英语影响下的汉语生态状况——以上海汉语生态为例

语言生态环境直接影响着语言的发展,当下,英语国际化已经对汉语生态产生了一定的影响.作为开放度排名连续10年第一的上海,其汉语生态状况最能反映英语对汉语生态所造成的影响.研究建立在自然生态PSR(Press-State-Response)机制的基础上,依照语言生态理论,用权重法确立语言生态指标,把既定"状态"因素通过问卷调查的方式进行量化,旨在反映英语影响下的汉语生态状况,以便采取措施来加强汉语自身的免疫和改善汉语生态,使汉语健康进化和发展.

初级英语阅读者心理特点与阅读教学

在我国目前的初级英语教学中,由于过分强调听说能力的培养,阅读教学丧失了其应有的地位。本文在指出阅读教学重要性的同时,从输入假设相互作用心理语言模式等理论入手,对初级英语阅读者的心理特点进行了分析,并提出了几点教学建议。

Combined mass and heat exchange network synthesis based on stage-wise superstructure model

Integrating multiple systems into one has become an important trend in Process Systems Engineering research field since there is strong demand from the modern industries. In this study, a stage-wise superstructurebased method is proposed to synthesize a combined mass and heat exchange network(CM&HEN) which has two parts as the mass exchange network(MEN) and heat exchange network(HEN) involved. To express the possible heat exchange requirements resulted from mass exchange operations, a so called "indistinct HEN superstructure(IHS)", which can contain the all potential matches between streams, is constructed at first. Then, a non-linear programming(NLP) mathematical model is established for the simultaneous synthesis and optimization of networks. Therein, the interaction between mass exchange and heat exchange is modeling formulated.The NLP model has later been examined using an example from literature, and the effectiveness of the proposed method has been demonstrated with the results.

Literature Views on Second Language Acquisition The Ways of Incorporating Interaction and Participation

Most current theories of second language acquisition and current views on methods and approaches to teaching English as a second language place a high value on student participation and interaction in the language classroom. This interaction may be between teacher and student and/or student and student. Despite this, in many English classrooms around the world, students have very few opportunities to interact in the second language. In this paper, using the literature on second language acquisition research and methodology to prepare a case which highlights why teachers and course designers should find ways to incorporate second language interaction and student participation in their language classes despite the practical difficulties they may face.

Rhetoric and Meaning in Poetry： The Case of Zambia

This paper aims at showing how rhetoric and meaning in Zambian poetry interact. The work analyses the definition of poetry and gives the understanding that poetry is an artistic use of language that employs figurative language for maximum effect. The work also analyses rhetoric and concludes that the sole aim of rhetoric is to persuade the audience. The use of this rhetoric is later identified as a preoccupation of most poets. After studying a number of rhetorical devices used in poetry, the work has studied selected Zambian poems and focussed on the use of rhyme and alliteration in the poems. It has been shown that there is much use of rhyme but with limited use of alliteration. In both cases, the use is not so much to the contribution to the meaning in the poetry. The poets usually use these devices for the sake of beauty and not meaning. The paper therefore suggests that poets could undergo some formal training in composition while the art is also taught to the young while in their early years in schools.

Creative Interaction in an Actional Approach on Second Language Acquisition

In the acquisition of a second language, the learner feels motivated to create verbal exchanges in order to build relationships with his/her partners but especially xo grow discursive and formative skills at the same time. Under this aspect, we＇re going to investigate, firstly, what the role of creativity is in interactions in the language class. On the other hand, the adoption of creative interaction techniques allows the group to take a new look in the face of its learning （apprenticeship）, to better manage its potential. Finally, it would be interesting to propose the realization of a project of creative communication, to re-explore creativity in problem solving through the techniques of the game, giving more importance to the performance of more or less complex tasks and the development of the project in a holistic and action-oriented approach.

A Review of Second Language Structural Priming Research

Structural priming reveals a new horizon in the research of bilingual syntactic representations. It facilitates the interpretation of bilingual syntactic transfer and syntactic misuse. So structural priming in L2 （second language） is practically meaningful for L2 teaching and learning. This paper attempts to review the within-language and between-language priming, as well as interaction studies to examine how far research has delved into this field and suggestions for future research are provided.

The Significance of Image Schema in Embodied Cognition

As a recurring pattern of sensory-motor-affective experience, image schema is not only a concept discussed in linguistics and psychology, but also a significant one in the study of embodied cognition. Through analyzing the features of image schema considered by the authors as embodiment, recessiveness, sedimentation, logicality, scientificity, and dependency to cognitive metaphors and reviewing the definition of embodied cognition, the paper argues that image schema is an integration of bodily property and mental property, and accordingly a core and inseparable concept of embodied cognition by bridging body and mind. Image schema can help to explain how abstraction and inference generate from body-environment interactions, thus making the theory of embodied cognition more persuasive and reliable.

Drama for Language Learning to Adult Learners Through Co-generative Dialogues

Drama is a motivational, powerful, and feasible technique and tool for language learning. Interactions in the class play an important role. Thus, teachers exploit a number of opportunities to give chance to participants for communication. Writing drama and enacting it can be a good space for generating discussion to develop language skills. Analysis of language interaction in drama focuses on negotiations of language. Co-generative dialogues help participants to focus on the social aspects of life. The interaction and communication to environment play a vital role as it conveys a positive message through performance and fulfills the socio effective requirement. As English Language teaching teachers, we always look for innovative and motivational ideas for language learning and thus, “Drama for language learning through co-generative dialogues” helped me to expand the repertoire of dynamics in the classroom. Drama included co-generative dialogues stage production and performance. It is a powerful and innovative medium for exploring and learning language. It communicated response, moods, and information to the audience. The research explored the effect of drama for language learning through co-generative dialogues, to build cultural awareness, create bondage, meet people, and solve problems.

Conversation Table as an Environment for Re-Signification of Subjectivity and Identities in Portuguese as a Foreign Language

As foreign language teachers, we always wondered about the silence of our students during the lessons. However, after we started the project ＂Conversation Table in Portuguese＂ （CTP）, we realized that the students assumed a more active role during the interactions, probably due to the less hierarchical situation they were in. The CTP provided the students the opportunity to express themselves in a foreign language without the interdiction they felt inside the classroom. Within this new context, the lack of confidence they might have been facing when communicating in a foreign language started to disappear, giving place to a motivation to express what they felt in this ＂new＂ language. Therefore, the target language started to become a new locus, a new way that made them not feel scared, but free and curious to say things that they would not say in similar situations when communicating in their mother tongue. In other words, the foreign language can be the place where everything seems to be possible as we do not have the control or interdiction imposed by the social values presented in our society and manifested in our mother tongue. In this study, we analyze some discursive situations taken from a session of CTP in which the students show their new identities in the foreign language. The results show that acquiring another language is much more than acquiring new linguistic aspects of communication, but also giving birth to new identities that make us become new subjects.

The Effect of Background Knowledge on EFL Learners＇ Reading Comprehension

Schema is known to play an important role in reading comprehension. The schema embodying the learners background knowledge of cultural familiar materials facilitates the understanding of the text （Pritchard, 1990）. Also Steffensen, Joag-Dev, and Anderson （1979） and Nelson （1987） proposed that the schemata embodying background knowledge influenced how well the text would be comprehended. However, Hudson （1982） and Carrell （1984） found there was no significant background effect in advanced level learners. From those studies, it seems that background effect is different at different language proficiency levels. Thus, the present study examines the interaction between background knowledge and language proficiency in reading comprehension. The participants were freshmen of National Chiayi University. They were divided into three language proficiency levels based on the General English Proficiency Test. Four reading comprehension tests were constructed to assess their reading comprehension： cultural familiar/unfamiliar text and topic familiar/unfamiliar text. The results of this study showed that participants had better performance on the culture/topic familiar text than the culture/topic unfamiliar text. Thus the findings suggest that the teacher can use teaching activities, such as pre-reading activities or vocabulary teaching to increase the background knowledge when teaching readings to EFL （English as a foreign language） learners

The Power of Language： Globalizing ＂The Chinese Dream＂

After assuming the Chinese presidency in March 2013, Xi Jinping introduced the new political slogan ＂the Chinese Dream,＂ which he does not only address to the domestic audience but also aims to promote to the world. Since his inaugural trip abroad, Xi has repeatedly speeches when addressing international catchphrase received as much appeal as used the term ＂Chinese Dream＂ in his audiences. However, nowhere has the in Africa. Simultaneously, African academics and other interested parties have observed the promotion of the idea of an African Dream by the Chinese Communist Party （CCP） with great suspicion as they view it simply as a projection of China＇s own foreign policy onto Africa. But what do the Chinese Dream and African Dream actually mean？ How can we make sense out of these terms？ In order to decode or demystify the meaning behind the Chinese Dream narrative in the context of China＇s foreign policy, this paper argues that it is essential to examine how it is constructed and projected to the international audience, in particular to Africa. The Chinese Dream is understood as a narrative which is strategically used by the CCP in order to shape perceptions and behavior of other international actors according to their own agenda. Moreover, the dynamic interactions between the media and politics and how they impinge on the formation and projection of the Chinese Dream and African Dream narrative will also be taken into account.