浅谈文言文学习方法

文言文教学不仅是中学语文教学的主要内容之一,也是教学中的重点与难点之一,同时还是中学生提高语文素养、提升语文能力的主要途径之一。《课标》规定,文言文教学要达到使学生“能借助工具书阅读浅易的文言文”。但从学生平时成绩和中考成绩来看,中学生的文言文阅读能力并不尽如人意,这显然和学生缺乏学习文言文的兴趣以及没有掌握相应的学习方法有关。我认为,只有掌握好的学习方法,学生学得轻松,学得有趣,自然就会爱上文言文,进而领略中华民族语言独特的韵味。

A study on pragmatic failure in cross-cultural communication

Through analyzing and comparing the anecdotes of pragmatic failure in cross-cultural communication from the aspects of lexicon, syntax and discourse, some pragmatic strategies are suggested in intercultural communication. To improve learners＇ cultural awareness and communicative competence, a cultural-linguistic approach in foreign language teaching should be adopted.

A generic analysis of English Research Article abstracts and the use of modal verbs for financial economics

This paper is a generic study of schematic structures and the use of modal verbs of 50 English Research Article （RA） abstracts. With Bhatia＇s （1990） model as the framework, three other move patterns were obtained besides the normal move order. The density of modal verbs varies greatly from move to move with significant differences in the frequency of occurrence in different moves. The use of modal verbs is much more move-determined than discipline-determined.

An Analysis of Errors in College English Writing in China

This paper first explores the importance and significance of college English writing in China, then the current problems and the main reasons in teaching Chinese college students. The author classifies the main errors that Chinese college students always commit in detail, gives the analysis of errors referring to the error analysis theory, puts forward the principles and methods that both Chinese teachers and Chinese college students can use, finally talks about the analytical significance and how to improve Chinese college students＇ writing abilities.

The Role of Non-verbal Behavior of Teachers in Providing Students Corrective Feedback and Their Consequences

Considering the primary focus of corrective feedback literature on verbal-correction provided by teachers and lack of attention to the role of other forms of corrective feedback in FL （foreign language） classroom interaction, this paper demonstrates how essential teachers＇ non-verbal communication and stance display are in making students＇ errors noticeable for them by providing samples from videotaped data. The findings in this study provide insights into the use of non-verbal behavior in providing students with corrective feedback. This study shows that research dealing only with verbal corrections provided by FL teachers cannot fully define the classroom interaction in terms of teachers＇ use of error correction techniques and student notification and uptake.

Traditional and Computer-Based Evaluation of Preschoolers＇ Oral Language in Greek A Review of the Literature

The purpose of this study is to examine and present the procedures and the tools that are described in the literature for observing preschool children＇s communication competence. Informal and formal standardised testing activities are included and a distinction is made on traditional and computer-based screening and diagnosis. The results of study illustrate the current trends of the literature and discuss the possibility of the computer-based screening and diagnosis to partially make up for the expert-personnel shortage

Politicizing the queue： The social, political and cultural symbolism of hair in Qing dynasty and young republican China

The human body, such as hair, serves as a prism through which historical and cultural contexts are effectively refracted. Despite its historical and cultural significance, the role of hair, however, remains curiously a marginalized subject among the renewed interests on the body in the academic fields. In this paper, the author attempts to politicize the queue from 3 perspectives： maintaining a certain prescribed hairstyle is a top-down gesture to construct national conformity; the boundary between Manchu and Han is invoked and reinvented through the battles surrounding the queue politic in late Qing and early Republic; the widespread debate between keeping the queue and cutting the queue at the turn of the 20th century epitomizes the haunting rhetoric of traditionalism and modernism pursuit of modernity in China.

An Approach to Assertive and Non-assertive Epistemic Modality in Virginia Woolf＇s Essays

This study entails a first approach to epistemic modality in Woolf＇s essays. In particular, we will distinguish between assertive and non-assertive epistemic modality. Woolf uses assertive epistemic modality when transmitting her criticism to, sometimes, women＇s inferiority condition in history, revealing Woolf＇s more confident stance. These markers are different from those used in more ＂gentle＂ themes related to reviewing an author and her work. In this second case, non-assertive epistemic modality is more frequent. Being less harsh towards an author＇s surroundings and her literary production, Woolf＇s stance proves less self-assured. The corpus consists of 10 short essays. We also refer to her longer essays A Room of One＇s Own （1929） and Three Guineas 0938）. They were selected bearing in mind their subject-matter. Half of them deal with literature and women writers, their lives and works; the other half ones also have to do with women-related topics, but referring to their position in history and their difficulties to undertake, for example, a literary career. Some concluding remarks indicate the predominance of non-assertive epistemic modality in relation to an intersubjective reading of her texts. This reading favours the inclusion of her audience in her commentary about women writing.

Tess of the D＇Urbervilles is the victim of poverty： Analyzing Tess＇s tragedy from the perspective of Marxist literary theories

This paper is intended to analyze Tess＇s tragedy from the perspective of economy based on Marxist literary theories. The Industrial Revolution with its impact disintegrated the traditional English agriculture, undermined the patriarchal system, and impoverished the peasants to the core. Economic factor is a decisive element which frames Tess＇s tragedy. Poverty is closely connected with Tess＇s two ＂falls＂. It is poverty that triggers and fulfils the tragedy.

Interlanguage pragmatics study of indirect complaint among Japanese ESL learners

This interlanguage pragmatics study of linguistic expressions of affect focuses on how Japanese learners of English may express themselves in an affect-laden speech act of indirect complaint. The English as a Second Language （ESL） learners＇ data are compared with the baseline data of native speakers of Japanese （J J） and American English （AA）. The functions of linguistic expressions of affect are classified into intensifiers and specifiers and further breakdown is made in terms of lexical and morpho-syntactic variables. Some major findings include the ESL learners＇ negative transfer from First Language （L1） Japanese into Second Language （L2） by using dislocation and the adversative passive structure, while simultaneously using hedges and aggressive words. Their avoidance of such expressions of affect as hyperbole and curse words can be partially attributed to insufficient vocabulary in L2 English. Conversely, they make an excessive and conscious effort to avoid using the Historical Present （HP） in order to match the tense, which can be interpreted as a sign of hypercorrection of the linguistic specific features in the L2. The paper sheds light on a new area of the linguistic affect as shown by the Asian ESL learners whose first languages are significantly different from their L2 English.

The Need of Improvement of Humanism in Education

This paper introduces the definition of humanism and its different embodiment in westem countries and China, especially its embodiment in education. Comparing the different teaching methods between westem countries and China, it mentions the need of improvement on some aspects of education in China. The full development and potential of students are emphasized. Its purpose is to set teachers think about the appropriate ways of teaching in the future.

Analyzing the micro coherence in English writing and implications for the teaching of English writing

Based on LSA＇s （Latent Semantic Analysis） measuring textual coherence and Halliday and Hasan＇s cohesive concepts and their categorization of cohesive devices, this paper analyzes coherent relatedness and cohesive devices of 100 Chinese students＇ English writings. The results indicate that （1） LSA is proved to be an objective and appropriate method in measuring the textual coherence, and （2） close attention should be paid to the cultivation of textual coherence, which will be of significance to the teaching of English writing. Finally, the paper provides some suggestions for college English writing.

Transformation of traditional vocabulary exercises into collaborative writing activity

In the reading course, especially the so-called intensive reading course or integrative English reading course, there are some vocabulary exercises which intend to consolidate the active vocabulary emerging in the reading passages. Mostly, these exercises are in the form of blank-filling or rewriting sentences with the words given. The problem with such exercises lies in the de-contextualization of the sentences. On the one hand, without the proper context, it is not easy for students to fill in the blanks, even though they know the meanings of the words. To finish the exercises, most students have to resort to the teacher＇s reference book for help. On the other hand, students will forget the words soon after they have finished the exercises for lack of the context to aid their recalling of the vocabulary. The author therefore finds that doing such exercises in class is unproductive and time-consuming. In order to solve this problem and make the vocabulary exercises more productive, the author attempts to reform the traditional exercises by transforming them into collaborative writing activities. Students are required to work in groups to write a short passage with the words given. After a 2-year practice, the author has concluded that the collaborative writing activities not only help students learn to use the words in a discourse, but also offer the opportunity to learn interdependently and help each other. Students have learnt to negotiate meanings in the course of the activity, which is a necessary skill in their daily life. Moreover, they have learnt to monitor their production in the course of revision and edition.

Reflection on to What Degree IVA Is Related With Extensive Reading and Its Implications

This paper starts with the theoretical reflection on the relationship between IVA （Incidental Vocabulary Acquisition） and extensive reading based on reading process and vocabulary acquisition process, claiming that inferring word meaning is not equated with vocabulary acquisition. Then, some implications are drawn from the theoretical reflection, that is, three factors--text, learner and situation--have great impact on the process of acquiring vocabulary through extensive reading. After that, it follows the review of current research on specific aspects at textual, leamer and situational level.

Addie and Lena in the perspective of＂the Other＂： A study on Faulkner＇s gender view

As the narrative and the structural center of As I Lay Dying and Light in August respectively, Addie Bundren and Lena Grove are the very typical representatives of Faulknerian women. Besides, either of them is portrayed by William Faulkner from a male perspective as ＂the Other＂. Therefore, the comparative study of the 2 women characters aims at using feminist theory and methods of literary criticism to analyze their physical and psychological journey in the perspective of ＂the Other＂, and on this basis to reveal Faulkner＇s gender view.

Perplexity and growth： An analysis on the initiation theme of Mona in the Promised Land

Gish Jen is a second generation Chinese American writer, and she has drawn much attention from American readers and critics. Mona in the Promised Land by Gish Jen is the canon of American initiation stories. The novel concerns the growth experience of the second generation of Chinese American, the protagonist Mona Chang. The paper analyses the initiation theme of the novel from the perspectives of puzzlement, epiphany and guide in the journey of Mona＇s growth.

Modem Consumption Under Consumer Culture Context and Its Social Function

Consumption has drawn scholars＇ attention from many fields and is studied from many perspectives. With the overwhelmingly powerful position of consumption in the society, new meanings have been endowed with the behavior of consumption. This paper tries to introduce the consumer culture theory, referring mainly to the French sociologist Baudrillard and to explore the social functions, namely differentiation and alienation of consumption under the consumer culture context.

From Learning for CET to ＂Study for Motherland＂： High-Stake of CET Accelerates the Forming of New National Identity of College Students

Since CET-4 （College English Test Band 4） is a high-stake test in China, the majority of students take passing CET-4 as their motivation of learning English. In this paper, the author would like to argue that CET, as a motivation of learning English and an assessment tool, is only a practical and realistic choice for Chinese government to satisfy the national and personal requirements of international development. Students are not learning English for passing CET, but gaining the benefits brought by English. However, the influence from English or western cultures accompanying with the high-stake of CET will form a new national identity of college students-study for motherland.

The enlightenment of the development of New Oriental School on Chinese educational system

In modern society, the essence of social competition is the competition of talents who are in need of education, and the education＇s quality can decide a nation＇s future and destiny. With the continuous development of China, Chinese educational system is also facing a new stage of development. Starting with analyzing the case of New Oriental School, a very popular training institution in China, this paper finds its sponsoring characteristics and the current situation of education in China by surveying and comparing some data. It is found that New Oriental School＇s success is the integration of Chinese and western culture. On the one hand, New Oriental School pays attention to training teachers and learning advanced teaching ideas and methods of western countries, on the other hand, its education is directed towards Chinese examination-oriented education, which results from the current situation that China has a large population and sharp competitions and the examination-oriented education can not be replaced in this moment. Chinese education can get a lot of inspirations from New Oriental School＇s successful experience. This paper makes a suggestion that China can benefit from the mode of New Oriental School, learning the advanced concepts and teaching methods of western countries, and doing some improvements to explore a suitable way for Chinese educational development.

Systemic Genre A Systematic Framework for EFL Reading Comprehension

Although there are many different approaches to reading, particularly interactive model of reading process, ESL （English as a Second Language） and EFL （English as a Foreign Language） learners, even with sufficient linguistic background knowledge, still suffer from inability to comprehend a reading text. It is held that there is no shortage of studies in reading; however, there seems to be no systematic framework through which learners can incorporate the vast array of factors involved in the reading as an interaction. To solve this problem, this paper aims to postulate a framework whereby readers are systematically exposed to and engaged in interacting with all the local and global meaning-making resources that make up a text as an instance of discourse on the basis of systemic genre. As any text of a different genre has a different goal achieved through a series of particular elements each with distinct discoural and linguistic realizations, this paper introduces a flexible scaffold for readers to interact with reading text from a discoursal perspective working out the overall purpose of the text as a particular genre, identifying the obligatory elements employed to accomplish that goal, getting to know a series of activities being talked about, discovering their logical and semantic relationships, and finally figuring out their grammatical structures. This framework can be applied to other language learning and teaching skills as well as translation.