The related work to reveal the primary characteristics of roles underlying the existing approaches is analyzed. Then, it is demonstrated that the representation of roles is rather complex and error-prone in these appr...The related work to reveal the primary characteristics of roles underlying the existing approaches is analyzed. Then, it is demonstrated that the representation of roles is rather complex and error-prone in these approaches. Especially, the constraints among roles in the same context cannot be expressed by the current web ontology language （OWL）. To solve these problems, a novel model of role is presented and a corresponding ontology language is provided for representing this model. The key idea underlying the solution is that a role should be regarded as an element of a certain context and a context as a structured thing which is comprised of some internal elements. The structure of context possesses inherent modularity and local semantics, whereby the representation of roles and context is significantly simplified.展开更多
The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher belief...The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.展开更多
Codeswitching is one of teacher's strategies used in foreign language classrooms in order to approach or realize some teaching or communicative purposes.Based on Verschueren's Linguistic Adaptation theory,this...Codeswitching is one of teacher's strategies used in foreign language classrooms in order to approach or realize some teaching or communicative purposes.Based on Verschueren's Linguistic Adaptation theory,this article is a detailed analysis of the pragmatic adaptability that teacher's codeswitching can fulfill.We classify the objects to which teacher's codeswitching adapts into the linguistic reality,the teacher's roles and the teacher's speech intention.展开更多
基金The National Natural Science Foundation of China(No.90612009,60403050),the National Basic Research Program of China (973Program)(No.2005CB321802).
文摘The related work to reveal the primary characteristics of roles underlying the existing approaches is analyzed. Then, it is demonstrated that the representation of roles is rather complex and error-prone in these approaches. Especially, the constraints among roles in the same context cannot be expressed by the current web ontology language （OWL）. To solve these problems, a novel model of role is presented and a corresponding ontology language is provided for representing this model. The key idea underlying the solution is that a role should be regarded as an element of a certain context and a context as a structured thing which is comprised of some internal elements. The structure of context possesses inherent modularity and local semantics, whereby the representation of roles and context is significantly simplified.
文摘The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.
文摘Codeswitching is one of teacher's strategies used in foreign language classrooms in order to approach or realize some teaching or communicative purposes.Based on Verschueren's Linguistic Adaptation theory,this article is a detailed analysis of the pragmatic adaptability that teacher's codeswitching can fulfill.We classify the objects to which teacher's codeswitching adapts into the linguistic reality,the teacher's roles and the teacher's speech intention.
