By analyzing the courses of graphic design major, the author points out that it is necessary to put Chinese traditional culture into courses of graphic design, which can open up students＇ design ideas, optimize their...By analyzing the courses of graphic design major, the author points out that it is necessary to put Chinese traditional culture into courses of graphic design, which can open up students＇ design ideas, optimize their design styles and awareness, as well as improve their moral cultivation. The paper elaborates the influences and realistic significance of Chinese traditional culture on graphic design from perspectives of national cultural development, design communication and teaching application. It emphasizes the specific impacts and penetration of the traditional culture in the teaching of graphic design, including teaching content, teaching concepts, and basic teaching practices, etc. With multi- level elaboration, multi-angle exposition and multi-instance citation, it shows the methods to involve Chinese traditional culture in graphic design展开更多
The study is based on an observation of the pronunciation of a group of undergraduate students of English as a Second Language （ESL） whose mother tongue is Arabic and who have no formal training in the spoken variet...The study is based on an observation of the pronunciation of a group of undergraduate students of English as a Second Language （ESL） whose mother tongue is Arabic and who have no formal training in the spoken variety of English other than that received in the classroom. The study of acquisition of pronunciation of consonant clusters at morphological, particularly at the morphophonological levels indicates that the learners are sensitive to the syllabic structure viz., cccv type and cccvcc type, at the word-initial, medial and final positions. Samples of words with different consonant clusters were tested with a homogeneous group of students. Words of identical morphological categories were used as the data to test the students＇ level of perception. These were analyzed using Speech Analyzer Version 2.5. The data includes consonant clusters like plosive-fricative, plosive-plosive, fricative-fricative and plosive-fricative-trill/liquid combinations. The results varied according to the perceptual and articulatory abilities of the learners. It was observed that the plosive perception and acquisition of three-consonant clusters of plosive-plosive word initially, plosive-plosive combinations word finally and plosive-fricative type, posed more difficulty for the learners. The tendency to drop one of the consonants of the cluster was more pronounced with syllables ending in plural morphemes and those ending in -mp, -pt, -kt, -nt, -bt, etc. Difficulty was also noticed with the initial plosive＋/r/, plosive＋/1/combinations, especially in word initial positions. Across the syllable boundaries, these clusters are almost inaudible with some speakers. The difficulty in the articulation of these consonant clusters can be accounted for the mother tongue influence, as in the case of many other features. The results of the analysis have a pedagogical implication in the use of such words with consonant clusters, to teach reading skills to the students of undergraduate level in the present setting and promote self-learning through the use of speech tools.展开更多
Culture teaching is an inseparable part of an English major program to enhance students＇ intercultural competence. Yet, in practice, culture teaching does not receive due attention. More often than not, culture is ta...Culture teaching is an inseparable part of an English major program to enhance students＇ intercultural competence. Yet, in practice, culture teaching does not receive due attention. More often than not, culture is taught and intercultural competence is developed randomly by individual teachers. The practice lacks cooperation, unity and coherence at the curriculum level. This paper proposes a systematic approach to plan, organize and coordinate culture teaching and to enhance intercultural competence for English major students. The theoretical assumption is a language is inseparable from its relative culture and the foreign culture should be openly addressed in actual teaching.展开更多
With spreading and deepening of intangible cultural heritage protection movement in this century, Chinese ink art is among the Masterpieces of the Oral and Intangible Heritage of Humanity. Institutions of higher educa...With spreading and deepening of intangible cultural heritage protection movement in this century, Chinese ink art is among the Masterpieces of the Oral and Intangible Heritage of Humanity. Institutions of higher education is an academic heritage, culture, communication, personnel training platform and carrier, we assume an important role in the protection of heritage and ink art. Modem design teaching is in order to better local cultural heritage, but also to change their design education, more and more traditional elements are used in the classroom student design works. This paper aims to cultural connotations of traditional Chinese ink painting itself carrying elements and aesthetic charm of the excavation, analysis and sorting, which will be teaching in their designs into modem art. The contemporary art and design are to make cultural connotation and aesthetic meaning, making a good combination of tradition and art.展开更多
Teachers often feel unsure about English language teaching in intercultural dimension because they think the courses they took before are language knowledge oriented. Even though they hear about language-culture teach...Teachers often feel unsure about English language teaching in intercultural dimension because they think the courses they took before are language knowledge oriented. Even though they hear about language-culture teaching theory and practice in the classroom, they are lack of confidence in trying to introduce a cultural dimension. The purpose of the article is to discuss how to integrate the theory of English teaching in intercultural dimension with its practical application in the classroom and to what extent the in-service teacher training course designed for middle school English teachers in Xinjiang can contribute to promoting their acquisition of intercultural communicative competence. The innovation requires changes in teachers' self-concept, in their professional qualifications, in their attitudes and skills towards English learning and teaching. Some activities for the course are presented and some ideas may serve suggesting approaches to teacher training.展开更多
文摘By analyzing the courses of graphic design major, the author points out that it is necessary to put Chinese traditional culture into courses of graphic design, which can open up students＇ design ideas, optimize their design styles and awareness, as well as improve their moral cultivation. The paper elaborates the influences and realistic significance of Chinese traditional culture on graphic design from perspectives of national cultural development, design communication and teaching application. It emphasizes the specific impacts and penetration of the traditional culture in the teaching of graphic design, including teaching content, teaching concepts, and basic teaching practices, etc. With multi- level elaboration, multi-angle exposition and multi-instance citation, it shows the methods to involve Chinese traditional culture in graphic design
文摘The study is based on an observation of the pronunciation of a group of undergraduate students of English as a Second Language （ESL） whose mother tongue is Arabic and who have no formal training in the spoken variety of English other than that received in the classroom. The study of acquisition of pronunciation of consonant clusters at morphological, particularly at the morphophonological levels indicates that the learners are sensitive to the syllabic structure viz., cccv type and cccvcc type, at the word-initial, medial and final positions. Samples of words with different consonant clusters were tested with a homogeneous group of students. Words of identical morphological categories were used as the data to test the students＇ level of perception. These were analyzed using Speech Analyzer Version 2.5. The data includes consonant clusters like plosive-fricative, plosive-plosive, fricative-fricative and plosive-fricative-trill/liquid combinations. The results varied according to the perceptual and articulatory abilities of the learners. It was observed that the plosive perception and acquisition of three-consonant clusters of plosive-plosive word initially, plosive-plosive combinations word finally and plosive-fricative type, posed more difficulty for the learners. The tendency to drop one of the consonants of the cluster was more pronounced with syllables ending in plural morphemes and those ending in -mp, -pt, -kt, -nt, -bt, etc. Difficulty was also noticed with the initial plosive＋/r/, plosive＋/1/combinations, especially in word initial positions. Across the syllable boundaries, these clusters are almost inaudible with some speakers. The difficulty in the articulation of these consonant clusters can be accounted for the mother tongue influence, as in the case of many other features. The results of the analysis have a pedagogical implication in the use of such words with consonant clusters, to teach reading skills to the students of undergraduate level in the present setting and promote self-learning through the use of speech tools.
文摘Culture teaching is an inseparable part of an English major program to enhance students＇ intercultural competence. Yet, in practice, culture teaching does not receive due attention. More often than not, culture is taught and intercultural competence is developed randomly by individual teachers. The practice lacks cooperation, unity and coherence at the curriculum level. This paper proposes a systematic approach to plan, organize and coordinate culture teaching and to enhance intercultural competence for English major students. The theoretical assumption is a language is inseparable from its relative culture and the foreign culture should be openly addressed in actual teaching.
文摘With spreading and deepening of intangible cultural heritage protection movement in this century, Chinese ink art is among the Masterpieces of the Oral and Intangible Heritage of Humanity. Institutions of higher education is an academic heritage, culture, communication, personnel training platform and carrier, we assume an important role in the protection of heritage and ink art. Modem design teaching is in order to better local cultural heritage, but also to change their design education, more and more traditional elements are used in the classroom student design works. This paper aims to cultural connotations of traditional Chinese ink painting itself carrying elements and aesthetic charm of the excavation, analysis and sorting, which will be teaching in their designs into modem art. The contemporary art and design are to make cultural connotation and aesthetic meaning, making a good combination of tradition and art.
文摘Teachers often feel unsure about English language teaching in intercultural dimension because they think the courses they took before are language knowledge oriented. Even though they hear about language-culture teaching theory and practice in the classroom, they are lack of confidence in trying to introduce a cultural dimension. The purpose of the article is to discuss how to integrate the theory of English teaching in intercultural dimension with its practical application in the classroom and to what extent the in-service teacher training course designed for middle school English teachers in Xinjiang can contribute to promoting their acquisition of intercultural communicative competence. The innovation requires changes in teachers' self-concept, in their professional qualifications, in their attitudes and skills towards English learning and teaching. Some activities for the course are presented and some ideas may serve suggesting approaches to teacher training.
