SPEAKING模型下北京地铁双语站名语言景观考察与研究

基于SPEAKING模型,选取模型中SPN三个要素,对比2022版及2023版北京城市轨道交通线网图,深入分析北京地铁双语站名语言景观。研究发现,北京地铁双语站名语言景观表达与语言服务质量、语言权势、身份认同及意识形态相关,但存在不统一、不规范等实际问题。文章从语言服务质量的提升和象征功能的体现两个方面对该问题提出针对性修改建议,以规范北京地铁双语站名语言景观表达,进而强化“风向标”引领,彰显“头雁效应”。

SPEAKING模型下滦州古城语言景观研究

该文对唐山市滦州古城的语言景观现象进行定量、定性分析,以SPEAKING模型为切入点,重点关注语言语码以及语言景观参与者和文本的互动关系,从多角度对古城景区的标牌语言进行深入剖析。研究结论显示滦州古城的语言景观呈现出国际化、多元化趋势,且“作者”“读者”与文本的互动关系明显。该研究系统总结了滦州古城语言景观使用的优势及不足,以期为景区的国际化改进和国家及地区语言政策的调整提供参考意见。

The Metalingual Function about the Three Unspeakable Situations in the Early Thoughts of Wittgenstein

The metalingual function of language is to talk what we talk and think what we think.The contribution of Wittgenstein's early research on language is to clear the boundary that there is something beyond words.This topic of this paper is to exploit the meaning of why"the unspeakable"is unspeakable.It could be divided into 3 parts.The first part is introduction about the goal of this research.The second part is analyses about the three unspeakable situations in the early thoughts of Wittgenstein.The third part is three points of enlightenments about the unspeakable situation.

Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.

English Speaking Online in the Turkish Teaching Context:A Theoretical Approach

The world initiated a new era with the emergence of the Covid-19 pandemic.Education all around the globe,including Turkey,was impacted to a great extent.Both teachers and learners were required to adapt to online education within a short period of time.Although previous studies had focused on the impacts of teaching English in general for teachers and learners,studies focusing on teaching of the speaking skills online particularly in the Turkish context was absent in the literature.Therefore,the gap which was to be considered appropriate for this research is related to comprehending the perceptions and challenges EFL teachers confronted while attempting to teach the speaking skills online within the Turkish context.This article aims to have a theoretical contribution to the current research,in order to see the significance of the Turkish context,as online teaching of English speaking was to be considered beneficial for learners,as it increased confidence for the interaction.

高中英语翻转课堂在Listening and Speaking的应用

随着全球化的不断深入,英语作为国际交流的主要语言,其重要性不言而喻。在高中阶段,培养学生的英语听说能力,不仅是语言学习的基本目标,更是他们未来融入社会、实现个人价值的关键。然而,传统的英语听说教学往往存在诸多弊端,如教学模式单一、学生参与度低、缺乏实践机会等。翻转课堂作为一种新兴的教学模式,为高中英语听说教学提供了新的可能。

The Potential of Metaverse in Speaking Skills of English Education

The Metaverse,a three-dimensional(3D)virtual world network that includes social and economic interactions through virtual reality(VR)and augmented reality(AR)devices,has been recognized as a transformative concept in a variety of fields,including education.As technology advances at a rapid pace,the potential of the Metaverse to revolutionize teaching and learning has become increasingly prominent.Particularly in English education,the Metaverse offers promising solutions to address the challenges of oral English education during the COVID-19 era.This paper explores the potential of the Metaverse in enhancing oral English education and highlights its future possibilities.Drawing from the realms of AR and VR,this paper also examines teaching approaches and strategies that integrate the Metaverse into oral English instruction.By leveraging the immersive and interactive nature of the Metaverse,educators or students can create engaging learning experiences that foster oral English communication skills.

The Dynamic Interplay Between Language Motivation and English Speaking Fluency:Implications for Effective Teaching Strategies

In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.

PV就是用这样的感觉做出来的 Promotion Video 制作日志 Every Little Thing UNSPEAKABLE

一般制作音乐Video需要2-3周的时间。不过据说Every Little Thing的“UNSPEAKABLE”从接受订单到交货，花在制作上的时间共12天，从接受委托到实际拍摄只有1周时间。和一般的音乐Video的制作流程相比较，针对这次的制作流程我们采访了担任制作人的井之上伸也先生。

College English Listening and Speaking Teaching Guided by Memetics

Memetics confirms the importance of recitation and imitation in college English teaching.Starting with the explanation of the replication cycle of language memes,this paper discusses how to use the memetic perspective in college English listening and speaking teaching,effectively transform the input language information into language output,and improve the classroom effect of college English listening and speaking teaching.

流变·敞开·不可说:作为事件的记忆诗学

事件哲学和记忆研究都聚焦于对历史事件的诊断和反思,因而二者具有天然的契合度。事件作为记忆的重要组成部分,其流变性、敞开性与不可言说性都与记忆的运行机制有着极大的相似性。事件哲学对传统形而上学先验论及常规秩序的打破,为记忆对现存秩序、框架的背叛研究提供了启发,即在政治权力和社会共同体秩序合谋的记忆构建中,从不同记忆版本中发掘被遮蔽和忽视的记忆。只有敞开记忆、发现记忆奇点、正视记忆,才能开拓出一条通向全新未来的道路。

Passy-Muir说话瓣膜对脑卒中气管切开患者吞咽生物力学的作用

目的 应用高分辨率固态测压技术(HRM)检测Passy-Muir说话瓣膜(PMV)对脑卒中气管切开患者吞咽生物力学的作用,探讨利用咽腔与食管上括约肌(UES)压力参数评估PMV治疗效果的应用价值。方法 2020年1月至2024年1月,新疆维吾尔自治区人民医院100例脑卒中气管切开患者随机分为对照组(n=50)和PMV组(n=50),对照组给予常规吞咽康复,PMV组在此基础上佩戴PMV,共2周。治疗前后,采用改良曼恩吞咽能力评估量表(MMASA)进行临床吞咽功能评估;并进行HRM检查,收集腭咽收缩压力峰值、腭咽收缩时长、UES松弛残余压和UES松弛时间等数据。将PMV组治疗后的MMASA评分与HRM压力参数值进行相关性分析。结果 两组各脱落4例。治疗后,两组UES松弛残余压显著降低(t> 47.403, P <0.001),MMASA评分、腭咽收缩压力峰值、腭咽收缩时长和UES松弛时间均显著增加(t> 19.621, P <0.001);PMV组均优于对照组(t>2.050, P <0.05)。治疗后PMV组腭咽收缩压力峰值(r=0.924, P <0.001)、腭咽收缩时长(r=0.948, P <0.001)和UES松弛残余时间(r=0.954, P <0.001)与MMASA评分呈正相关,UES松弛残余压与MMASA评分呈负相关(r=-0.939, P <0.001)。结论 佩戴PMV治疗能增强脑卒中气管切开患者的吞咽功能,提高咽腔和UES区域的吞咽生物力学水平。利用咽腔和UES区域的压力参数可预测佩戴PMV治疗后患者吞咽功能的改善情况。

基于SPOC和学习通平台的“英语演讲”课程混合教学模式研究

在建构主义、系统化教学、任务型教学法和问题型教学法的理论基础上,设计并实践了以学习通平台为基础、基于校本位SPOC的英语演讲混合教学模式。该模式弥补了单纯网络教学或单纯课堂教学的不足,综合了教学目标、教学环节与内容、互动方式、评价方式等方面,将学习通平台贯穿课前、课中、课后全过程,最大化发挥信息技术优势,有效提高教学效率,强调学生参与和输出,突出英语演讲课堂的实践性,进而提升教学效果。

眉目传情:声乐表演中的眉目语

眉目语是声乐表演中最重要的表情语汇之一,包括眉语和目语,还包括眉目语共用的情况。它是声乐表演中最有效的非语言沟通方式,不仅能表达各种情感,刻画人物形象,还能揭示人物性格,表现戏剧冲突。歌唱者了解并掌握眉目语的信号特征,是其眉目传情的关键。

普通话儿童句法发展的里程碑

句法启动、语序和成分结构、递归和功能标记是普通话儿童的最低限度句法知识,其习得标志着汉语普通话儿童“句法骨骼”的基本形成,可以根据它们的习得年龄段勾勒出汉语普通话儿童句法发展的里程碑。考察5名普通话儿童的早期纵贯性产出语料,发现其句法习得历程为:(1)以语调词–独词句的习得为标记,从1;00岁左右就通过韵律特征(语调)的启动而进入句法发展的萌芽期;1;05~1;06岁,进入双词句阶段时就对语序参数敏感,并且各类简单的成分结构开始涌现,在双词句产出后的两三个月里爆发式增长,功能范畴标记也同时涌现。(2)递归知识的习得稍晚于其他词语数量少的简单成分结构,2;00岁左右对宾语关系从句敏感,主语关系从句则在2;04岁左右产出,而涉及更为复杂的内嵌知识的关系从句则到3;00岁甚至之后才有产出。与印欧语儿童句法发展历程相比,既有共性也有差异,具有一定的类型学意义。

圣人文学家:英语学界中国文学史中的孔子书写

1901年至2022年,英语学界先后有10部中国文学史著作书写孔子,其方法与特征显著:肯定孔子的中国文学奠基人地位,揭示孔子的文学人生,侧重文学文化史考察与跨文化文学阐释,及时补充中国学界孔子研究的最新成果。关于中国文学史中的孔子书写,英语学界早于中国学界,使世界文学史视域中生成了“圣人文学家孔子”的国际性意义,其面向专业读者与普通读者分类编纂的思路以及具体导读方法具有重要启示价值。这为促进国际儒学深入发展、中外文明互鉴互通提供了可资借鉴的典型个案。

基于产出导向法的大学生英语口语焦虑研究

采用改进的外语课堂口语焦虑量表(FLCSAS)对英语提高班的非英语专业本科学生进行了调查,收集了两份问卷结果和两次访谈结果,探索了基于产出导向法的大学生英语口语焦虑状况。结果表明:高、中、低焦虑组在最难口语任务方面的表现存在显著差异,在较容易任务方面差异不明显;经过课堂产出导向法教学,非英语专业大学生英语口语焦虑呈降低趋势。由此可以看出产出导向法可以有效降低大学生英语口语焦虑。

综合口语任务类型对学习者口语产出的影响研究

本研究通过比较读后说、听后说两种综合口语任务类型中英语学习者的口语表现,探讨这两种综合口语任务类型对学习者口语产出的影响。两个水平组学习者完成两种综合口语任务后,研究者对学习者的口语表现进行评分,并将其口语录音转写成文字进行文本特征分析。研究发现:第一,两种综合口语任务并未对学习者口语表现的整体评分产生影响,但是在分项评分中的组织结构和内容质量两个维度上,学习者成绩有显著差异;第二,两种任务类型对学习者口语表达的句法复杂度和语言准确性并无影响,但提供阅读材料比听力材料更有利于提高其语言表达的词汇复杂度和流利度;第三,高水平学习者在读后说任务中口语表达的词汇密度比低水平学习者更高,在其他方面的表现特征与低水平学习者无显著差异。本研究对综合口语测试设计与实施有参考价值。

基于续论的大学英语“听读后续说”教学模式构建与实践研究

将“续论”指导下构建的“听读后续说”混合式教学模式应用于大学英语听说课程教学实践,采用问卷、访谈和案例分析的方法,探索“听读后续说”这一续作形式在《新未来大学英语视听说教程》教学中应用的可行性和有效性。结果显示“听读后续说”听说课堂对学生认知(如发散思维能力、想象力、创造力等)、情感(如学习态度、兴趣等)和语言层面都具有明显的促进作用。这对大学英语听说课程教学改革和“续说”研究具有借鉴和参考意义。