高三作文训练的思考与实践

高中作文教学不仅是技巧的传授．而且是思想的提升、视野的拓展。教师要在实字上下功夫．在看、读、说、写上面做文章，真正让学生成为作文的主人，让作文成为学生思想感情流露的裁体。训练应强调针对性、实效性，重基础训练，重思维训练，重过程训练。只有这样，学生才真的会表达。

An investigation of the effect of L2 proficiency and topic familiarity on L2 Incidental Vocabulary Acquisition： An empirical study based on theory of interactive reading

Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. By using two different measures （translation production and selection）, this study found： （1） Vocabulary can be acquired incidentally in reading passages; （2） There are no significant interactive effects of topic familiarity and second language proficiency on vocabulary acquisition, but the two independent variables of topic familiarity and second language proficiency exerted their positively significant effect on incidental vocabulary acquisition, and （3） As for the two vocabulary measures, learners can acquire more words in translation selection than in translation production.

Analysis of Gypsy Image in Notre Dame De Paris

In Notre Dame, the author＇ s dualistic character for the character itself, is not separated, pure performance side, while excluding the other side, but as a whole, an indivisible whole humanity against each other the existence. It presents the reader not only the appearance of beauty and ugliness, good and evil but also spirit. Therefore, it shows the reader what is true and what complete humanity.

Beyond Binary Opposition： Reinterpretation of Mr. Pontellier in the Awakening

The American writer Kate Chopin＇s masterpiece, The Awakening published in the late 19th century is one of the classics in female literature. The heroine Edna having the courage to pursue self-reliance and express her self-awareness, is regarded as a ＂new woman＂, while the comments on her husband, Mr. Pontellier are quite negative--He regards Edna as a private property and a sexual tool, leading to her awakening and suicide. In this paper, the author reinterprets Mr. Pontellier with the method of close reading in new criticism, deeming that it is the binary opposition in thinking that leads to the misreading. Mr. Pontellier was just a follower of the tradition and custom. The objective evaluation and reinterpretation to him can help students to develop the habit of critical thinking and the courage to pursue truth is case they form a simple thinking mode of the binary opposition.

Design of 32-bit differential paired eFuse OTP memory in a form of two-dimensional array

A differential paired eFuse OTP(one-time programmable)memory cell which can be configured into a 2D(two-dimensional)eFuse cell array was proposed.The sensible resistance of a programmed eFuse link is a half smaller than that of the single-ended counterpart and BL datum can be sensed without a reference voltage.With this 2D array of differential paired eFuse OTP memory cells,we design a 32-bit eFuse OTP memory IP.We use a sense amplifier based D F/F circuit as the BL(bit-line)SA(sense amplifier)and design a sensing margin test circuit with a variable pull-up load.It is confirmed by the function test that the designed 32-bit OTP memory IP functions normally on 30 sample dies.

EFFECTS OF TEXT TYPE AND TEST TYPE ON L2 READING COMPREHENSION TEST PERFORMANCE

This paper aims to investigate the effects of two components of test method facets — text type and test type on L2 reading comprehension test performance. The subjects are 30 non-English-major freshmen who were randomly chosen from among 150 candidates. It was found that: 1) the subjects perform significantly better in summary writing task for the narrative text than the expository one of the same difficulty level while in multiple-choice task the difference between performances for two text types is not significant; 2) for the same narrative text, summary writing task tends to elicit significantly better general test performance than the multiple-choice one while for the same expository text, there is no significant difference between the test performances elicited by the two tasks; 3)scores in the summary writing tasks for both texts are more widely distributed than those in the multiple choice ones.

The Relative Significance of Vocabulary Breadth and Syntactic Knowledge in the Prediction of Reading Comprehension Test Performance

Founded on the componential model of reading, Nation＇s construct of vocabulary breadth test and structuralists＇ view of syntactic knowledge, this paper attempts to investigate the relative significance of vocabulary breadth and syntactic knowledge in the prediction of Chinese EFL learners＇ reading comprehension test performance and whether the relative significance is moderated by the learners＇ different L2 proficiency. An experiment including three tests was carried out with 68 sophomores in Anhui Medical University. The findings show that： 1） there is a positive linear correlation between the learners＇ performance on a reading comprehension test and their vocabulary breadth and syntactic knowledge, with the multiple r being 0.551; 2） syntactic knowledge outperforms vocabulary breadth in predictive power and emerges as the stronger predictor of reading comprehension test performance; and the relative significance of syntactic knowledge over vocabulary breadth in the prediction of reading comprehension does not change with the EFL learners＇ L2 proficiency. The findings of this study provide implications for both reading instruction and remediation of learners＇ reading problems.

Factors Related to EFL/ESL Learners' Reading Strategy Use: A Literature Review

This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 2000 to 2017 in order to answer two research questions:(a)What factors relate to the college-level EFL/ESL learners’use of reading strategies?(b)How do these factors relate to college-level EFL/ESL learners’use of reading strategies?An initial review of the literature identifies four factors related to EFL/ESL learners’reading strategy use:English proficiency,first language(L1)literacy experience,gender,and motivation.For reasons of space,this article only reports and discusses findings on the first two factors.(1)English proficiency:High-proficiency readers use more metacognitive,support,global,and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers.They also differ from low-proficiency readers in learning reading strategies.(2)L1 literacy experience:EFL/ESL readers’L1 linguistic features and L1 reading experience shape their strategy use when they read English.

A Case Study on Elementary CSL Learners' Reading Anxiety

This paper reports a case study that explores elementary learners＇ reading anxiety over Chinese as a second language （CSL）. Two elementary CSL learners were chosen as research participants. Lived experience descriptions, think-aloud, retrospective interviews, field observations, and research journal writings were used to investigate the sources of elementary CSL learners＇ reading anxiety and the ways employed to reduce their reading anxiety. The data were analyzed by Moustakas＇ （1994） data analysis procedures, Creswell＇s （2007） three steps, and Bogdon ＆ Biklen＇s （1992） data analysis methods. Results show that elementary CSL learners do have reading anxiety in their reading process and the sources of the anxiety include cross-linguistic differences between English and Chinese expressions, lack of previous knowledge, difficult and complex vocabulary, wrong guesses, and comprehension difficulties. Both participants tried to use strategies such as guessing, looking up words, understanding two character words based on the meaning of each character, skipping and keepitag reading, and using previous knowledge to predict the rest of the text to reduce their reading anxiety. The present study provides both theoretical and pedagogical implications in the field of CSL reading learning and teaching.