日本与西方知识观管理观之比较

与西方人对知识的看法相比 ,日本人有其独到的见解。在“显性知识”和“隐性知识”之间 ,日本人更注重后者 ,认为知识不仅包括“技术”的一面 ,还包含如信念、悟性、理想、价值、情感和心理因素等认知范畴。正因如此 ,日本人在组织管理上 ,更强调意会知识 (即直觉、经验、想象等 )的挖掘 ,强调上层和中层管理人员与一线员工的协作与沟通 ,并特别突出中层管理人员的作用。

Effects of Written Corrective Feedback on College EFL Students’Writing Accuracy and Linguistic Knowledge Acquisition

Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.

An Article Review： Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses

This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ This study was chosen for evaluation because it strives to attach significance to explicit instruction in L2 acquisition, unlike other more recent research, which seeks to reinforce implicit instruction as it is viewed as the idealistic goal of language learning （Rebuschat ＆ William, 2009）. The present review will be developed by means of an evaluation of Alhossaini and her colleagues＇ study, consisting of a concise summary of the study, a classification of the philosophical perspective, the selection of criteria, and the strengths and weaknesses of the study. In this review, I hope that I succeed to broadly navigate the research enterprise, commencing with the philosophical perspective of research, such as the epistemological and ontological stances shaping the philosophical perspective and then colouring the research. By reviewing this study, I would also hope that I successfully evaluate the research quality by using appropriate criteria in an attempt to suggest potential directions for further research （under strengths and weaknesses of the study）.

Protocol Based Approach for Tacit to Explicit Knowledge Conversion

In the knowledge management domain, the conversion of tacit knowledge to explicit knowledge is critical because it is a prerequisite to the knowledge amplification process wherein knowledge becomes part of an organization＇s knowledge network. Although codified knowledge and its capture is commonplace, tacit knowledge has up until recent years proved elusive in its inclusion within the organization＇s knowledge base. In this paper, the conversion process has been dealt with the help of protocols. It is learned that while structure may significantly improve the tacit to explicit conversion process, it also may matter how the structure is employed. It is anticipated that eventual successful modeling of such knowledge will ultimately be undertaken in several organizations with a view to improving information capture and transference.

The Effects of Audit Committee Attributes on Fraudulent Financial Reporting

This study aims to examine the relationship between audit committee attributes （audit committee independence, financial expertise, meeting frequency, gender diversity, and ethnic composition） and the propensity for fraudulent financial reporting. The sample includes 116 fraudulent and non-frandulent firms listed on Bursa Malaysia from 2005 to 2010. The finding of this study indicates that audit committee independence is positively associated with fraudulent financial reporting. The higher the proportion of independent or outside directors on the committee, the higher the possibility of financial fraud, and vice versa. The results also show that the expertise of members of the audit committee is negatively associated with corporate fraud. This suggests that when audit committee members are financially literate, they are more competent to curb fraudulent financial reporting. However, the findings for frequency of audit committee meetings, gender, and ethnicity show that there is no relationship between these variables and corporate fraud. The result of this study is robust after controlling for other firm-specific effects.

高中地理课本(上册)插图中的隐性知识

高中地理课本（上册）插图中，除大量“显性知识”之外，还有许多隐含于图中的“隐性知识”，并与“显性知识”之间有一定的内在关联。如果不能将它充分挖掘出来，就难以实现教材知识的升华。现将高中地理上册部分插图中的“隐性知识”列举出来，以供教师们参考。［九月的...

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups： A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests： An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners＇ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. （189 words）