美学视野下语文教学的“语文”能力略论

语文教学中"语文"能力的研究在高师院校中文系一直未能得到应有的重视。语文教育要在语文(语言、文章、文学)活动中塑造"求真"、"向善"、"崇美"的创造性人才和"健全的人格",就必须而且应当注重美学视野下"语文"能力的研究。这种能力一般包括阅读能力、写作能力、听话能力和讲话能力四个方面,因而施教者只有日积月累,持之以恒,并在磨练"语文"能力上下真功夫,才能为构筑特色鲜明的"真善美融合"的语文教育理论大厦作出应有的贡献。

An investigational study of non-English majors＇ international communication competence and countermeasures

Based on the data collected from the questionnaires, this paper discusses various problems concerning intercultural communication competence the non-English majors at ＂high-leveled, applicationoriented＂ level faced in Shanghai Institute of Technology. Besides, it analyzes the necessity and feasibility in developing intercultural communication competence, and puts forward some constructive suggestions to enhance intercultural communication competence in adult English teaching.

China English and College Intercultural Education:A Cultural Linguistic Perspective

In the era of globalization,English as an international language(EIL) is also the medium of intercultural communication for the international community.Based on the theory of cultural linguistics(CL),which regards language as culture-oriented rather than structure-oriented,Sharifian(2009,p.4) has proposed that varieties of English which constitute EIL result from the interaction between the English language and different local cultures.CL suggests that China English(CE) should be understood in this light:It is not a substandard interlanguage,but a variety of English with its own cultural value and right.This paper intends to systemically analyze the nature of CE and its value in intercultural communication so as to better understand current intercultural education.Over a long time,much emphasis has been laid on the importance of adapting to the target language culture to the neglect of home language culture in our College English classrooms,thus resulting in what is known as Chinese cultural aphasia.In the light of CL,intercultural communication competence(ICC) encompasses not only knowing English and adapting to its culture,but also using CE to introduce the native culture in which CE plays an irreplaceable role.Therefore,CE is undoubtedly a key remedy for Chinese cultural aphasia.More research on CL should be conducted as it provides felicitous disciplinary guidance for our college intercultural education.

Integration of Teaching and Assessing Intercultural Communicative Competence

The launch of the Belt and Road Initiative in China calls for a paradigm shift in theory and practice of foreign language(FL)teaching from a communicative language teaching approach(CLT)to intercultural language teaching(ICLT),which treats intercultural communicative competence(ICC)as the core of FL education.Unfortunately,the College English Curriculum Requirements of China(CECR)does not specify the aspects for cultural teaching or assessment;nor does it provide any theoretical or practical guidance for teachers on how to teach or assess ICC.This leads to teachers’confusion about what should be taught and assessed and how,hence to a deficiency in real actions.In this paper,we first outline the learning outcomes of ICLT-oriented courses,the ICC components which respectively fall into the categories of intercultural attitude,knowledge and skills.By presenting the pedagogical practice of a cultural literacy course,we also demonstrate how FL teachers can help learners achieve these learning outcomes through a fivestage instruction process.Finally,we discuss how these learning outcomes can be assessed using formative and summative assessment tools,especially how ICC components can be incorporated into a comprehensive test of FL.

Content-based Instruction in Foreign Language Learning

Abstract. In recent years content-based instruction has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary （11 - 16 years old） education sector. This paper discusses about the definition, types, ways to create a CBI lesson, advantages and the problems of CBI, as well as the assessment of CBI.

Implications of Reportage Texts in EFL Teaching

In this paper, the author discusses implications of original reportage texts in EFL teaching and learning from the perspectives of socio-linguistics and pragmatic competence. The author also discusses a proper approach for teaching medical postgraduate students, which is centered on students and based on research. This approach for teaching and leaning has been proved effective and students have improved in their socio-linguistic and pragmatic competences. This approach should have implications to EFL teachers who teach students of other specialties.

An Investigation of Chinese Undergraduates’Ability to Translate Chinese Cultural Items into English and Predictors of Such Ability

College English teaching in China has long focused on importing cultures of English countries while neglecting to enhance students’English competence in home culture.The present research aims to investigate Chinese non-English major undergraduates’competence in translating Chinese cultural items into English and the significant predictors of such competence.With a test and a questionnaire as research instruments,this study was conducted to assess 82 undergraduates’ability to translate three different levels of Chinese culture-specific items into English and explored the factors which might have affected the students’home culture translation ability.The results show that the participants did well in translating the surface layer cultural items,but their performance in sub-surface and deep layer culture translation tasks was far from being satisfactory.It was also found that students had positive attitudes towards Chinese culture and were willing to learn to express Chinese culture in English,but their English learning motivation in general was not strong enough,and they were not given much input on Chinese culture in their English class.Students’Chinese cultural knowledge and their awareness of the importance of learning Chinese culture in English were found to be the two significant factors that can predict their performance in the translation tasks.These findings have implications for the teaching of culture and cross-cultural communications in EFL classes.

Communicative Ability and Cross-cultural Competence in China＇s English Teaching

Traditional grammar-translation ：method in China＇s English teaching has long been putting emphasis on the teaching of linguistic knowledge. It is no doubt that it has got many achievements. However, it has produced many bad byproducts as well. For instance, it may produce some students who are good in grammatical achievements but lacking in responding to the actual situation. Therefore linguistic knowledge is not the whole field that English teaching should touch upon. Inducing from two instances, this article presents the importance of communicative ability and cross-cultural competence in China＇s English teaching, together with proper solutions.

Grammar Teaching as Product or as Process？

The teaching of grammar has received increasing attention in recent language teaching and learning literature. The major argument lies in teaching grammar as product or as process. Teaching grammar as product focuses on giving learners a clear and explicit framework about the language; while teaching grammar as a process emphasizes the use of language by the learner. This paper gives a brief introduction of teaching grammar as product and as process and points out that language teachers can choose the more appropriate approach of them in the specific context.

Contrast Between English and Chinese Culturally-Loaded Words

Vocabulary in a language is influenced by and bears features of culture, so in languages, vocabulary has the greatest culture-loading capacity. This paper makes a contrastive study between English and Chinese culturally-loaded words, and tries to make clear how cultural disparities exist in English and Chinese vocabulary. Culturally-loaded words play a significant role in understanding the languages of different cultures, giving the readers insight into cultures. Learning and grasping the culturally-loaded words can promote the efficiency of vocabulary teaching and improve learners＇ competence in intercultural communication.

Study On the Practical It Personnel Training Model in Japanese Language Based On Internship Training Base

In the examination-oriented education system, widespread foreign language major＇s language proficiency is relatively weak, poor employment, led to the current prevailing social Graduates Employment social phenomenon. To solve these problems, this study takes constructivist theory as a guide to practice base for the carrier, focusing on the application of practical skills from the Japanese culture, professional quality college students to explore new aspects of Japanese IT personnel training mode, and then realize Japanese IT professionals, so as to achieve the strategic requirements of talent and rejuvenating the country.

On Dilemma Analysis and Reasonable Measure Construction of Higher Vocational College English

English is used an important course of higher vocational colleges, which can greatly improve stuctents＂ language application ability to a great extent and it can also make students understand western culture knowledge through foreign language learning. But in current higher vocational colleges, it faces many dilemmas. Only by correctly analyzing these dilemmas will it propose corresponding reasonab!e solutions, which is good for English education development of higher vocational colleges and improving English level of higher vocational college students.

Reading Developmental Trends in Early Years： The Influence of Word Identification Skills and Target Langauge Oral Ability to Comprehension

Language, reading, and reading-related tasks were administered to 148 children from lower primary （Standard 1, 2, and 3） in Kenyan schools. The aim was to investigate the literacy developmental trends across the years and establish which of the two variables, word identification skills or target language oral proficiency influenced reading comprehension performance. The results indicated that word identification skills independently influenced reading comprehension performance in both standard 2 and standard 3 classes, but target language oral skills did not. Further, the analysis of invented spelling task performance revealed evidence of transfer of alphabetic coding skills of first language to English orthography. The spelling errors reflected letter-sound patterns not found in English orthography. Analysis of the miscues in the spelling task revealed that children rely on first language phonological processes to spell target language unfamiliar words as long the languages have a common alphabetic system.

The Compilation Principles of EST Teaching Materials

English for Science and Technology （EST）, as one branch of English for Special Purposes, has its own distinctive features and plays a significant role in today＇s English education. In language teaching, teaching materials play an important role. To a great extent, they determine the content and approaches of teaching and learning and affect the quality of language education. The author of this paper makes a tentative analysis of the compilation principles of EST teaching materials, from the perspective of students, scientific and technological discipline, and the English language, highlighting the content of teaching and the motivation of students. This paper proposes the Principles of Interest, Life-Long Development, Appropriateness, Systematization, Cognitive Scientificalness, Illumination, Integration of Abstract Knowledge and Specific Cases, Authenticity, Timeliness, and Comprehensive Improvement, so as to improve both subject competence and linguistic ability

Improving college non-English majors＇ nonverbal communication competence

Under the widespread view that verbal competence is essential in foreign language acquisition. nonverbal communication has not been given sufficient attention and importance in foreign language teaching in China. In most cases in intercultural interaction, people focus on verbal cues while neglecting those nonverbal messages produced by the bodies and the environment. Such neglect often results in misunderstandings and conflicts because nonverbal communication reveals basic cultural traits from which people are able to gather clues about underlying attitudes and values. So the study of nonverbal communication is an important component to the study of intercultural communication. It deserves due attention in foreign language acquisition. Grounded on the model of cultural learning put forward by Hanvey, the study puts forward a set of feasible suggestions on how to improve intercultural nonverbal communication competence of college non-English majors.

Development of reading and writing abilities by teaching textual patterns

It is increasingly important for students to develop reading and writing abilities. Teachers should focus on the teaching of English textual patterns, which plays an important part in sending writers＇ messages. The patterns used in the text help readers unfold the writer＇s message positively and actively. Students can write texts following textual patterns and using appropriate discourse signaling vocabulary. The importance of teaching the lexical signals and specific vocabulary is emphasized here. And the common core patterns in English texts are also analyzed. Besides, some instructional activities are discussed to develop students＇ reading and writing abilities, including raising awareness of textual patterns, focusing on signaling factors, reformulating and making a frame or a diagram.

Impact of Intercultural Learning Program on Language Learners＇ Intercultural Competence

As institutions of higher education continue to internationalize, the number of exchanged students climbs ever higher in China. It is important to know what they have gained in the intercultural learning experiences in terms of attitudes, awareness, and knowledge, which are the three constructed dimensions of Intercultural Competence in this study. A qualitative research is conducted by using interview and seven English language learners are investigated to explore their learning outcomes in the intercultural learning program. From the thematic analysis of the interviews, it can be found that these English language learners＇ intercultural competence has been improved during their stay in USA. They successfully overcome cultural shock, hold positive attitudes toward target culture and people, become more confident in English study, and acquire more cultural knowledge. The research outcomes contribute to promoting intercultural learning effectiveness and improving learners＇ intercultural competence.

Students＇ English comprehensive ability based on Anglo- American literature

American Literature Education Status and its significance are： Currently, the community is generally filled with quick success; anxious atmosphere has penetrated the influence of contemporary students. No matter what time, we are not able to separate literature and language these two concepts to analyze literary language and it is the most important bearing carrier, and the language is the basic tool to shape the image of literature to reflect the social life and express thoughts and feelings.

A Polish College Students＇ Use of Dictionaries in Text Production

The study, conducted in the academic year 2008, explores the potential differences in the use of a dictionary in support of a standard writing task by two student groups at two different proficiency levels. Fifty seven students working on a real classroom assignment were observed; in order to make sure that the subjects behaved as they normally would, they had not been informed that their dictionary behavior was to be observed. The study which shows that the need for a dictionary is smaller in the case of more advanced students may be of interest to those foreign language teachers who fear that giving a student an unlimited access to a dictionary may hamper the development of his expressive abilities. In turn, a marked preference on the part of more advanced students for an L I-L2, paralleled by a sustained interest in information categories typically placed in foreign learner＇s dictionaries suggests that advanced language learners writing in English would probably opt for a lexicographic product combining the best of both dictionary types： an LI-L2 and an MLD.

A Genre-based Approach to the Writing of the Introduction Section of an ESL/EFL Academic Paper

For many years, the lack of English for Specific Purposes （ESP） classes and training has led to many difficulties in Chinese college students＇ writing English academic papers. This paper is designed to offer genre-based methods to Chinese teachers of English concemiug teaching the college-level writing of the introduction for academic papers. It argues that genre-based teaching approaches can teach students to write in terms of move structures or conventional sections of academic papers （Swales, 1990） and its underlying motivation which not only makes students aware of the stylistic features of introductions but provides them with the strategies to reproduce these features in their own writing. The teaching approaches proposed in this paper include modes for teachers to present the findings of generic analysis of research article introductions as well as task-based activities for students＇ practice.