Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals...Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom展开更多
Shakespeare has been studied from many perspectives so far. However, his language style used in his literary works is still worth studying. First of all, this study explores changing sense of emblem and emblem languag...Shakespeare has been studied from many perspectives so far. However, his language style used in his literary works is still worth studying. First of all, this study explores changing sense of emblem and emblem language comparing Shakespeare＇s era and today. Secondly, it puts stress on the effects of emblem traditions on Shakespeare. Lastly, this article aims to shed light on his emblematical language in his Midsummer Night＇s Dream, which is one of his most leading works in terms of having highly visible emblematical interpretations.展开更多
The objective of this paper is to demonstrate that the processual aspect of literary works of art deserves much more attention than it normally receives by readers, critics, and theorists. The most important reason fo...The objective of this paper is to demonstrate that the processual aspect of literary works of art deserves much more attention than it normally receives by readers, critics, and theorists. The most important reason for this is seen in the fact that texts since the advent of print culture have been disseminated and passed on in written form and that in the medium of writing the processual character of language is only insufficiently taken care of by a cultural convention of arranging and approaching the presented signs in an particular sequence. Whereas in an oral culture the dynamic processuality of a speech or recitation was directly experienced by the listeners, the spatial arrangement of signs in writing enables and even entices readers and critics to read this or that part of a written text in a sequence of their own making. What remains out of focus is that in doing so they miss the particular semantic profile and aesthetic character of the work as created by the author--a procedure particularly hurtful in the case of literary works of art. There is hope, however, that this will somewhat change by our moving towards a performance culture展开更多
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...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.展开更多
The present study constitutes a critical appraisal of the deconstructive reading of Rousseau＇s Confessions that Derrida undertakes in the second part of Of Grammatology. In this examination, the author will first lis...The present study constitutes a critical appraisal of the deconstructive reading of Rousseau＇s Confessions that Derrida undertakes in the second part of Of Grammatology. In this examination, the author will first list some of the significations into which Derrida disperses （forced, as he asserts himself, by an ＂inassimilable residue＂ in the text itself） the meaning that he has already construed as apparently simple during the first moment of deconstructive reading （i.e., ＂the doubling commentary＂）; the author will then go on to enquire into the operations which enable Derrida to arrive at these self-conflicting significations. The main aim of this essay is to demonstrate that it is not language alone that disables the philosophy of Rousseau and enables the philosophy of Derrida. When Derrida attempts to support his philosophy through an analysis of Rousseau＇s theory of language and the alleged contradictions in Rousseau＇s texts, he misinterprets basic tenets of these texts in order to make them conform to the presuppositions of the deconstructive approach. The ＂reversal＂ and ＂displacement＂ of metaphysical conceptuality in the text of the Confessions is made possible after the text has had meanings transposed into it from a plurality of other texts. Derrida attributes to the text significations he discovers by construing, explicating and over-reading passages that occur elsewhere in Rousseau＇s total oeuvre （especially in the Essay on the Origin of Languages）.展开更多
This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group inter...This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group interviews, and questionnaire were used to （a） explore how the student teachers engaged in the practices of peer teaching and learning and reflected on their relevance to their own future teaching careers and （b） identify the major benefits and challenges of peer teaching from the students＇ perspectives. Most of the students actively engaged in peer teaching during the course and considered it as a strategy that they might later use in their teaching. Issues such as awareness of teaching elements, opportunities for peer learning, cultural diversity, and English as a medium of instructions brought both benefits and challenges for students in the process of peer teaching. The study points to a research agenda for pre-service teacher education for autonomy that focuses on the long-term impact of students＇ experiences of a range of pedagogical strategies for autonomy on their future teaching.展开更多
文摘Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom
文摘Shakespeare has been studied from many perspectives so far. However, his language style used in his literary works is still worth studying. First of all, this study explores changing sense of emblem and emblem language comparing Shakespeare＇s era and today. Secondly, it puts stress on the effects of emblem traditions on Shakespeare. Lastly, this article aims to shed light on his emblematical language in his Midsummer Night＇s Dream, which is one of his most leading works in terms of having highly visible emblematical interpretations.
文摘The objective of this paper is to demonstrate that the processual aspect of literary works of art deserves much more attention than it normally receives by readers, critics, and theorists. The most important reason for this is seen in the fact that texts since the advent of print culture have been disseminated and passed on in written form and that in the medium of writing the processual character of language is only insufficiently taken care of by a cultural convention of arranging and approaching the presented signs in an particular sequence. Whereas in an oral culture the dynamic processuality of a speech or recitation was directly experienced by the listeners, the spatial arrangement of signs in writing enables and even entices readers and critics to read this or that part of a written text in a sequence of their own making. What remains out of focus is that in doing so they miss the particular semantic profile and aesthetic character of the work as created by the author--a procedure particularly hurtful in the case of literary works of art. There is hope, however, that this will somewhat change by our moving towards a performance culture
文摘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.
文摘The present study constitutes a critical appraisal of the deconstructive reading of Rousseau＇s Confessions that Derrida undertakes in the second part of Of Grammatology. In this examination, the author will first list some of the significations into which Derrida disperses （forced, as he asserts himself, by an ＂inassimilable residue＂ in the text itself） the meaning that he has already construed as apparently simple during the first moment of deconstructive reading （i.e., ＂the doubling commentary＂）; the author will then go on to enquire into the operations which enable Derrida to arrive at these self-conflicting significations. The main aim of this essay is to demonstrate that it is not language alone that disables the philosophy of Rousseau and enables the philosophy of Derrida. When Derrida attempts to support his philosophy through an analysis of Rousseau＇s theory of language and the alleged contradictions in Rousseau＇s texts, he misinterprets basic tenets of these texts in order to make them conform to the presuppositions of the deconstructive approach. The ＂reversal＂ and ＂displacement＂ of metaphysical conceptuality in the text of the Confessions is made possible after the text has had meanings transposed into it from a plurality of other texts. Derrida attributes to the text significations he discovers by construing, explicating and over-reading passages that occur elsewhere in Rousseau＇s total oeuvre （especially in the Essay on the Origin of Languages）.
文摘This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group interviews, and questionnaire were used to （a） explore how the student teachers engaged in the practices of peer teaching and learning and reflected on their relevance to their own future teaching careers and （b） identify the major benefits and challenges of peer teaching from the students＇ perspectives. Most of the students actively engaged in peer teaching during the course and considered it as a strategy that they might later use in their teaching. Issues such as awareness of teaching elements, opportunities for peer learning, cultural diversity, and English as a medium of instructions brought both benefits and challenges for students in the process of peer teaching. The study points to a research agenda for pre-service teacher education for autonomy that focuses on the long-term impact of students＇ experiences of a range of pedagogical strategies for autonomy on their future teaching.
