, the generation gap among three important groups of writers born in the 1950s, 1960s and 1970s has become ever more evident. Not only do they show a tendency toward the weakening of grand narrative and sense of responsibility and the strengthening of individual aspirations, they also show different aesthetic traits in terms of narrative form. Some advocate a realist style, while others pursue modernist techniques or are enamored of fragmentary details. At the same time, each generation projects its own aesthetic ideas. From the viewpoint of cultural anthropology, this kind Of generation gap essentially implies the effect of the latent protocols of different historical-cultural contexts and memories of growing up on the human spirit. Although the generation gap is an expression of a plural cultural scene, the question of how to strengthen intellectual interaction between different generations of writers and effectively overcome the limitations of each generation remains an important aspect of the promotion of the healthy development of modern Chinese literature.展开更多
文摘Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.
文摘Since the 1990s, the generation gap among three important groups of writers born in the 1950s, 1960s and 1970s has become ever more evident. Not only do they show a tendency toward the weakening of grand narrative and sense of responsibility and the strengthening of individual aspirations, they also show different aesthetic traits in terms of narrative form. Some advocate a realist style, while others pursue modernist techniques or are enamored of fragmentary details. At the same time, each generation projects its own aesthetic ideas. From the viewpoint of cultural anthropology, this kind Of generation gap essentially implies the effect of the latent protocols of different historical-cultural contexts and memories of growing up on the human spirit. Although the generation gap is an expression of a plural cultural scene, the question of how to strengthen intellectual interaction between different generations of writers and effectively overcome the limitations of each generation remains an important aspect of the promotion of the healthy development of modern Chinese literature.
