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“还是”情态义的来源及浮现条件
// 汉语学习 No.5/2019 tr.54-63 "还是"的情态义(如言者非断然性选择、评价、认识等)由其选择肢联结功能发展而来。"还是"在转折句中能否浮现出持续义、情态义,取决于"还是"后谓语的情状特点(持续—非持续)及其主观性特征(自控—非自控),而"还是"所谓的微转折或反预期义则对语境的依赖性较大,需要借助转折连词或者语用预设的激活来实现。本文对"还是"诸多义项和用法的分析可以服务于"还是"的对外汉语教学
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Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / Shi Pu, Michael Evans
// Language, Culture and Curriculum Vol. 32, No.1/ 2019 UK : Taylor & Francis Group, 2019.p. 50-62 ; 26 cm.While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts.
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Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / Shi Pu, Michael Evans
// Language, Culture and Curriculum Volume 32, No 1/2019 2019p. 50-62 While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts
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Exploring L2 listening instruction: examinations of practice / Joseph Siegel.
// ELT journal. 2014, Vol. 68, No. 1. 2014.tr. 22-30. This paper contributes to L2 listening pedagogy by exploring listening instruction and examining teachers’ authentic listening lessons. Listening instruction has yet to be investigated systematically, and the literature has typically relied on anecdotal and intuitive accounts of what takes place in listening lessons. Therefore, this paper reports on a practical investigation into listening pedagogy through a review of 30 listening lessons taught and recorded by ten EFL instructors in Japan. Lesson content was transcribed and coded according to a priori categories informed by the literature. These categories included, among others, comprehension questions, bottom-up listening activities, and metacognitive listening strategies. Results revealed some teachers using a range of techniques while others limited their teaching to product-based approaches. The paper provides empirical descriptions of L2 listening instruction in practice and discusses pedagogic implications stemming from the results, including suggestions for how language teachers can expand their repertoires for the teaching of listening.
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