Creating a Low-Anxiety Classroom by Mediational Artefacts： A Comparison Through Materialization and Verbalization

One of the challenges in foreign language teaching, specifically teaching listening skill, is to create a low-anxiety classroom environment, since many learners believe listening induces anxiety. This study compares learners＇ anxiety in two different classrooms in which learners were instructed by two forms of artifacts： materializing and verbalizing. The Foreign Language Listening Anxiety Scale （FLLAS） scores before and after a 13-week experimental treatment course were used to compare learners＇ anxiety before and after receiving intervention by two means. In this study, the lower score of anxiety was for the group which did verbalization practice in the class; however, both groups showed the same performance on listening test.

A Comparative Study of Chinese and English Refusal Language Strategies

Using 80 short video examples about refusal language strategies on Douyin short videos as a corpus,this study explores the commonality and individuality,as well as the contradictory relationship between Chinese and British countries in the use of refusal language strategies by combining manual and graphical data analyses.It is found that Chinese people use more indirect ways of using refusal speech acts,and British and American countries use more direct ways of using refusal speech acts.In addition to this,both Chinese and British countries use non-verbal behavior to reject speech as a way of protecting the positive face of the addressee and reducing the threatening behavior to the face of the other party.This study also found that the ambivalent relationship between the emergence of refusal language strategies in both China and Britain is related to their personal psychological state,social values,and personal face.The results of this study have some values for sociology as well as pragmatics,which is conducive to the maintenance of interpersonal relationships.

Strategies for Fostering Interaction in Online Classrooms:A Conversation Analysis of Teacher-Student Verbal Interaction in Random Questioning in Pandemic-Initiated Online Teaching

This paper aims to explore how a veteran teacher organizes online teaching initiated by the pandemic and how she deals with the problems in online teacher-student verbal interaction.By analyzing a corpus of 20 audio-recorded online lessons between a math teacher and her students during the COVID-19 pandemic from April 11 to May 10,2022,four interactional segments are selected as the focus of the study.The results of the conversation analysis of the segments showed that students’modesty,lack of confidence,lack of ability,and network delay are the main factors affecting online teacher-student interaction.By encouraging students to answer questions,enlightening students to give answers,enriching students’answers,and entertaining the teaching atmosphere(“4Es”strategies),the teacher solved the problems successfully.The findings from this study can provide pedagogical experience and implications for practical teaching.

Cultivation of Translators for Multimodal Translation in the New Media Age

In the 21st century,the development of digital and new media technologies has ushered in an age of pervasive multimodal communication,which has significantly amplified the role of multimodal translation in facilitating crosscultural exchanges.Despite the profound impact of these developments,the prevailing translation pedagogy remains predominantly focused on the enhancement of linguistic translation skills,with noticeable neglect of the imperative to cultivate students’competencies in multimodal translation.Based on the distinctive characteristics and challenges that multimodal translation presents in the context of new media,this study delves into the formulation of educational objectives and curriculum design for the training of multimodal translators.The intent is to propose a framework that can guide the preparation of translators who are adept and equipped to navigate the complexities and demands of the contemporary age.

Pharmacotherapy in autism spectrum disorders,including promising older drugs warranting trials

Available pharmacotherapies for autism spectrum disorders(ASD)are reviewed based on clinical and research experience,highlighting some older drugs with emerging evidence.Several medications show efficacy in ASD,though controlled studies in ASD are largely lacking.Only risperidone and aripiprazole have Federal Drug Administration approval in the United States.Methylphenidate(MPH)studies showed lower efficacy and tolerability for attention deficit hyperactivity disorder(ADHD)than in the typically developing(TD)population;atomoxetine demonstrated lower efficacy but comparable tolerability to TD outcomes.Guanfacine improved hyperactivity in ASD comparably to TD.Dextroamphetamine promises greater efficacy than MPH in ASD.ADHD medications reduce impulsive aggression in youth,and may also be key for this in adults.Controlled trials of the selective serotonin reuptake inhibitors citalopram and fluoxetine demonstrated poor tolerability and lack of efficacy for repetitive behaviors.Trials of antiseizure medications in ASD remain inconclusive,however clinical trials may be warranted in severely disabled individuals showing bizarre behaviors.No identified drugs treat ASD core symptoms;oxytocin lacked efficacy.Amitriptyline and loxapine however,show promise.Loxapine at 5-10 mg daily resembled an atypical antipsychotic in positron emission tomography studies,but may be weight-sparing.Amitriptyline at approximately 1 mg/kg/day used cautiously,shows efficacy for sleep,anxiety,impulsivity and ADHD,repetitive behaviors,and enuresis.Both drugs have promising neurotrophic properties.

Emotion recognition support system: Where physicians and psychiatrists meet linguists and data engineers

An important factor in the course of daily medical diagnosis and treatment is understanding patients’ emotional states by the caregiver physicians. However, patients usually avoid speaking out their emotions when expressing their somatic symptoms and complaints to their non-psychiatrist doctor. On the other hand, clinicians usually lack the required expertise(or time) and have a deficit in mining various verbal and non-verbal emotional signals of the patients. As a result, in many cases, there is an emotion recognition barrier between the clinician and the patients making all patients seem the same except for their different somatic symptoms. In particular, we aim to identify and combine three major disciplines(psychology, linguistics, and data science) approaches for detecting emotions from verbal communication and propose an integrated solution for emotion recognition support. Such a platform may give emotional guides and indices to the clinician based on verbal communication at the consultation time.

Verbal Dyspraxia: A Case Study

Introduction: While approaching the aspect of learning disorders, particular attention is paid to verbal dyspraxia, a phenomenon that runs its course regularly over the last years. Verbal dyspraxia is inherent in the person without mental disorders and accompanies them throughout the whole spectrum of life. Comorbidity is an added issue. Although dyspraxia is met in homogeneous groups, some common elements such as intelligence, difficulty regarding linguistic skills, low learning performance and low self-esteem are present. Purpose: The object is to research how dyspraxia is manifested and how it affects a 6-year-old boy as well as the possibility of promptly interfering and simplifying his everyday life. Method: In the current case study, Achenbach’s questionnaire was used, combined with the use of expressive vocabulary. Results: The results of the research were unveiled through experts’ references in coordinance with the conferences conducted. Conclusion: Winding up, dyspraxia is a learning disorder that exists within the person through their lifespan. Immediate diagnosis, combined with experts’ personalized intervention programs (and perhaps, a differentiated curriculum, where applicable) can guide the person to live up to the educational needs. Family’s role is to be supportive, intending to eliminate possible emotional strains.

A Study on Gender Differences in Speech Interaction Behaviors of Preschool Teachers-Based on the Improved Flanders Interactive Analysis System(iFIAS)

The issue of the extremely imbalanced gender ratio in preschool teachers has received widespread attention,and there are few studies on teacher-child verbal interaction behavior based on gender differences in preschool teachers.This article takes the“Little Light Bulb Is On”,a scientific exploration activity done by 5-6 years old kindergarten students as an example,and uses the improved Flanders Interaction Analysis System(iFIAS)as a tool to analyze the speech interaction behavior of male and female preschool teachers.The research results indicate that there are gender differences in teacher child language interaction between male and female teachers in terms of the atmosphere,the teaching structure,the teaching tendency,the way of raising questions,and the overall trend of interaction.

Effect of Specific Verbal Instructions on the Identification of Pain Location during a Passive Straight Leg Raise Test

Musculoskeletal pain is common. Because pain is subjective, objectively describing it is crucial. However, pain assessment may cause distress in patients;therefore, physical therapists (PTs) should conduct these tests quickly and accurately. Simple and clear instructions are recommended for pain assessment. However, few studies have provided evidence to support this hypothesis. Correspondingly, this study aimed to confirm the effectiveness of specific verbal instructions for pain location during five consecutive Passive Straight Leg Raise (PSLR) tests. The 28 asymptomatic participants (age 27.4 ± 9.6 years) who provided informed consent received five consecutive PSLR tests: three without and two with specific verbal instructions to ascertain pain intensity, quality, and location. The participants drew pain locations on a body chart and described the pain intensity and quality after each test. All participants were interviewed regarding the differences they noted in the presence and absence of specific verbal instructions. Each pain location was classified into one of ten areas for statistical analysis. The proportion of participants who changed the pain location was compared between the tests using McNemar’s test, and the kappa coefficient was confirmed for consistency of pain location. There was a significant difference in the proportion of participants who changed their pain location between the second and third tests and from the third to the fourth test (McNemar’s test: p = 0.003). Kappa coefficients had low consistency (κ = 0.28) just after receiving the specific verbal instructions in the fourth test compared to the third test. Consistency improved in the fifth test (κ = 0.57);93% of the participants answered that the pain location had become clearer. This study revealed the effects of specific verbal instructions in identifying pain locations. This detailed information may help PTs provide appropriate treatment and contribute to reducing pain in clinical settings.

略论格语法在科技英语翻译中的运用

美国语言学家Charles J.Fillmore提出的格语法理论认为:一个句子由动词或具有动词性质的形容词或名词(verbal forces)以及动词的格构成,且动词与其格的关系是相互依附、相互制约的。翻译家Peter Newmark据此提出,如果要分析和翻译一个句子,首先要找出源语中处于中心地位的动词或verbal forces,并理解该动词与其格之间的逻辑语义关系,然后再按目的语中的动词及其各格的语序规则来翻译。运用Newmark的格语法翻译理论探讨了科技英语翻译过程中对verbal forces及格省略现象的处理方法,认为verbal forces宜译为汉语动词,而原文中省略的格宜进行适当的语法及语义补充,只有这样,才能做到在语际间准确传递科技信息。

语象概念的“引进”与“变异”

"语象"术语近年来流行颇广。该术语最先由赵毅衡创造,作为西方诗学术语image的译语。之后不少中国学者接受了这一术语,其中陈晓明还对于"语象"概念进行了重新定义,蒋寅、韩经太和陶文鹏等分别尝试以"语象"为基础概念来阐释诗学核心概念"意象"。可是,在对于"语象"追根溯源、仔细辨析之后,我们发现赵毅衡的"语象"概念源于对于西方文献的误解,而陈晓明对于"语象"概念的重新定义也欠科学。"语象"是一个有能指、无所指的"悬置学术术语"。

Exploring the Relationship between Learning Styles and Proficiency in Verbal Communication

In the light of need to use learning styles to enhance verbal proficiency,this paper will explore the interconnectedness of learning styles and proficiency in verbal communication.It will first introduce the background of the study.This will be followed by an overview of the research on related literature and studies in the field.Lastly the paper concludes that foreign language teachers should give attention to the styles for languages learning and verbal proficiency since they are closely correlated.

《英语词汇学》练习题(7)

Ⅰ. Each of the Statements below is followed by four alternative answers. Choose the one that would best complete the statement and put the letter in the bracket.1. Jack of all trades is an idiom_.A. nominal in nature B. adjectival in nature C. verbal in nature D. adverbial in nature2. Let the dog see the rabbit is an idiom_.A. nominal in nature B. adjectival in

On Teacher's Feedback from the Perspective of Communication

Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.

《英美文学选读》辅导(4) 第二章 新古典主义时期1(Bunyan,Pope,Defoe and Swift)(英文)

一、文学常识 1.neoclassicism-The neoclassic periodis usually taken to be the hundred-odd years1660-1798;in other words, from Dryden’smaturity to Johnson’s death(1784). In liter-ary theory and practice most writers of

Application of Nonverbal Language in Foreign Language Teaching and Testing

Communication is a combination of both verbal language and nonverbal language. Verbal language varies in different cultures, so does nonverbal language. Nowadays more and more teachers have realized the necessity for students to speak the foreign language in class. However, there are still some problems in teaching, studying and testing foreign language, which will be dealt with in this paper. Some teachers speak foreign language with Chinese body language. Thus students, while talking in class,also use Chinese body language to indicate their thoughts. How can't misunderstanding occur when they communicate with native speakers of foreign language? So body language should be set as one of the contents of foreign language teaching. Therefore,body language and courtesies should play an important role in tests.

An Analysis of the Verbal Humor in the Movies If You Are The One Ⅰ&Ⅱ from the Perspective of Pragmatics

This study analyzes the the verbal humor in the movie series If You Are The One from the perspective of some pragmatic theories.The findings of the study provide explanations towards generative mechanism of humor,such as the violation of Cooperative Principle,avoiding face-threatening acts,and particularly,creatively reveal that special use of Politeness Principle can produce a humourous effect,too.

Working-memory training improves developmental dyslexia in Chinese children

Although plasticity in the neural system underlies working memory, and working memory can be improved by training, there is thus far no evidence that children with developmental dyslexia can benefit from working-memory training. In the present study, thirty dyslexic children aged 8-11 years were recruited from an elementary school in Wuhan, China. They received working-memory training including training in visuospatial memory, verbal memory, and central executive tasks. The difficulty of the tasks was adjusted based on the performance of each subject, and the training sessions lasted 40 minutes per day, for 5 weeks. The results showed that working-memory training significantly enhanced performance on the nontrained working memory tasks such as the visuospatial, the verbal domains, and central executive tasks in children with developmental dyslexia. More importantly, the visual rhyming task and reading fluency task were also significantly improved by training. Progress on working memory measures was related to changes in reading skills. These experimental findings indicate that working memory is a pivotal factor in reading development among children with developmental dyslexia, and interventions to improve working memory may help dyslexic children to become more proficient in reading.

Transcranial direct current stimulation for auditory verbal hallucinations:a systematic review of clinical trials

Transcranial direct current stimulation(tDCS)has been reportedly beneficial for different neurodegenerative disorders.tDCS has been reported as a potential adjunctive or alternative treatment for auditory verbal hallucination(AVH).This study aims to review the effects of tDCS on AVH in patients with schizophrenia through combining the evidence from randomized clinical trials(RCTs).The databases of PsycINFO(2000–2019),PubMed(2000–2019),EMBASE(2000–2019),CINAHL(2000–2019),Web of Science(2000–2019),and Scopus(2000–2019)were systematically searched.The clinical trials with RCT design were selected for final analysis.A total of nine RCTs were eligible and included in the review.Nine RCTs were included in the final analysis.Among them,six RCTs reported a significant reduction of AVH after repeated sessions of tDCS,whereas three RCTs did not show any advantage of active tDCS over sham tDCS.The current studies showed an overall decrease of approximately 28%of AVH after active tDCS and 10%after sham tDCS.The tDCS protocols targeting the sensorimotor frontal-parietal network showed greater treatment effects compared with the protocols targeting other regions.In this regard,cathodal tDCS over the left temporoparietal area showed inhibitory effects on AVHs.The most effective tDCS protocol on AVHs was twice-daily sessions(2 mA,20-minute duration)over 5 consecutive days(10 sessions)with the anode over the left dorsolateral prefrontal cortex and the cathode over the left temporal area.Some patient-specific and diseasespecific factors such as young age,nonsmoking status,and higher frequencies of AVHs seemed to be the predictors of treatment response.Taken together,the results of tDCS as an alternative treatment option for AVH show controversy among current literatures,since not all studies were positive.However,the studies targeting the same site of the brain showed that the tDCS could be a promising treatment option to reduce AVH.Further RCTs,with larger sample sizes,should be conducted to reach a conclusion on the efficacy of tDCS for AVH and to develop an effective therapeutic protocol for clinical setting.

Auditory hallucinations: A review of the ERC “VOICE” project

In this invited review I provide a selective overview of recent research on brain mechanisms and cognitive processes involved in auditory hallucinations. The review is focused on research carried out in the "VOICE" ERC Advanced Grant Project, funded by the European Research Council, but I also review and discuss the literature in general. Auditory hallucinations are suggested to be perceptual phenomena, with a neuronal origin in the speech perception areas in the temporal lobe. The phenomenology of auditory hallucinations is conceptualized along three domains, or dimensions; a perceptual dimension, experienced as someone speaking to the patient; a cognitive dimension, experienced as an inability to inhibit, or ignore the voices, and an emotional dimension, experienced as the "voices" having primarily a negative, or sinister, emotional tone. I will review cognitive, imaging, and neurochemistry data related to these dimensions, primarily the first two. The reviewed data are summarized in a model that sees auditory hallucinations as initiated from temporal lobe neuronal hyper-activation that draws attentional focus inward, and which is not inhibited due to frontal lobe hypo-activation. It is further suggested that this is maintained through abnormal glutamate and possibly gamma-amino-butyric-acid transmitter mediation, which could point towards new pathways for pharmacological treatment. A final section discusses new methods of acquiring quantitative data on the phenomenology and subjective experience of auditory hallucination that goes beyond standard interview questionnaires, by suggesting an iP hone/iP od app.