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“虽然P,但是Q”句式的语用条件 = Pragmatic Conditions of “Suiran P,Danshi Q” / 徐燕青.
// 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2015, No.4. 吉林省延吉市 : 双月, 2015.p. 31-41. This paper describes and discusses two kinds of style "suiran P,dan shi Q"sentence in terms of pragmatics. Conclusion is that the patterns of pragmatic conditions should include the pragmatic intention,the information provided above,P and Q sub types and arrangement,sentence and the semantic relationship of the above and other factors. However,various factors inside on the frequency there are different degrees of difference. The author believes that this is a result of the combined action of various factors. With different style of writing intentions,the intention of writing characteristics,patterns of use,express emphasis,expression and discourse coherence methods have different degree of relationship.
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Academic proficiency performance in second and third language: the role of school context / Orly Haim.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 2 2018p. 182-198 This study investigated the role of school-related variables in explaining academic proficiency (AP) performance in Hebrew (L2) and English (L3) among immigrant youth. The following sets of variables were examined: (1) school background (2) academic, linguistic and social-psychological support, and (3) professional staff and school resources allocated for immigrant students. The sample included 267 Russian (L1) speaking students drawn from 18 Israeli high schools. Students’ AP level was assessed via AP tests in L2 and L3. Data about the schools were collected through interviews with the school principals. Multivariate analysis of covariance, controlling for socioeconomic status (SES), arrival age and gender indicated that students’ performance significantly varied as a function of the school-related variables although the effect of these variables on students’ AP scores in L2 and L3 was not to the same extent. The variables educational track (comprehensive schools), upper SES, social-psychological support, teacher training, parental involvement, and provision of an immigrants’ class were associated with higher grades in the respective languages whereas provision of academic and linguistic support were related to lower scores. These results highlight the role of the particular learning environment and context as a source of variation in L2 and L3 performance.
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