Communicational and international developments have different aspects in today＇s world so that some terms like ＂Internationalization,＂ ＂Liberalization,＂ ＂Universalization,＂ ＂Westernization,＂ ＂Deterritorializ...Communicational and international developments have different aspects in today＇s world so that some terms like ＂Internationalization,＂ ＂Liberalization,＂ ＂Universalization,＂ ＂Westernization,＂ ＂Deterritorialization＂ find interferences in social sciences and humanities studies. But these terms can generally be distinguished by two different categories of study as some experts have emphasized that the above developments are in the process （Globalization） while the others considered them on the project （To Globalize）. The main problem is that how we can find out the focal point of both studies through which the accuracy of these claims to be verified to know whether contemporary changes and evolutions are formed in a process or a project. It seems that the focal point in the sphere of both claims （processes and projects） is the issue of ＂identity＂ since both spheres agree that the concept of ＂identity＂ has passed a series of changes and developments, although each one renders the path and goal of ＂identity＂ changes by its own specific interpretations. In this article, we claim that using linguistic approach we are able to review the developments and evolutions＇ flow of identity in the present era and thereby it can be found that the developments in information and communication would lead to creating a process in the context of Globalization or a project on Universalization. The assumption of this study is that by explanation of the above-mentioned situation, we can see that based on the linguistic approach, the process of making identity is ＂context-based＂ and ＂conditional＂ as opposed to a project view formation and relative continuity of identification process would generally be subject to the condition.展开更多
In the context of Chinese learning English writing to learn and length approach is one of the highlighted concepts and practices. It entails sufficient comprehensible input and active interaction. It is found that the...In the context of Chinese learning English writing to learn and length approach is one of the highlighted concepts and practices. It entails sufficient comprehensible input and active interaction. It is found that the theme-based modules/units, if organized and performed meaningfully and closely related to the learners' life and experiences, will best integrate these three elements in the process of the second language learning, which is geared in some major aspects to the whole language philosophy. 'Writing to learn' is a product of reverse thinking. In a theme-based module/unit, a writing task of the same theme is put at its end with some requirements for language enhancement. It serves as an engine to learn other skills. In reality, it is not writing alone that functions in the SLA, but writing at the final stage that requires comprehended input and good qualitative interaction together to fuel SLA. An experiment of 20 weeks shows the positive results for the model.展开更多
文摘Communicational and international developments have different aspects in today＇s world so that some terms like ＂Internationalization,＂ ＂Liberalization,＂ ＂Universalization,＂ ＂Westernization,＂ ＂Deterritorialization＂ find interferences in social sciences and humanities studies. But these terms can generally be distinguished by two different categories of study as some experts have emphasized that the above developments are in the process （Globalization） while the others considered them on the project （To Globalize）. The main problem is that how we can find out the focal point of both studies through which the accuracy of these claims to be verified to know whether contemporary changes and evolutions are formed in a process or a project. It seems that the focal point in the sphere of both claims （processes and projects） is the issue of ＂identity＂ since both spheres agree that the concept of ＂identity＂ has passed a series of changes and developments, although each one renders the path and goal of ＂identity＂ changes by its own specific interpretations. In this article, we claim that using linguistic approach we are able to review the developments and evolutions＇ flow of identity in the present era and thereby it can be found that the developments in information and communication would lead to creating a process in the context of Globalization or a project on Universalization. The assumption of this study is that by explanation of the above-mentioned situation, we can see that based on the linguistic approach, the process of making identity is ＂context-based＂ and ＂conditional＂ as opposed to a project view formation and relative continuity of identification process would generally be subject to the condition.
基金This paper is in a project sponsored by The Special Fund Construction of Guangdong Higher Education It was alsoselected to beincluded in the presentations at the 4th Asia TEFL Conferencein Fukuoka,Japan
文摘In the context of Chinese learning English writing to learn and length approach is one of the highlighted concepts and practices. It entails sufficient comprehensible input and active interaction. It is found that the theme-based modules/units, if organized and performed meaningfully and closely related to the learners' life and experiences, will best integrate these three elements in the process of the second language learning, which is geared in some major aspects to the whole language philosophy. 'Writing to learn' is a product of reverse thinking. In a theme-based module/unit, a writing task of the same theme is put at its end with some requirements for language enhancement. It serves as an engine to learn other skills. In reality, it is not writing alone that functions in the SLA, but writing at the final stage that requires comprehended input and good qualitative interaction together to fuel SLA. An experiment of 20 weeks shows the positive results for the model.
