In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts ...In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.展开更多
English language learners' pragmatic competence is related to their success incross-cultural communication. Cognitive approaches, mainly the Noticing Hypothesis and Analysis/Control Model, have provided some insig...English language learners' pragmatic competence is related to their success incross-cultural communication. Cognitive approaches, mainly the Noticing Hypothesis and Analysis/Control Model, have provided some insights into the question of how to effectively develop second language(L2) learners' pragmatic competence. Empirical studies based on cognitive theoretical constructs suggest that pragmatic activitiesthat draw learners' attention and help them control attention to relevant and appropriate information and integrate those forms in real time of communication contribute to the development of interlanguage pragmatic competence.展开更多
BACKGROUND： In clinical practice, the degree of cognitive competence damage correlates to fine motor function deficits in children with psychomotor development retardation. Clear correlations between the two can help...BACKGROUND： In clinical practice, the degree of cognitive competence damage correlates to fine motor function deficits in children with psychomotor development retardation. Clear correlations between the two can help to develop and perform corresponding functional training for children with mental retardation （MR）. OBJECTIVE： This study was designed to evaluate and analyze the correlation of fine motor function to cognitive competence in MR children using the Peabody Developmental Motor Scale-Fine Motor （PDMS-FM） and Symbolic Play Test. DESIGN： Scale evaluation and correlation analysis. SETTING： Children＇s Rehabilitation Center ＆ Huajing District Hospital, Children＇s Hospital Affiliated to Fudan University. PARTICIPANTS： A total of 42 MR children, 28 males and 14 females, aged 14-69 months, were admitted to the Rehabilitation Center, Children＇s Hospital, Fudan University between June 2003 and April 2006, and were recruited for this study. All children corresponded to MR diagnosis criteria determined by Chinese Neurology and Psychiatry Society in 1989. Written informed consent for participating in the evaluation and for evaluated content was obtained from each child＇s guardian. METHODS： Subsequent to admission and prior to treatment, fine motor function of each MR child was evaluated using PDMS-FM （Chinese version）. The scale captured 98 items that formed the grasping （Gr） and visual-motor integration （Vi） subtests. Cognitive competence was evaluated using the Symbolic Play Test （Chinese version）, which captured four 6-item specific contents. The original score of each subtest was used to evaluate results for statistical analysis. Higher scores from the two evaluations indicated stronger abilities. Pearson correlation analysis was applied for analyzing data correlation. MAIN OUTCOME MEASURES： Fine motor function was evaluated using PDMS-FM. Cognitive competence was measured using the Symbolic Play Test. Correlations between results from the two evaluations were analyzed. RESULTS： All 42 MR children were included in the final analysis. Correlation analysis results demonstrated significant positive correlations of original scores existed between Gr and Vi subtests in the PDMS-FM （r = 0.761, P 〈 0.01）, and between Vi and Gr subtests in PDMS-FM and Symbolic Play Test （r = 0.663, 0.450, P 〈 0.01）. CONCLUSION： Fine motor function closely correlates to cognitive competence in MR children. This indicates fine motor function training should be developed in combination with cognitive competence training.展开更多
This paper shows that metaphoric competence depends heavily on the psychological processes of associative recognition and analogical reasoning, and that to form interactive mental image can activate these psychologica...This paper shows that metaphoric competence depends heavily on the psychological processes of associative recognition and analogical reasoning, and that to form interactive mental image can activate these psychological processes. Students＇ cognitive styles were found to affect their tendency and ability to use these strategies. Students can be trained to use metaphoric strategy, just as to use grammar rules, to help them in second language studies.展开更多
Societal traditions have a decisive impact on cognition and cognitive biases, and thus on the foundations of core competences,including （natural） science and （natural） science-based innovation. The increasing glob...Societal traditions have a decisive impact on cognition and cognitive biases, and thus on the foundations of core competences,including （natural） science and （natural） science-based innovation. The increasing global multi-polarity means that the centuriesold dominance of the Occidental Tradition is waning, and the other societal traditions, including the Sino Tradition, will gainground. Chinese companies will have an advantage over their Occidental counterparts, because Chinese companies can search forcore competences and thus competitive advantages based on the different aspects of Occidental Tradition, Sino Tradition and thecombination of the two. Occidental companies are limited to the different aspects of the Occidental Tradition. Thus, Chinesecompanies have a core competences advantage in a multipolar world.展开更多
The traditional Japanese grammar teaching often only pays attention to the interpretation of syntax and the integrity of grammar structure. This violates the cultivation of communicative competence, and is not in conf...The traditional Japanese grammar teaching often only pays attention to the interpretation of syntax and the integrity of grammar structure. This violates the cultivation of communicative competence, and is not in conformity with the society’s requirements of applied foreign language talents. Cognitive linguistics theory, which links language form with semantic concept, reveals the internal relation of man’s thinking and language. If we can subtly apply cognitive linguistic theory into Japanese grammar teaching to explore the cognitive process in the speakers’ brain while expressing, we can get a good understanding of diffi cult points and “special case”. This paper explores the introductory methods and efficacy of the cognitive linguistics theory applied in Japanese grammar teaching method, by lecturing causative sentences an example.展开更多
This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were take...This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were taken as informants to a questionnaire, in which orders of ideas, discourse miscues and other types of errors (e.g. cohesion and redundant ideas, etc.) were used as variables to see whether they could affect the comprehensibility of texts. Strong resemblances were found between the two groups. Order of ideas (i.e. deductive or inductive) seems not to have affected text comprehensibility much, but the interactive cumulating miscues at the discourse level played an important role in discourse comprehension. As disparities are found between what nonnative speakers do and how they react to what they have done, the paper discusses whether people think the way they write, and if linguistic competence correlates with cognitive ability. The paper suggests that knowing and doing are two aspects of learning; teachers of English, therefore, have to understand the perplexities second language learners face and try to help them write as effectively as possible in the target language.展开更多
基金funded by the 2022 Hunan Vocational Education Teaching Reform Research Project“Research on the Cultivation of Critical Thinking Ability for Business English Majors in Vocational Colleges Under the Concept of Curriculum Ideology and Politics (Project approval No.:ZJGB2022058)”the 2022 General Funded Project of Hunan Social Science Achievement Review Committee“Research on the Development and Diagnostic Evaluation of Critical Thinking Ability Scale for English Learners based on CSE (Project approval No.:XSP22YBZ086).”。
文摘In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.
文摘English language learners' pragmatic competence is related to their success incross-cultural communication. Cognitive approaches, mainly the Noticing Hypothesis and Analysis/Control Model, have provided some insights into the question of how to effectively develop second language(L2) learners' pragmatic competence. Empirical studies based on cognitive theoretical constructs suggest that pragmatic activitiesthat draw learners' attention and help them control attention to relevant and appropriate information and integrate those forms in real time of communication contribute to the development of interlanguage pragmatic competence.
文摘BACKGROUND： In clinical practice, the degree of cognitive competence damage correlates to fine motor function deficits in children with psychomotor development retardation. Clear correlations between the two can help to develop and perform corresponding functional training for children with mental retardation （MR）. OBJECTIVE： This study was designed to evaluate and analyze the correlation of fine motor function to cognitive competence in MR children using the Peabody Developmental Motor Scale-Fine Motor （PDMS-FM） and Symbolic Play Test. DESIGN： Scale evaluation and correlation analysis. SETTING： Children＇s Rehabilitation Center ＆ Huajing District Hospital, Children＇s Hospital Affiliated to Fudan University. PARTICIPANTS： A total of 42 MR children, 28 males and 14 females, aged 14-69 months, were admitted to the Rehabilitation Center, Children＇s Hospital, Fudan University between June 2003 and April 2006, and were recruited for this study. All children corresponded to MR diagnosis criteria determined by Chinese Neurology and Psychiatry Society in 1989. Written informed consent for participating in the evaluation and for evaluated content was obtained from each child＇s guardian. METHODS： Subsequent to admission and prior to treatment, fine motor function of each MR child was evaluated using PDMS-FM （Chinese version）. The scale captured 98 items that formed the grasping （Gr） and visual-motor integration （Vi） subtests. Cognitive competence was evaluated using the Symbolic Play Test （Chinese version）, which captured four 6-item specific contents. The original score of each subtest was used to evaluate results for statistical analysis. Higher scores from the two evaluations indicated stronger abilities. Pearson correlation analysis was applied for analyzing data correlation. MAIN OUTCOME MEASURES： Fine motor function was evaluated using PDMS-FM. Cognitive competence was measured using the Symbolic Play Test. Correlations between results from the two evaluations were analyzed. RESULTS： All 42 MR children were included in the final analysis. Correlation analysis results demonstrated significant positive correlations of original scores existed between Gr and Vi subtests in the PDMS-FM （r = 0.761, P 〈 0.01）, and between Vi and Gr subtests in PDMS-FM and Symbolic Play Test （r = 0.663, 0.450, P 〈 0.01）. CONCLUSION： Fine motor function closely correlates to cognitive competence in MR children. This indicates fine motor function training should be developed in combination with cognitive competence training.
文摘This paper shows that metaphoric competence depends heavily on the psychological processes of associative recognition and analogical reasoning, and that to form interactive mental image can activate these psychological processes. Students＇ cognitive styles were found to affect their tendency and ability to use these strategies. Students can be trained to use metaphoric strategy, just as to use grammar rules, to help them in second language studies.
文摘Societal traditions have a decisive impact on cognition and cognitive biases, and thus on the foundations of core competences,including （natural） science and （natural） science-based innovation. The increasing global multi-polarity means that the centuriesold dominance of the Occidental Tradition is waning, and the other societal traditions, including the Sino Tradition, will gainground. Chinese companies will have an advantage over their Occidental counterparts, because Chinese companies can search forcore competences and thus competitive advantages based on the different aspects of Occidental Tradition, Sino Tradition and thecombination of the two. Occidental companies are limited to the different aspects of the Occidental Tradition. Thus, Chinesecompanies have a core competences advantage in a multipolar world.
文摘The traditional Japanese grammar teaching often only pays attention to the interpretation of syntax and the integrity of grammar structure. This violates the cultivation of communicative competence, and is not in conformity with the society’s requirements of applied foreign language talents. Cognitive linguistics theory, which links language form with semantic concept, reveals the internal relation of man’s thinking and language. If we can subtly apply cognitive linguistic theory into Japanese grammar teaching to explore the cognitive process in the speakers’ brain while expressing, we can get a good understanding of diffi cult points and “special case”. This paper explores the introductory methods and efficacy of the cognitive linguistics theory applied in Japanese grammar teaching method, by lecturing causative sentences an example.
文摘This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were taken as informants to a questionnaire, in which orders of ideas, discourse miscues and other types of errors (e.g. cohesion and redundant ideas, etc.) were used as variables to see whether they could affect the comprehensibility of texts. Strong resemblances were found between the two groups. Order of ideas (i.e. deductive or inductive) seems not to have affected text comprehensibility much, but the interactive cumulating miscues at the discourse level played an important role in discourse comprehension. As disparities are found between what nonnative speakers do and how they react to what they have done, the paper discusses whether people think the way they write, and if linguistic competence correlates with cognitive ability. The paper suggests that knowing and doing are two aspects of learning; teachers of English, therefore, have to understand the perplexities second language learners face and try to help them write as effectively as possible in the target language.
