谜米学:20世纪末文化学与语言学理论体系的重大突破

近年来随着《自私的基因》和《谜米机器》等著作的发表，文化学和语言学界创起了一阵阵旋风，形成了一套崭新的理论体系，称之谓“谜米学”。本文作者在阐释谜米学的起源、谜米理论框架后，评论了谜米学重大的理论突破：谜米学从生物学的角度剖析人类通过模仿产生谜米，促进信息的传播，谜米又通过选择增进了人脑发育，人脑反过来又促进谜米的复制能力，谜米进而促使文化的形成与进化以及语言的形成，而语言的形成又反过来促进谜米的复制和提高谜米的保真度、多产性和长寿性。这种往返的循环过程科学地解释了人类文化、语言领域迄今为止难以解释的现象，谜米理论可能是20世纪末人文、社会科学领域最重要的理论突破点之一。

浅析闽菜菜名

中华美食文化源远流长，闽菜作为八大菜系之一，是以福州菜为基础，后又融合闽东、闽南、闽西、闽北、莆仙等地方风味菜而形成的菜系。菜名作为表示菜肴的符号，在一定程度上反映了原料产地、烹饪方式的特点，也折射出当地的社会文化特征。本文通过分析来自菜谱、网络的600个闽菜菜名，试图从语言学角度探究闽菜菜名的特点，并简要分析闽菜名中的地域文化内涵。

Schema Theory and Business English Teaching

Schema Theory, which emphasizes on the effects of existing knowledge on language learning, has been applied into varied areas of language teaching. And BE （business English）, on the other hand, is drawn more and more attentions as a specialized usage of language. This paper will probe into the application of Schema Theory into BE teaching through discussing three types of schemata. In order to facilitate learning, BE teachers should help students modify their exiting schemata, such as teaching them the terminology used in BE, and the factual and socio-cultural knowledge of the business, and improve their ability to speak and listen English in business

Developing students＇ cultural awareness through foreign language teaching

We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.

A Review of Research on Communicative Approach to Language Teaching

English teachers in China have seldom employed communicative teaching methodology. This paper reviews the research on communicative teaching in various areas, including the foundations of the approach, the principles, the methodology and some techniques as well as the test in communicative teaching. This paper argues that the essence of communicative approach is that the students are prepared to meet the need of communication in the real world and this approach has a positive effect on students＇ achievements. Accordingly, it is hoped that communicative teaching approach will be more widely used in China.

Assessment of Intercultural Communicative Competence

The present paper concems itself with the overview of the assessment of intercultural communicative competence in the field of language testing worldwide, hoping to emphasize the importance of culture testing in language projects, provide some insightful information for test item constructors, educators, authorities as well.

Models for Teaching Culture in Computer-Assisted Language Learning

CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture

Meaning and Form

Through the analysis of the translation of words, phrases, sentences and passages, this paper discusses the problem of whether to put emphasis on the translation of the meaning or on the reservation of the forms of the original works in translation. This paper puts forward that the translation of the meaning is more important, and the meaning of the original should take the advantage when the forms and the meanings cannot be reserved at the same time. And it also says that in no way should the translator sacrifice the translation of the meaning for the sake of keeping the form, and the translator should avoid translating word for word without thinking of the translation of the meaning. This paper also discusses about the consideration of the style of the original, the target readers and the style of the writer. This paper puts forward that in translation importance should be placed on the translation of the meaning rather than keeping the form.

Research and Analysis on the College English Teaching Emphasis from the Cultural Migration and Transformation of Thinking Perspectives

In this paper, we conduct research on the college English teaching emphasis from the cultural migration and transformation ofthinking perspectives. College English has long been in for the college English subject status. However, college English as a multidisciplinary,interdisciplinary research in the field of discipline construction, it seems, are still stay in the linguistics, language knowledge in academiccharacteristics for its stage of development. Reform of basic college English teaching, the teacher is still teaching main body, is the teaching oflanguage knowledge, since teachers play an important role in language teaching, the teacher wants to penetrate cultural knowledge in teachingand we must strengthen their own culture. Under this basis, this paper proposes the novel ideals on the related issues that will be meaningful andinnovative.

Language and Culture in Foreign Language Teaching

Culture plays a very important role in language teaching. A deep study of the relationship between language and culture is not only necessary but also urgent in language teaching and learning. The paper briefly points out that in order to make teaching more effective, teachers should not only teach the language itself, but also teach the culture in the language while teaching the foreign language. It analyzes the differences of language customs reflecting in different cultures among different languages （between European languages such as English, Russian and Asian languages such as Kazakh, Chinese）. The analysis of diversity of different social cultures and different language customs of commtmication shows that the culture has a great influence upon the language. It includes the next components： （1） diversity of different geographies, natural environment, and customs, （2） differences of the history, religion, and belief, and （3） diversity of different thoughts of understanding objectivities. Further suggestions concerning how to use culture factors in the teaching procedure are also introduced in detail, such as： （1） the teacher＇s role; （2） the way of explanation, （3） the way of contrast; and （4） the way of practice. In order to conduct foreign language teaching well, teachers must take up the teaching of culture and the teaching of language at the same time. As long as the emphasis is laid both linguistic skills and communicative competence, the goals of language teaching will be achieved satisfactorily.

The Implementation and Evaluation of Training Course for Chinese as Second Language E-Teacher

In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.

An Annotation of Language Teacher Beliefs in View of Educational Culture

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.

What Information Gap Activities can Teach Us in TESOL

Starting from presenting and analyzing some information gap activities during the previous teaching experience, this article has inferred the major roles of information gap activities. Some strategies to implement the information gap activities are also recommended together with the functions of the instructors via these activities. What information gap activities can teach us in TESOL （teaching English for speakers of other languages） is that information gap activities contribute to setting up a climate of a mutual autonomous learning style both for the learners and the instructors, and these activities activate a diversity in the learning atmosphere.

A Tentative Probe into the Mode of Cultivating Foreign Language Talents

This paper first relates the problem concerning the cultivation of foreign language talents in foreign language education, and then puts forward some suggestions to its resolution. This paper intends to contribute a little to the improvement on the mode of cultivating foreign language talents.

English Cultural Introduction Teaching from the Perspective of Applied Linguistics

In the process of learning a language, the language communication from the perspective of applied linguistics cannot exist without certain cultural tendency. Practice proves that an appropriate introduction of the background culture having a certain relationship with language environment can enrich the knowledge structure of students, and effectively remove the obstacles in the process of English language communication, so that the cognitive ability is improved. In this paper, applied linguistics as well as the concept of cultural introduction teaching theory is briefly elaborated, and the necessities of cultural introduction teaching and the signiflcances of English cultural introduction teaching are analyzed, and also some rules necessary to follow in the introduction teaching of English culture are introduced, and then the implementation strategies are discussed, so as to provide a reference for a large number of educational workers.

Culture Teaching in the Teaching of Comprehensive English in China

In modem English language teaching, the right processing of English and the culture teaching is very important, contributing to both the acceleration of the students＇ comprehension and the command of the language. This article intends to inquire into the relations between culture and English language teaching, the meanings of culture teaching and how to carry on culture teaching in the teaching of comprehensive English.

Researches on the teaching based on the applied linguistics

Along with the development of the times and the innovation of the society, the history and cultures are also constantly inherited under the strike of the flow of the tide over the years, forming the centuries-old cultures. Of course, the heritage of any culture needs a carrier, and the history and culture is no exception. Language itself is a kind of tool for the information exchange, and the communication process of the language is also accompanied by the substitution of the culture. So it can be said it is not only the category of the information exchange, but should be expanded to the cultural heritage. With the continuous changes and development of the society, people focused more on the application in the learning of the language, so as to highlight the characteristics of different cultures through the applications in different aspects.

Using Software in Teaching of English as a Foreign Language

Computer Assisted Language Learning （CALL） is playing a more important role in Teaching of English as a Foreign Language （TEFL）. Teachers of English classroom need to discover more benefits from the computer as an assisting tool. This paper first deals with the roles of the computer, and then expatiates on the benefits software can bring to both English teachers and learners. This paper also suggests some tasks designed upon software and attempts to serve as a little drop which can make a shower on a further study on CALL.

Research on the Development Trend of English Linguistics from the perspective of Multi-culture and Cross-cultural Communication

With the continuous development and progress of society, modern society is formed by the multicultural, namely, an important feature of today’s society is the diversity of cultures. English language and culture course combines both foreign language and cultural characteristics, which has very strong artistic and theoretical factors. Language is a part of culture, and plays an important role in culture. Language and culture are inseparable, if students do not understand the cultural background of foreign languages, cannot correctly understand and use foreign language. In the process of college English teaching, how to carry out cultural teaching and improve students’ cross-cultural communicative competence has become an important topic in English teaching and learning. In order to help students overcome obstacles in intercultural communication and cultivate students’ intercultural communicative competence, we should improve the level of college English teaching by integrating culture factors into English teaching. The culture we need to learn is not limited to the culture of the English-speaking countries. The cultural teaching in English teaching requires an all-round import

Why is English Learned in China？

English is widely taught and learned in China nowadays. Wherever you go, you may find English language is taught and learned as a compulsory course from the third year of primary school onwards from 2001. In addition, adults who have not had any education in English before are now encouraged to take up English lessons in formal teaching or take English courses in self-taught ways. Why English is so widely learned in China？ This research will help us to find the factors encouraging this phenomenon either from the historical background, or from our education policies and people＇s learning motivation.