A Book Review of Becoming a Reading Teacher:Connecting Research and Practice

The book Becoming a Reading Teacher:Connecting Research and Practice aims to encourage readers to regard reading as a lifelong habit.To bridge the gap between teachers and researchers,this book is structured around four parts:reading as a linguistic process,reading as a personal experience,reading as a collective experience,and reading as a classroom practice.The definition of a reading teacher can be interpreted in two ways:the teacher who builds readings into the lesson and the teacher who provides the opportunity for learners to be readers,but who is a reader themselves.Such teachers regard reading as a lifelong learning habit and pass on the enthusiasm to learners,eventually creating a reading culture beyond the classroom.However,the necessity for reading teachers to participate in the research may be explained as follows.Firstly,new research may change one’s mind.What’s more,research allows teachers to turn their difficulties,surprises,and challenges into questions,and to seek answers to those questions.In addition,research helps teachers overcome the challenges in teaching by discovering new strategies.Research can also help to prove teachers’choices and decisions in teaching.Secondly,research allows teachers to see the role they play in the bigger picture.Research connects teachers with others and gives them a broader and shared perspective on their questions and experiences.Last but not least,research informs and promotes changes in policy,thinking,and so on.

Conversational Analysis of Power and Solidarity in Chinese Community Correction Discourse

This paper mainly discusses the power and solidarity among participants in the community correction discourse from sociolinguistic perspective by adopting the methodology of conversation analysis.Through the comparative study of the steps of Initial Evaluation and Entry Ceremony in community correction,this paper analyses the power and solidarity in the features of adjacency pair and turn-taking,and finds that the step of Initial Evaluation is relatively negotiable and represents the social relationship of solidarity,while the step of Entry Ceremony stresses more on social distance and power relationship.The reasons that cause the power and solidarity in the Initial Evaluation and the Entry Ceremony from the perspective of social identity and social purposes are also explored.

Prototype and English Vocabulary Teaching and Learning

English vocabulary teaching and learning is indispensable in the process of English teaching and learning.For most of college students,the quantitative of English vocabulary they master is often not enough,which not only influences students for learning English,but also brings about certain obstacles in developing diverse teaching and learning activities.The paper tends to be based on prototype to shed some light on English vocabulary pedagogy can provide to EFL,showing the necessity to apply educational strategies to improve the students’English vocabulary acquisition.

A Survey and Analysis on the New Generation of Migrant Workers＇ Awareness of Internet New Words in Foshan City

50 new generation of migrant workers were randomly chosen from Yanbu Town which is in Nanhai district,Foshan city, Gua ngdong Province.They were asked to complete the questionnaires about the awareness of interact new words.The statistics show that the average awareness of new generation of migrant workers on interact new words is low as a whole. The reasons may lie in workers＇ overtime working ,relatively closed working environment, low social status,low income and education level and so on.

The Correlation Study between Thinking Styles and English-Speaking Learning Strategies of Junior School Students under the Background of “Double Reduction” Policy

Based on Cognitive Style Theory,Oxford’s Speaking Learning Theory and Communicative Competence Theory,this paper adopts questionnaire method,uses Sternberg’s Thinking Style Inventory modified by Zhang Lifang,as well as Oxford’s Learning Strategies Scale,and combines with the actual situation of junior high school students’oral learning to design the questionnaire of speaking learning strategies.Eighth graders of a junior middle school in Sichuan Province are randomly selected as the research object.The statistical tool SPSS23.0 is used to conduct the descriptive analysis and Pearson correlation analysis of the questionnaire results to explore the overall situation of junior high school students’thinking styles and the use of English-speaking learning strategies as well as their correlation.According to the research,junior high school students generally tend to executive style,liberal style,conservative style,legislative style,hierarchic style.The use of speaking learning strategies is at an average level.They tend to use memory speaking strategies,social speaking strategies,affective speaking strategies,and cognitive speaking strategies.As a whole,there is a relatively significant correlation between thinking styles and speaking learning strategies.Specifically,there is a partial correlation between thinking styles and speaking learning strategies.

The Significance of Geographical Factors in Genealogy to Language Research--Taking Liao’s Audio-visual Genealogy as an Example

The geographical information reflected in a traditional genealogy mainly has two aspects.On the one hand,it is the administrative division,human geography,and other general environmental conditions of the ethnic group.On the other hand,it points to the specific origin and migration of family members in the family tree.In addition to affecting the formation and evolution of language,these factors will also affect the development trend of language behavior by promoting the psychology of people’s geographic identity.From these data,we find that geographic factors in the genealogy have a non-negligible relationship with the geographical spread of the language of the genealogy.

Deep Broad Learning for Emotion Classification in Textual Conversations

Emotion classification in textual conversations focuses on classifying the emotion of each utterance from textual conversations.It is becoming one of the most important tasks for natural language processing in recent years.However,it is a challenging task for machines to conduct emotion classification in textual conversations because emotions rely heavily on textual context.To address the challenge,we propose a method to classify emotion in textual conversations,by integrating the advantages of deep learning and broad learning,namely DBL.It aims to provide a more effective solution to capture local contextual information(i.e.,utterance-level)in an utterance,as well as global contextual information(i.e.,speaker-level)in a conversation,based on Convolutional Neural Network(CNN),Bidirectional Long Short-Term Memory(Bi-LSTM),and broad learning.Extensive experiments have been conducted on three public textual conversation datasets,which show that the context in both utterance-level and speaker-level is consistently beneficial to the performance of emotion classification.In addition,the results show that our proposed method outperforms the baseline methods on most of the testing datasets in weighted-average F1.