Dòng
|
Nội dung
|
1
|
|
2
|
Using student co-regulation to address L2 student’ language and pedagogical needs in university support classes / Marianne Turner
// Language and education Vol 24, No3, (May 2010) p251 - p266 This article highlights student co-regulation of teaching practices as a way of exploring how L2 student’ language and pedagogical needs can be met in university support classes. Integtation rather than assimilation – or adapting to the needs of students rather than leaving students to face the exigencies of the new learning environment alone – is the forcus of the article. Data are taken from a qualitative study of Sudanese former refugees attending an Autralian universiti. In this study it was found that teachers used their authoritative position to adapt their teaching to the students’ apparent needs to deffering degrees. Students benefitted from some modifications in teaching practices, but their ambivalent reactions to discussion-based teaching, in particular, proved to be an obstacsle to their learning in the support classes
|
3
|
汉语新型“V的不是A,是B”构式整合的修辞动因 = Rhetorical Motivation on "V de bú shì A,shì B" Constructional Integration / 陈文博.
// 语言与翻译 = Language and translation No. 4, 2013. 新疆维吾尔自治区乌鲁木齐市 : 语言文字工作委员会, 2013.p. 9-14. This paper argues that "V de bú shì A,shì B(V的不是A,是B)"structure is a special rhetorical structure type reflects into the user’s communicative intention, its core is through using a surface" negative_ affirmation" form to express the deep affirmation and the genuine progressive meaning, in order to highlight the abstract concept, the essence of things and subjective emotion and cognition. Therefore, it can acquire specific pragmatic rhetorical effect.
|
|
|
|
|