浅议怎样提高小学生口语交际的能力

教学新大纲在口语训练上提出:"要在课内外创设多种多样的交际情景,让每个学生无约无束地进行口语交流;要鼓励学生在日常生活中积极主动地锻炼口语交际能力。"随着社会的发展,口语交际能力日益得到重视,它注重培养学生的人际交流能力、应对能力、人际交往能力及合作精神。提高小学生口语交际能力,是实施素质教育的需要。     

浅谈中职语文口语交际教学

培养学生的口语交际能力是中职语文教学大纲的基本要求,是衡量中职学生综合素质的一个重要指标,更是适应社会发展的需要。但现阶段中职语文口语交际教学状况不容乐观。作为语文教师,应把培养学生口语交际能力作为义不容辞的责任。在教学中,我们要重视学生口语交际能力的培养,激发学生兴趣,积极参与口语训练,提高口语交际能力,以适应从业的需求。     

如何培养学生的口语交际能力

口语交际能力是一种综合能力。《语文课程标准》明确指出：口语交际能力是现代公民的必备能力。应培养学生倾听、表达和应对的能力,使学生具有文明和谐地进行人际交流的素养。但培养学生的口语交际能力不是一朝一夕的事,必须从低年级抓起,并把口语交际训练真正落到实处。     

中职旅游专业学生口语能力的培养对策分析

培育学生良好的口语交际能力,是中职旅游专业教学的重要内容,对学生日后就业具有重要意义。旅游业是竞争激烈的行业,口语交际是导游从业人员的关键技能,中职旅游专业学生需要具备良好的口语交际能力,才能为其就业发展奠定良好的基础。口语交际能力的培养是中职旅游专业教学中的关键环节。在中职旅游专业教学中,学生口语交际能力与未来职业发展存在明显脱节。本文结合旅游专业口语交际教学特色,对中职口语交际教学内容,训练方法等理论进行整理,形成有效的教学对策指导实际教学。     

新理念下中职学生口语交际能力的培养

培养学生的口语交际能力是中职语文教学大纲的基本要求,是衡量中职学生综合素质的一个重要指标,更是中职学生适应社会发展的需要。目前中职语文口语交际教学状况不容乐观,作为语文教师,应把培养学生口语交际能力作为义不容辞的责任,在教学中重视学生口语交际能力的培养,使学生掌握口语交际的基本技能,养成良好的口语交际习惯,以适应从业的需求。     

论高职院校学生口语交际能力的培养

高职院校是为我国培养从事生产、服务、技术等第一线的应用型人才的窗口,随着我国人才培养目标的变化,更多的用人单位对于学生的口语交际能力有了更高的要求,培养具有良好的口语交际水平的学生具有重要的意义。本文首先讨论了培养高职院校学生口语交际能力重要性,分析影响高职学生口语交际能力提高的因素,同时也阐述了提高高职院校学生口语交际能力的策略。     

关于小学语文口语交际教学的探讨

口语交际的能力,是当代学生必备的语文基本能力,而小学是学习语言能力的黄金时段,必须紧抓教育的契机,及时的展开口语交际能力的综合训练,使小学生能够乐于进行口语交际,善于表达。本文简单的就这个问题进行探讨。     

浅谈农村初中学生口语训练的对策

《新课程标准》指出：“语文课程应培育学生热爱祖国语文的思想感情,指导学生正确理解和运用祖国语文,丰富语言的积累,培养语感,使他们具有适应实际需要的识字能力、写字能力、阅读能力、写作能力、口语交际能力。”在这里,新课标把口语交际能力提升到与识字、写字、阅读和写作同等重要的地位,显示出对口语交际能力的重视。然而在现实生活中,口语训练却没有得到应有的重视,这在农村初中尤为明显。在农村中学教学中,要重视口语交际能力的培养,笔者认为要做到以下几点：     

大学生听说能力提高的认识误区及对策

为了提高大学生的外语听说能力,达到修订后《大学英语课程要求》规定的目标,本文调查大学生对真实口语语料的好恶,发现并剖析了阻碍他们提高听说能力的一个严重误区,即认为"好"的口语就必须发音纯正,语法正确,句子长而复杂。甚至相当一部分大学生坚信,口语能力的终极目标就应该是和口语课本中的对话一样。这种认识从很大程度上误导了外语学习者听说能力的发展。因而本文通过实例分析如何利用真实口语语料提高学生的听说能力。     

如何培养低年级学生的口语交际能力

口语交际,顾名思义是口头语言的交往。学生口语能力的培养,对于每一个年龄段的学生来说都是非常重要的,并且存在着不同程度的难点。作为低年级段的小学生来说,口语能力培养的难度更大,更富有艰巨性。如何让小学生提高口语交际能力,让他们说完整话,并对口语交际提起兴趣,一直是我们语文老师要解决的问题。现结合自己的教学实践就此谈几点体会。     

浅谈小学语文教学中的语感培养

进行语感训练是帮助学生理解课文内容、发展语言、陶冶情感的重要手段。具备了良好的语感能使人感受言语之精妙,洞见言语之精髓,把握言语之理趣,更能使其步入丰富而又美妙的精神世界,受到诸如文化、审美的熏陶。文章通过分析语感的含义,探索语文实施语感教学的方法,着眼于学生对语文的实践感悟和个体经验的感悟创造,让学生通过实践训练而获得实践意义上的启迪,从而创造性地让学生获得适合自己个性和学科特点的学习方法,进而能动自主地学〉--j探究,使语感教学真正直接面向学生的成长和发展。     

PARALLELS AND DIVERGENCES BETWEEN WARLPIRI SIGN LANGUAGE AND SPOKEN WARLPIRI: ANALYSES OF SIGNED AND SPOKEN DISCOURSES

Among the Warlpiri, as among other central Australian Aborigines, older women use a complex sign language as an alternative to speech when, for ritual reasons, as in mourning, silence must be observed. As part of a study of the relationship between this sign language and spoken Warlpiri, a comparison is undertaken between a signed version and a spoken version of two traditional narratives, each told by the same woman out recorded on separate occasions. It is found that signs are ordered in the same way within signed discourse as are words in spoken discourse and a comparison between discourse units in the two versions dealing with the same content shows a close correspondence between the words and signs used; complex lexical items, such as preverb-verb formations in the spoken language are commonly matched by compound signs that correspond to the morphological structure of the spoken form. However, only lexical morphemes are represented in sign. Markers of case relations, tense, and cliticized pronouns are not signed. The findings are interpreted as supporting the view that these alternate sign languages, unlike sign language of the deaf, are not fully autonomous systems but are built up as gestural representations of the semantic units provided by the spoken language.     

The Perside Language of Shiraz Jewry: A Historical-Comparative Phonology

This study concerns the native language of Shirazi Jews, most of whom live in diasporic communities outside Iran. The language Judeo-Shirazi belongs to the Southwest Iranian group, as do most other native languages spoken in southern Iran. As such, Judeo-Shirazi shows general agreements with native rural varieties spoken in inland Fārs. There are, however, phonological features suggesting that Judeo-Shirazi is an insular survivor of the Medieval Shirazi language, from which a sizable literature has survived dating back to the fifteenth century.     

The Creation of Science and Technology Terms in Tibetan and Modernization in Tibet

1.There can be no modernization in Tibet withoutmodern science and technology,and the dissemina-tion of modern science and technology needs languageas an intermediary.As the main common language ofthe Tibetan people,the Tibetan spoken and writtenlanguage has played a very important role in the exist-ence and development of the Tibetan people.It hashelped to promote and maintain material and ethicalprogress,and to maintain the integrity of the nation,and so has left a brilliant page in the cultural store-house of the motherland.Now,as society witnessesprogress in science and technolog,and confronts the     

The Influence of Katharevousa on the Phonology of Modern Greek

Abstract

Much has been written on Greek diglossia and the language struggle (between katharevousa and dhimotiki ). Defenders of katharevousa have emphasized the importance of the language's roots in ancient Greek, opponents of katharevousa have emphasized the idea that the Greek language should be first and foremost ‘the language of the people’. More recently, the focus of the discussion has shifted to what constitutes ‘true’ dhimotiki and the extent to which certain katharevousa elements are acceptable to the modern language; see for instance G. Babiniotis, <inline-graphic href="splitsection5_in1.tif"/><inline-graphic href="splitsection5_in2.tif"/>(Athens 1979) and A Linguistic Approach to the ‘Language Question’ in Greece (BMGS 5, 1979), E. Kriaras' reactions to Babiniotis' views in his ‘<inline-graphic href="splitsection5_in3.tif"/><inline-graphic href="splitsection5_in4.tif"/>(Athens 1979) and Mesevrinos' H <inline-graphic href="splitsection5_in5.tif"/><inline-graphic href="splitsection5_in6.tif"/>(Nicosia 1973). All of these writers are more concerned with determining what should be considered correct or acceptable to the modern language than with analysing actual usage. In general, very little of the discussion is concerned with the spoken language. M. Setatos' article (<inline-graphic href="splitsection5_in7.tif"/><inline-graphic href="splitsection5_in8.tif"/>1973) is particularly interesting because it sets out to analyse the place of katharevousa in the modern language (both written and spoken) rather than arguing for or against katharevousa. Setatos has also written the most detailed analysis of modern Greek phonology (<inline-graphic href="splitsection5_in9.tif"/>, Athens 1974). Other interesting articles on katharevousa elements in the spoken language have been written by Philippaki-Warburton, Tsopanakis, and Petrounias. However, there has in fact been scarcely any empirical research on modern Greek phonology and the extent to which spoken Greek has been influenced by katharevousa. It is perhaps understandable, given the social and historical context, that there has been so much emphasis on theory; the priority has been establishing norms on an acceptable theoretical basis, in the midst of the confusion caused by diglossia, and the question ‘what is actual practice in spoken Greek now, at the end of the twentieth century?’ has had to wait.     

On Language Distribution in Ilam Province,Iran

As is still the case in many parts of Iran, the distribution of languages and dialects in Ilam Province, western Iran, is unevenly documented. There have been several studies on specific language varieties spoken throughout the province but, in large part because of conflicting perspectives on the relationship between language and ethnicity, the situation for the region as a whole has until now remained unclear. The present study first of all brings together existing sociolinguistic and demographic data on language distribution and highlight areas of uncertainty. The main part of the study provides an overview of local perceptions of language distribution and language use based on field research and interviews conducted in each of the province's ten regions (shahrestān) and their twenty-five districts (bakhsh). Here, respondents' assessments of the geographic extent of the province's four main languages—Kurdish, Luri, Laki and Arabic—as well as more minor languages spoken by immigrants from elsewhere in Iran are summarized. For Kurdish in particular, which is the major of the four languages, the article shows the perceived geographic distribution of each major dialect and its affiliation within one of two major Kurdish dialect groups: Ilāmi (or “Feyli”) and Kalhōri. This analysis is followed by a brief discussion of multilingualism. The results of the study are brought together in a map of the province's languages.     

以“一返方言”抵抗“汉字统一”与“万国新语”——章太炎关于语言文字问题的论争(1906—1911)

晚清的文字改革一直走着"步武日本"与"规仿泰西"两条路.章太炎1906年主持<民报>后,与日本的"汉字统一会"、法国巴黎的<新世纪>杂志,就语言文字问题展开论争,并创作出学术名著<新方言>.本文试图回到这两次论争的历史背景,梳理参与论争各方的思路与资源,探索学术史背后之思想史,阐明章太炎如何立足于方言,抵抗新时期仿日与崇欧的代表--"汉字统一"论和"万国新语"说.此过程中,他一方面展示了晚清以小学言国粹、言建国者的文化视野;另一方面阐述了以方言为根基、打通古今的"言文一致"观,以言语之"展转缘生"为依据,建立在文化地域亲缘性基础上的"语言统一"论.这两点都对现代中国的文化理想产生了深远影响.     

RESIDENTIAL PATTERNS OF NEW IMMIGRANTS AND LINGUISTIC INTEGRATION

The present study looks at the residential patterns of new immigrants in Montreal and their impact on subsequent language use in the workplace and educational programs. We first explore the themes of language and territory, citing evidence for the neighbourhood of residence as being a site of language contact organized linguistically around models corresponding to the majority language spoken by its population. Secondly, we explore a sample of 1000 new immigrants, situating them in francophone, anglophone, allophone, and heterogeneous neighbourhoods. Three aspects of their residential establishment are examined: their distribution within the neighbourhoods of Montreal, the factors determining the choice of one or another of the four types of linguistic milieux, and the influence of these milieux on subsequent language use. These latter two aspects use Event History Analysis, a statistical model permitting the longitudinal analysis of dated data.     

浅谈小学语文教学中的经典教育

教育的本质属性是培养人的社会活动,即根据一定的社会现实和未来的需要,遵循青年一代身心发展的规律,使之全面发展,成为适应一定社会需要和促进社会发展的人。袭轰烈烈的教改下的新课程的基本取向是为了每个学生的发展,这也正是教改的灵魂。换言之,培养学生的独立性和自主性,也就是让每一个学生的个性充分发展,培养出丰富多彩的人格。《全日制义务教育语文课程标准》提出了全新的语文教育理念：全面提高学生的语文素养,准确把握语文学科的特点,积极倡导自主、合作、探究的学习方式,努力建设开放而有活力的语文课程。而经典教育对于学生能力及内涵的培养是必要的。