美国人以不拘礼节而闻名于世,见面时用“Hi”,“Hello”或“Hi, there”致以问候。大多数美国人甚至认为“Mr. so and so”也太正式(too formal),于是乎,不论年龄大小,男女老少都直接用名字(first name)来称呼。尽管如此,美国人也有用“...美国人以不拘礼节而闻名于世,见面时用“Hi”,“Hello”或“Hi, there”致以问候。大多数美国人甚至认为“Mr. so and so”也太正式(too formal),于是乎,不论年龄大小,男女老少都直接用名字(first name)来称呼。尽管如此,美国人也有用“Mr. so and so”的时候,只是含义上起了变化而已。下面仅举数例加以证实和说明。展开更多
美国社会崇尚名气和名望(fame and celebrity);美国人对那些出身低微、靠自我奋斗出来的“大人物”、“要人”(VIP=very important people,keyfigures)更是佩服得五体投地,并人人拥以为楷模。于是乎,美国口语中就出现了大量表示“要人...美国社会崇尚名气和名望(fame and celebrity);美国人对那些出身低微、靠自我奋斗出来的“大人物”、“要人”(VIP=very important people,keyfigures)更是佩服得五体投地,并人人拥以为楷模。于是乎,美国口语中就出现了大量表示“要人”、“大人物”、“显赫人物”的表达法。这些表达法的起源大多与美国人的生活息息相关,如:potato(土豆)是他们的主食,但我们对美国口语中 a big potato 的理解切不可望文生义,因为它不是表“大土豆”之意,而是“大人物”的意思。实际上, big 除了能和 potato 搭配表此意外,还能和以下名词连用表“大人物”、“要人”之意。一、和与人有关的名词连用:a big boy,a big man,a big guy,a bignane,a Mr.Big。如:展开更多
笔者在美国进修、讲学时有幸与一英国同行共事。当笔者请教他关于英、美人讲英语的主要区别时,他竟然说了一句令人意想不到的话:“Americansexaggerate everything(美国人就爱夸张)”。现在回味起来,此话不无道理,并愿将自己在这方面的...笔者在美国进修、讲学时有幸与一英国同行共事。当笔者请教他关于英、美人讲英语的主要区别时,他竟然说了一句令人意想不到的话:“Americansexaggerate everything(美国人就爱夸张)”。现在回味起来,此话不无道理,并愿将自己在这方面的所见所闻写成拙文以求教于专家和读者。1.英国人回答 How are you?时说 Fine 或 I’m very well,美国人觉得这样回答不足以表达他们的感情,于是乎 great,super,on top of the world,展开更多
Just as students have different personalities, so do they have various learning styles. Why Otherwise might two people,compatible in age, intelligence and expectations, exposed to the same amount of opportunity, react...Just as students have different personalities, so do they have various learning styles. Why Otherwise might two people,compatible in age, intelligence and expectations, exposed to the same amount of opportunity, react so differently?Although an individual’s learning style is regarded as relatively fixed and not easily changed, it is possible to help learners explore their own preferences and to shape their learning approaches to meet the demands of the requirements of what they intend to achieve. Using Honey and Mumford’s Questionnaire and the systemized theory behind the questionnaire for analysis, this paper presents two arguments: 1. Trainers can help learners identify their learning style preferences and increase their awareness about them.2. Learners can become more effective learners once they are aware of their learning styles and the strong points and weak points of the different styles. The results of the investigation support the two arguments.展开更多
文摘美国人以不拘礼节而闻名于世,见面时用“Hi”,“Hello”或“Hi, there”致以问候。大多数美国人甚至认为“Mr. so and so”也太正式(too formal),于是乎,不论年龄大小,男女老少都直接用名字(first name)来称呼。尽管如此,美国人也有用“Mr. so and so”的时候,只是含义上起了变化而已。下面仅举数例加以证实和说明。
文摘美国社会崇尚名气和名望(fame and celebrity);美国人对那些出身低微、靠自我奋斗出来的“大人物”、“要人”(VIP=very important people,keyfigures)更是佩服得五体投地,并人人拥以为楷模。于是乎,美国口语中就出现了大量表示“要人”、“大人物”、“显赫人物”的表达法。这些表达法的起源大多与美国人的生活息息相关,如:potato(土豆)是他们的主食,但我们对美国口语中 a big potato 的理解切不可望文生义,因为它不是表“大土豆”之意,而是“大人物”的意思。实际上, big 除了能和 potato 搭配表此意外,还能和以下名词连用表“大人物”、“要人”之意。一、和与人有关的名词连用:a big boy,a big man,a big guy,a bignane,a Mr.Big。如:
文摘美国口语里表“穿戴”、“衣着”、“服装”之意最常用的名词莫过于 wear 了。此词几乎无所不指,无所不包。当笔者就该词为何有如此高的使用频率请教美国同事时,他说了三点理由:一、wear 是统称,没有单复数之分且生成和搭配能力强(productive);二、wear 是一种委婉的说法,如:underwear 就比 bra 或 brief 来得委婉和文雅;三、也是最重要的一点:wear 用起来简单方便(easy and simple to use)。现在回想起来,笔者觉得此话不无道理,并愿把收集到的此类用法写成拙文以求教于读者。
文摘笔者在美国进修、讲学时有幸与一英国同行共事。当笔者请教他关于英、美人讲英语的主要区别时,他竟然说了一句令人意想不到的话:“Americansexaggerate everything(美国人就爱夸张)”。现在回味起来,此话不无道理,并愿将自己在这方面的所见所闻写成拙文以求教于专家和读者。1.英国人回答 How are you?时说 Fine 或 I’m very well,美国人觉得这样回答不足以表达他们的感情,于是乎 great,super,on top of the world,
文摘Just as students have different personalities, so do they have various learning styles. Why Otherwise might two people,compatible in age, intelligence and expectations, exposed to the same amount of opportunity, react so differently?Although an individual’s learning style is regarded as relatively fixed and not easily changed, it is possible to help learners explore their own preferences and to shape their learning approaches to meet the demands of the requirements of what they intend to achieve. Using Honey and Mumford’s Questionnaire and the systemized theory behind the questionnaire for analysis, this paper presents two arguments: 1. Trainers can help learners identify their learning style preferences and increase their awareness about them.2. Learners can become more effective learners once they are aware of their learning styles and the strong points and weak points of the different styles. The results of the investigation support the two arguments.
