本文运用“激进构块语法”(R ad ica l Construction G ramm ar)和“语法化”(G ramm atica lization)理论,研究英语作格构块式(ergative construction)。本文认为,英语作格构块的句法结构和语义结构之间是象征关系;句法结构是事物对象...本文运用“激进构块语法”(R ad ica l Construction G ramm ar)和“语法化”(G ramm atica lization)理论,研究英语作格构块式(ergative construction)。本文认为,英语作格构块的句法结构和语义结构之间是象征关系;句法结构是事物对象之间常规关系在语言中的影射,是相关语用、语义因素语法化的结果。展开更多
Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on le...Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.展开更多
Hello,everyone.I’m Zhou Ming.It’s nice to speak about help here.As we know,nobody is perfect.So it is nature1when you need help.If you want to get help from others,you should help others first.What can you get when ...Hello,everyone.I’m Zhou Ming.It’s nice to speak about help here.As we know,nobody is perfect.So it is nature1when you need help.If you want to get help from others,you should help others first.What can you get when you offer help to others?You’ll get friendship when you help your classmates.If we give a hand to the old people,we can understand the meaning of pleasure.You can get happy2when you help patients.If you help others,展开更多
文摘本文运用“激进构块语法”(R ad ica l Construction G ramm ar)和“语法化”(G ramm atica lization)理论,研究英语作格构块式(ergative construction)。本文认为,英语作格构块的句法结构和语义结构之间是象征关系;句法结构是事物对象之间常规关系在语言中的影射,是相关语用、语义因素语法化的结果。
文摘Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.
文摘Hello,everyone.I’m Zhou Ming.It’s nice to speak about help here.As we know,nobody is perfect.So it is nature1when you need help.If you want to get help from others,you should help others first.What can you get when you offer help to others?You’ll get friendship when you help your classmates.If we give a hand to the old people,we can understand the meaning of pleasure.You can get happy2when you help patients.If you help others,
