The LanguageAction Perspective

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语言学重点总结

语言学重点总结

Chapter 6Cognition is the mental process or faculty of knowing, including aspects such as awareness, perception,reasoning,and judgment.There exist three approaches to the study of language and cognition: the formal approach,the psychological approach and the conceptual approach。

The Formal approach basically addresses the structural patterns exhibited by the overt aspect of linguistic forms, largely abstracted away from or regarded as autonomous from any associated meaning。

The Psychological approach looks at language from the perspective of relatively general cognitive systems ranging from perception,memory, and attention to reasoning。

The conceptual approach is concerned with the patterns in which and the processes by which conceptual content is organized in language.Structure will be used to refer both to patterns and to process, the conceptual approach can more simply be said to address how language structures conceptual content.Psycholinguistics is the study of psychological aspects of language; it usually studies the psychological states and mental activities associated with the use of language。

《语言教学流派第二版》自己整理笔记

《语言教学流派第二版》自己整理笔记

《语⾔教学流派第⼆版》⾃⼰整理笔记第⼀章A brief history of language teaching第⼆章The nature of approaches and methods前两章很简单,详见前⾯中⽂导读第三章The oral approach and situational language teachingThe oral approach (situational language teaching) is a grammar-based method in whichprinciples of grammatical and lexical gradation are used and new teaching points arepresented and practiced through meaningful situation-based activities.⼀、Background1. Two of the leaders were Harold palmer and A.S.Hornby.2. Vocabulary control3. Grammar control⼆、The Oral Approach and Situational Language TeachingThe main characteristics of the approach were as follows:1. Language teaching begins with the spoken language. Material is taught orally.2. The target language is the language of the classroom.3. New language points are introduced and practiced situationally.4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.5. Items of grammar are graded by their complexity.6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established.三、Approach(2).An inductive approach is used to the teaching of grammar(3).The same processed are thought to occur both in child language learning and in second language learning.四、Design(1). Practical command of the four basic skills of language(2). Accuracy in both pronunciation and grammar is regarded as crucial.(3). Automatic control of basic structures and sentence patterns is fundamental.—a list of the basic structures and sentence patternsa drill-based manner to practicing the new sentence patterns(2) Situation: the use of concrete objects, pictures and realia, which together with actions and gestures(3) Practice techniques: guided repetition, substitution activities, pair practiceThreefold: a model、a skillful manipulator、on the lookout for errors(2)Visual aids: consists of wall charts, flashcards, pictures, stick figuresThe teacher is expected to be the master of his textbook.五、ProcedureAim: to move from controlled to freer practice of structures and from oral use of sentenceRevision ( to prepare for new work if necessary)Presentation of new structure or vocabularyOral practice (drilling)Choral imitationIndividual imitationIsolationBuilding up to a new modelElicitationSubstitution drillingQuestion-answer drillingCorrection第四章The Audiolingual MethodIt is a method of foreign or second language teaching which (a) emphasizes the teaching ofspeaking and listening before reading and writing (b) uses dialogues and drills. (c)discourages use of the mother tongue in the classroom (d) often makes use of contrastiveanalysis. The audiolingual method was prominent in the 1950s and 1960s, especially in theUnited States, and has been widely used in many other parts of the world.⼀、BackgroundThe combination of structural linguistic theory, contrastive analysis, aural-oral procedures, and behaviorist psychology led to the Audiolingual Method.情境法与听说法的异同There are many similarities between situational language teaching and audiolingualism.1. The order in which language skills are introduced2. Focus on accuracy through drill and practice in the basic structures3. Sectence patterns of the target languageHowever, situational language teaching was a development of the earlier Direct Method and does not have the strong ties to linguistic and behavioral psychology that characterize audiolingualism. The similarities of the two methods reflect similar views about the nature of language and of language learning, through these views were in fact development from quite different traditions.⼆、Approach1. Foreign language learning is basically a process of mechanical habit formation.2. Language skills are learned more effectively if the items to be learned in the target language are presented in sporken form before they are seen in written form.3. Analogy provides a better foundation for language learning than analysis. Hence the approach to the teaching of grammar is essentially inductive rather than deductive.4.The meaning of word can be learned in a linguistic and cultural context and not in isolation.三、Design、accurate pronunciation, reading comprehension and productionModels the target languageControls the direction and pace of learningTape recorders and audiovisual equipment四、Procedure1、The process of teaching involves extensive oral instruction2、The procedures the teacher should adopt ( Brook)3、In a typical audiolingual lesson the following procedures will be observed:a. Recognition;b. Imitation and repetitionc. Patterns drill:d. Follow-up activities五、The decline of Audiolingualism1、Criticism on two fronts: the theoretical foundations(both in language and language learning)and the practical results fell short of expectation.2、the theoretical attack: Noam Chomsky’s theory of transformational grammar第五章Total Physical ResponseTotal Physical Response is a language learning method based on the coordination of speechand action. This method of learning was developed by James Asher, a professor of psychologyat San Jose State University, California.⼀、Background1、the “trace theory” of memory in psychology2、developmental psychology:child first language acquisition3、humanistic psychology: the role of affective factors4、Comprehension Approach5、a tradition: the use of physical actions to teach a foreign language at an introductory level⼆、Approachstructuralist or grammar-based views of languagedetailed cognitive map (abstractions and nonabstractions)the central role of comprehension in language learningReminiscent of the views of behavioral psychology: a stimulus-response viewLearning hypotheses ( to facilitate or inhibit foreign language learning )According to Asher, the language learning theories are similar to those of other behavioral psychologists. The principals that help elaborate his idea are:1. Second language learning is parallel to first language learning and should reflect the samenaturalistic processes.2. Listening should develop before speaking.3. Once listening comprehension has been developed, speech develops naturally and effortlesslyout of it.4. Adults should use right-brain motor activities, while the left hemisphere watches and learns.三、Designoral proficiency at a beginning levelA sentence-based syllabusA fixed number of items be introduced at a timeImperative drills are the major classroom activity.Role plays:center on everyday situationSlide presentationsA primary role : listener and performerHave little influence over the contentActive and direct roleWell prepared and well organizedTeachers follow the example of parents giving feedbackNo basic text, materials and realia play an increasing role in later learning stages.Student kits that focus on specific situations (supporting materials)四、ProcedureAsher’s account of a course:ReviewNew commandsRole reversalReading and writingConclusion:Total Physical Response has enjoyed some popularity because of its support by those who emphasize the role of comprehension in second language acquisition.第六章The Silent WayIt is a method of foreign-language teaching developed by Gattegno which makes use of gesture,mime, visual aids, wall charts, and in particular Cuisiniere rods (wooden sticks of differentlengths and colors) that the teacher uses to help the students to talk. The method takes itsname from the relative silence of the teacher using these techniques.⼀、BackgroundThe premise of the Silent WayThe learning hypothesesLearning is facilitated if the learner discovers or creates. (discovery learning)Learning is facilitated by accompanying physical objects.Learning is facilitated by problem solving.⼆、ApproachBy the "spirit" of the language Gattegno is referring to the way each language isComposed of phonological and suprasegmentalA structural approachArtificial approachThe self of the learnerLearning to learn三、DesignAn immediate objectives: to provide the learner with a basic practical knowledge of the grammar of the languageLearners exert a strong influence over each other’s learning.To teach, to test, to get out of the wayCreate an environmentThe colored cuisenaire rodsThe vocabulary or word chartsOther materials四、ProcedureA standard formatPractice of the sounds (using the pronunciation charts)Practice of sentence patterns, structure, and vocabulary (using the rods and charts)A sample lessonFidel chartConclusion:The actual practices of the Silent Way are much less revolutionary than might be expected. The innovations derive from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners, and the materials used.第七章Community Language Learning社团语⾔学习法It is a method of second and foreign language teaching developed by Charles Curran. CLL is an application of counseling learning(咨询学习法)to second and foreign languageteaching and learning. It uses techniques developed in group counseling to help people withpsychological and emotional problems. The method makes use of group learning in small orlarge groups. Thes e groups are the “Community”. The method places emphasis on thelearners’ personal feelings and their reactions to language learning. Learners say thingswhich they want to talk about, in their native language. The teacher (known as “Counselor”)translat es the learners’ sentences into the foreign language, and the learner then repeats thisto other members of the group.⼀、Background1、Rogerian counseling——Charles A. Curren2、Humanistic techniques:the whole person3、Language alternation⼆、ApproachLanguage as social processThe interactional view of language: interaction between equals, interaction betweenunequalsThe whole-person learning (five stages)Consensual validationS(secure)A(attention and aggression)R(retention and reflection)D(discrimination)the personal commitments三、Designnot defined.Teacher transfers knowledge and proficiency to the learner.Goal: attaining near-native like mastery of the target languageTopic-based courseTeacher’s responsibility:teacher transfers knowledge and proficiency to the learnerGoal: attenting near-native like mastery of the target language.Translation, Group Work, Recording, Transcription, Analysis, Reflection andbecome counselors to other learnersSpecific teacher roles are keyed to the five development stages.providing a safe environmentMaterials may be developed by the teacher as the course develops.the use of teaching machines四、Procedure1、classical CLL and personal interpretations of it2、the description of some typical activities in CLL classed3、 a protocol of what a first day’s CLL class coveredConclusion:Community Language Learning is the most responsive of the methods we have reviewed in terms of its sensitivity to learner communication intent. It places unusual demands on language teachers. Critics of Community Language Learning question many aspects of CLL. Supporters of CLL emphasize the positive benefits of a method that centered on the learner and stresses the humanistic side of language learning.⾃⼰想法:学校英语⾓活动Question for discussion:社团学习法把语⾔学习过程⽐作是咨询过程,你们觉得这个⽐喻合适吗?为什么?第⼋章SuggostopediaSuggestopedia/Lozanov Method (暗⽰法/罗扎诺夫法)It is a method of foreign-language teaching developed by the Bulgarian Lozanov. It makes use of dialogues, situations and translation to present and practise language, and in particular,makes use of music, visual images, and relaxation exercises to make learning morecomfortable and effective.⼀、Background1、Suggestology2、the most conspicuous characteristics of Suggestopedia3、Soviet psychology4、mental states5、the centrality of music and musical rhythm to learning⼆、Approachwhole meaningful textsix principal theoretical components:authority, infantilization, double-planedness, intonation, rhythm, concertpseudo-passivenessthe type of musicthe rate of presentation of material to be learned within the rhythmic pattern三、Designdeliver advanced conversational proficiency quicklytime duration——30 dayseach uniteach unitexpected teacher behaviorsDirect support materials: text and tapeIndirect support materials: classroom fixtures and music四、ProcedureBancroft’s description: a four-hour language class has three distinct parts.The first part: an oral review sectionThe second part: new material is presented and discussedThe third part: the séance or concert sessionConclusion:Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. It is not productive to further belabor the science/nonscience, date/double-talk issues and instead try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.Question for discussion;暗⽰法强调⾳乐的作⽤,那么⾳乐在外语学习过程中究竟起了怎样的作⽤?谈谈你们的看法。

翻译理论——精选推荐

翻译理论——精选推荐

翻译理论07本《翻译理论与实践》考试理论部分复习提纲⼀、翻译定义:1. 张培基——翻译是⽤⼀种语⾔把另⼀种语⾔所表达的思维内容准确⽽完整地重新表达出来的语⾔活动。

10. “Translation is the expression in one language of what has been expressed in another language, preserving semantic and stylistic equivalences.” --- Dubois12. “Translation is a craft consisting in the attempt to replace a written message and/or statement in one language by the same message and/or statement in another language.” --- Peter Newmark13. Translation or translating is a communicative activity or dynamic process in which the translator makes great effort to thoroughly comprehend a written message or text in the source language and works very hard to achieve an adequate or an almost identical reproduction in the target language version of the written source language message or text.⼆、翻译标准1. 翻译的标准概括为⾔简意赅的四个字:“忠实(faithfulness)、通顺(smoothness)”。

四种二语习得理论

四种二语习得理论

四种二语习得理论1、中介语理论(Interlanguage)by SelinkerML TLchiglishtarget language中介语是介于母语与目标语之间的一种语言Positive transfer(正迁移)母语的干扰:Transfer(迁移)Negative transfer(负迁移)正迁移(positive):母语帮助目标语2、文化移入说(Acculturation . Model)--by Schunman(舒曼)3、渐进体系说(Approximative System)循序渐进(Graduality)Palmer ( 帕默) "Snowball"四先原则:先易后难,先简后繁,先死后活,先集体后个人。

4、输入说(Input Theory)S.D.Krashen(克拉申)对于二语的习得,要进行大量的,可理解性的输入"i+1"即"input+1","1"相当于不定量"n"“中国外语立体教学理论”by “张正东”所用甚少四、环境对外语教学的影响Critical period 关键期假说“13”is the critical age1、印度狼孩2、非洲黑猩猩孩3、辽宁猪孩思考题:语言学对我国外语教学有什么样的启示第二部分:外语教学流派(Schools of FILM )教学目的:1、了解英语教学法主要流派。

2、借签第四讲:一、FLIM: Foreign Language Teaching Methods(一).GTM(语法翻译法)----Grammar Translation Methods始于18世纪末19世纪中,源于欧洲(西欧),(18世纪前的拉丁语)中国从1872年开始,同文馆标志着中国班级教学的开始。

GTM持续到20世纪70年代。

主要特点如下(弊端)1、重视书面语,轻视口语。

2、重视语法教学。

概念隐喻与语词汇学习

概念隐喻与语词汇学习

概念隐喻与德语词汇学习摘 要隐喻是历史最悠久、运用最普遍的修辞方式之一,早在两千多年前就成为哲学家、语言学家们的研究对象。

但自亚里士多德开始,在相当长的一段时期内,隐喻在东西方传统上都被认为是一种修辞现象,并且通常与诗歌或修辞学相关。

在亚里士多德的理论基础和影响下,出现了两种重要理论:替代论和比较论。

但它们更多的是将隐喻作为一种修辞手段来研究,忽视了隐喻在日常生活中的普遍性。

直到理查兹才指出,隐喻是人类“语言无所不在的原理”。

隐喻不仅仅是一种语言现象,它其实还是人类思维的一种方式。

他还指出,传统隐喻理论最大的缺陷就是忽视了隐喻从根本上讲是一种思想之间的交流。

人的思维是隐喻性的,语言中的隐喻由此而来。

在理查兹的理论以及认知语言学发展的影响下,隐喻研究迎来了一个全新的发展方向,语言学家们越来越多地从认知角度来审视隐喻。

这其中,最具代表性的就是莱考夫和约翰逊的概念隐喻理论。

莱考夫和约翰逊认为,隐喻在日常生活中是无处不在的,我们赖以进行思考和行动的日常概念系统,在本质上也是隐喻的。

其理论核心是,隐喻是人类用其某一领域的经验来说明或理解另一类领域的经验的认知活动。

语言是人类认知的产物,隐喻是人类认知的工具。

因此,从认知的角度研究隐喻对语言学习,尤其是对外语学习有着非常重要的意义。

在外语学习实践中,外语学习者应重视培养自己的外语“隐喻能力”,形成隐喻能力与语言能力、交际能力三架齐驱,进一步提高跨文化交际能力。

隐喻和语言学习,尤其是词汇学习,有着密切的关系,概念隐喻理论为两者之间架设了有益桥梁。

本文在对概念隐喻的定义、工作机制、分类、功能等的详细探讨基础上,尝试将该理论运用到德语词汇学习当中,并通过列举德语多义词、复合词、派生词以及常用语中的隐喻事实现象来具体说明,中国的德语学习者如何通过概念隐喻来学习德语词汇和理解德语文化现象,希望以此为提高词汇学习效率提供有效途径。

关键词:概念隐喻;隐喻能力;德语词汇学习Conceptual Metaphor Theory and its Implications forGerman Vocabulary LearningAbstractThe study of metaphor has a long history, and can be traced back to Aristotle. Traditionally, metaphor is regarded as a figure of speech, an ornamental device, which is related to poetry and rhetoric. The three major influential metaphor theories: substitution theory, comparison theory and interaction theory, all originate from Aristotle and Richards. However, with the birth and development of cognitive linguistics, metaphor is observed from a completely new cognitive point of view. In the view of Conceptual Metaphor Theory, Metaphor serves not only as a rhetorical means but also a cognitive thinking mode. Metaphors are pervasive in everyday life, not just in language, but also in thought and action. Metaphor is a bridge between cognition and language. Therefore, the key to learning language well lies in cultivating our metaphorical thinking ability, for example, establishing the conceptual system of the target language.By means of introducing the metaphor from cognitive perspective, this paper attempts to discuss the application and offer some implications of Conceptual Metaphor Theory for German vocabulary learning since vocabulary has been a top concern for many foreign language learners in China. It firstly explores the theoretical definition, working mechanism, and classifications of Conceptual Metaphor Theory. Secondly, based on Conceptual Metaphor Theory and vivid linguistic evidence, it attempts to study the applications of this theory to vocabulary learning in analyzing polysemy, idioms, and cultural implications in vocabulary and words connection, and further reveals the specific significance of metaphor in improving the vocabulary learning.Key words:conceptual metaphor; metaphor competence; German vocabulary learningKonzeptuelle Metapher und das Lernender deutschen VokabelnAbstractDie Studien über die Metapher sind auf Aristoteles zurückzuführen. Nicht nur bei Aristoteles, sondern auch bei seinen Nachfolgern Metapher gilt die Metapher nur alsein Stilmittel der Rede oder einer poetischen Sprache. Sie dient also vielmehr der Verzierung. Egal Substitutions- oder Vergleichstheorie, beide schließen die Erkenntnisfunktion von Metapher und ihre Allgegenwart in der Alltagssprache aus.Durch die zuweisende Funktion der Interaktionstheorie und mit der Entwicklung der kognitiven Linguistik erschließen Lakoff & Johnson eine neue Forschungstendenz auf,nämlich Metaphern aus der Perspektive der Kognition zu analysieren. Laut ihrerThese ist unser alltägliches Konzeptsystem im Kern metaphorisch. Die Metapherspielt eine wichtige Rolle beim Denken, und nimmt auch am Sprechen teil. Sie ist alsonicht nur ein verbreitetes sprachliches Phänomen, sondern auch ein notwendiges Erkenntniswerkzeug, das eng mit Sprachenlernen, bzw. V okabelnlernen verbunden ist.Durch die Darstellung und Analyse der metaphorischen Beispiele in deutschenV okabeln, Idiomen, und der Kultur hat diese vorgelegte Arbeit das Ziel, einen Einblick ins Deutsche, besonders in die Metaphern im Deutschen zu geben, um den Lernprozess leichter zu machen. Zuerst wird versucht, die Definition, den Arbeitsmechanismus, und die Klassifikation, sowie die Funktionen der konzeptuellen Metapherntheorie darzustellen, bevor auf die Theorie der metaphorischen Kompetenznäher eingegangen wird. Daran schließt sich im weiteren Verlauf dieser Arbeit eine Analyse der Polysemie, Idiome, Ableitungen und Komposita, sowie kulturelle Implikationen in Wörtern und Wendungen an, um- aufgrund der bereits erörternden Theorien und anschaulichen sprachlichen Beweise- die Anwendungen der Metapherntheorie auf das V okabelnlernen näher zu betrachten. Dabei wird planmäßigdie Bedeutung der Metapher bei V okabelnlernen aufgezeigt.Schlüsselwörter: konzeptuelle Metapher; metaphorische Kompetenz;VokabelnlernenAnhang: SchemaverzeichnisSchema 1 Schema ...ZEIT IST GELD“. (6)Schema 2 Metaphorische Konzepte (9)Schema 3 Projektion ...ARGUMENTIEREN IST KRIEG“. (13)Schema 4 Gleiche und unterschiedliche Tiermetaphern in Deutsch und Chinesisch (28)Schema 5 Der sprachliche Prozess vor der Umstrukturierung (33)Schema 6 Der sprachliche Prozess nach der Umstrukturierung (34)独 创 声 明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。

Language-Culture-andSociety英语学习外语学习教育专区要点

Language-Culture-andSociety英语学习外语学习教育专区要点

❖ The social environment can also be reflected in language, and can often have an effect on the structure and the vocabulary.
For example, a society's kinship system is generally reflected in its kinship vocabulary.
Typhoon, gongfu, etc.
13
Netspeak 网络语言
❖ 顶(支持) ❖ 555(呜呜呜) ❖ ding(顶) ❖ mm/MM(妹妹) ❖ LZ(楼主) ❖ DD/dd(弟弟) ❖ 88(拜拜) ❖ 偶(我) ❖ 马甲(ID)
❖ ID
❖ 斑竹(版主)
❖ 恩(嗯)
❖ 汗或寒(敬畏)
❖ Through communication, some elements of culture A enter culture B and becomes part of culture B.
❖ Loan words in Chinese and English.
肥皂剧、卡通、布丁、苹果派、雀巢、巴士、 排挡、耐克、因特网、KTV、EMAIL
❖ Our language helps mould our way of thinking and, consequently, different languages may probably express speakers’ unique ways of understanding the world.
❖ “who speaks what to whom and when and to what end”

关于评价理论的论文外文翻译

关于评价理论的论文外文翻译

The Language of EvaluationIntroductionThis book is concerned with the interpersonal in language, with the subjective presence ofwriters/speakers in texts as they adopt stances towards both the material they present and those with whom they communicate. It is concerned with how writers/speakers approve and disapprove, enthuse and abhor, applaud and criticize, and with how they position their readers/listeners to do likewise. It is concerned with the construction by texts of communities of shared feelings and values, and with the linguistic mechanisms for the sharing of emotions, tastes and normative assessments. It is concerned with how writers/speakers construe for themselves particular authorial identities or personae, with how they align or disalign themselves with actual or potential respondents, and with how they construct for their texts an intended or ideal audience. While such issues have been seen as beyond the purview of linguistic enquiry by some influential branches of twentieth-century linguistics, they have, of course, been of longstanding interest for functionally and semiotically oriented approaches and for those whose concern is with discourse, rhetoric and communicative effect. We offer here a new approach to these issues, developed over the last decade or so by researchers working within the Systemic Functional Linguistic (hereafter SFL) paradigm of M.A.K. Halliday and his colleagues. (See, for example, Halliday 2004/1994, Martin 1992b or Matthiessen 1995.) SFL identifies three modes of meaning which operate simultaneously in all utterances – the textual, the ideational and the interpersonal. Our purpose in the book is to develop and extend the SFL account of the interpersonal by attending to three axes along which the speaker’s/writer’s int er-subjective stance may vary. (1.1,P14)History and developmentOur model of evaluation evolved within the general theoretical framework of SFL. Eggins2004/1994 provides an accessible introduction to the ‘Sydney’ register of SFL which informed our work. For grammar, we relied on Halliday 2004/1994 and Matthiessen 1995 and for discourse analyses we used Martin 1992b (later recontextualised as Martin&Rose 2003). The most relevant reservoir of theoretical concepts is Halliday & Matthiessen 1999 (for thumbnail sketches of SFL theory see the introductory chapters in Halliday&Martin1993and Christie & Martin 1997). We’ll now outline some of the basic parameters of SFL, by way of situating appraisal within a holistic model of language and social context. At heart SFL is a multi-perspectival model, designed to provide analysts with complementary lenses for interpreting language in use. One of the most basic of these complementarities is the notion ofkinds of meaning –the idea that language is a resource for mapping ideational, interpersonal and textual meaning onto one another in virtually every act of communication. Ideational resources are concerned with construing experience. Interpersonal resources are concerned with negotiating social relations. Textual resources are concerned with information flow. In this book we are focusing on interpersonal meaning. Martin&Rose2003 provide a sympathetic framework for dealing with interpersonal meaning in relation to meaning of other kinds. In addition, for ease of exposition, we are concentrating here on interpersonal meaning in written discourse. In this respect our presentation complements Eggins&Slade 1997, which deals with spoken language. Their participation in the development of appraisal analysis confirms our expectation that the tools developed here can be usefully applied to both spoken and written texts. (1.2,P20)Up to about 1990, work on interpersonal meaning in SFL was more strongly oriented to interaction than feeling. This was the result of Halliday’s seminal w ork on the grammar of mood and modality (Halliday1994)and its extension into the analysis of turn-taking in dialogue(speech function and exchange structure as introduced in Halliday 1984, Martin 1992b, Eggins & Slade 1997). Working with colleagues in the early 1990s we began to develop a more lexically-based perspective, triggered in the first instance by the need for a richer understanding of interpersonal meaning in monologic texts. Initially we were concerned with affect in narrative, and moved on to consider evaluation in literary criticism, the print media, art criticism, administrative discourse and history discourse as part of an action research project concerned with literacy in the workplace and secondary school (Iedema, Feez & White 1994, Iedema 1995, Martin 2000a, Martin 2001b).(1.2,P21) Our own position, as outlined above, takes attitude as in some sense focal and distinguishes engagement and graduation as distinct resource. We developed our approach within the general theoretical framework of SFL, in the context of its rich descriptions of phonology/graphology and signing, lexico-grammar, discourse semantics, register and genre and multimodality.(1.5,P52-53)The purpose of the bookWe attend to what has traditionally been dealt with under the he ading of ‘affect’ – the means by which writers/speakers positively or negatively evaluate the entities, happenings and states-of-affairs with which their texts are concerned. Our approach takes us beyond many traditional accounts of ‘affect’ in that it addresses not only the means by which speakers/writers overtly encode what they present as their own attitudes but also those means by which they more indirectly activate evaluative stances andposition readers/listeners to supply their own assessments. These attitudinal evaluations are of interest not only because they reveal the speaker’s/writer’s feelings and values but also because their expression can be related to the speaker’s/writer’s status or authority as construed by the text, and because they operate rhetorically to construct relations of alignment and rapport between the writer/speaker and actual or potential respondents.Our concern is also with what has traditionally been dealt with under the heading of ‘modality’ and particularly under the he adings of ‘epistemic modality’ and ‘evidentiality’. We extend traditional accounts by attending not only to issues of speaker/writer certainty, commitment and knowledge but also to questions of how the textual voice positions itself with respect to other voices and other positions. In our account, these meanings are seen to provide speakers and writers with the means to present themselves as recognising, answering, ignoring, challenging, rejecting, fending off, anticipating or accommodating actual or potential interlocutors and the value positions they represent.We also attend to what has been dealt with under headings such as ‘intensification’ and ‘vague language’, providing a framework for describing how speakers/writers increase and decrease the force o f their assertions and how they sharpen or blur the semantic categorisations with which theyoperate.(1.1,P15)Three subsystems of appraisalOn the basis of the complementarities introduced above we can locate appraisal as an interpersonal system at the level of discourse semantics. At this level it co-articulates interpersonal meaning with two other systems–negotiation and involvement. Negotiation complements appraisal by focusing on the interactive aspects of discourse, speech function and exchange structure (as presented in Martin 1992b). Involvement complements appraisal by focusing on non-gradable resources for negotiating tenor relations, especially solidarity.Appraisal itself is regionalised as three interacting domains –‘attitude’, ‘engagement’ an d‘graduation’. Attitude is concerned with our feelings, including emotional reactions, judgements of behaviour and evaluation of things. Engagement deals with sourcing attitudes and the play of voices around opinions in discourse. Graduation attends to grading phenomena whereby feelings are amplified and categories blurred. (1.4,p48)Attitude is itself divided into three regions of feeling, ‘affect’, ‘judgement’ and ‘appreciation’. Affect deals with resources for construing emotional reactions. Judgement is concerned with resourcesfor assessing behaviour according to various normative principles, Appreciation looks at resources for construing the value of things, including natural phenomena and semiosis (as either product or process).(1.4,p48-49)This system involves three semantic regions covering what is traditionally referred to as emotion, ethics and aesthetics. Emotion is arguably at the heart of these regions. Affect is concerned with registering positive and negative feelings. Judgement deals with attitudes towards behaviour, which we admire or criticise, praise or condemn. In general terms judgements can be divided into those dealing with ‘social esteem’ and those oriented to ‘social sanction’. Judgements of esteem have to do with‘normality’ (how unusual someone is), ‘capacity’ (how capable they are) and ‘tenacity’ (h ow resolute they are); judgements of sanction have to do with ‘veracity’ (how truthful someone is) and ‘propriety’ (how ethical someone is). Social esteem tends to be policed in the oral culture, through chat, gossip, jokes and stories of various kinds – with humor often having a critical role to play (Eggins & Slade 1997). Social sanction on the other hand is more often codified in writing, as edicts, decrees, rules, regulations and laws about how to behave as surveilled by church and state – with penalties and punishments as levers against those not complying with the code.(2.3,P65) Appreciation involves evaluations of semiotic and natural phenomena, according to the ways in which they are valued or not in a given field. In general terms appreciations can be divided into our ‘reactions’ to things (do they catch our attention; do they please us?), their ‘composition’ (balance and complexity), and their ‘value’ (how innovative, authentic, timely, etc.).(2.4,P69) Grammatically, as Suzanne Eggins has suggested to us, we might think of reaction, composition and valuation in relation to mental processes –the way we look at things (our gaze). Reaction is related to affection (emotive –‘it grabs me’, desiderative –‘I want it’); composition is related to perception (our view of order); and valuation is related to cognition (our considered opinions). Alternatively, the appreciation framework might be interpreted metafunctionally –with reaction oriented to inter- personal significance, composition to textual organisation and valuation to ideational worth.(2.4,P70) The source of affect is of course conscious participants, including persons, human collectives and institutions (Halliday &Matthiessen 1999). The behaviour of these conscious participants is the target of judgement. Appreciation on the other hand targets things, whether concrete or abstract, material or semiotic.(2.4,P72)Broadly speaking engagement is concerned with the ways in which resources such as projection, modality, polarity, concession and various comment adverbials position the speaker/writer with respectto the value position being advanced and with respect to potential responses to that value position – by quoting or reporting, acknowledging a possibility, denying, countering, affirming and so on.(1.4,p49) In broad terms, then, we can categorise utterances accordingly to this two-way distinction, classifying them as ‘monoglossic’ when they make no reference to other voices and viewpoints and as ‘heteroglossic’when they do invoke or allow for dialogistic alternatives.(3.3,P112) We observe that these heteroglossic resources can be divided into two broad categories according to whether they are ‘dialogically expansive’ or ‘dialogically contractive’ in their intersubjective functionality. The distinction turns on the degree to which an utterance, by dint of one or more of these locutions, actively makes allowances for dialogically alternative positions and voices (dialogic expansion), or alternatively, acts to challenge, fend off or restrict the scope of such (dialogic contraction).(3.5,P115) Dialogically contract – they close down the space for dialogic alternatives, dialogically expanse--- as opening up the dialogic space for alternative positions.(3.5,P116) ‘E ntertain’– those wordings by which the authorial voice indicates that its position is but one of a number of possible positions and thereby, to greater or lesser degrees, makes dialogic space for those possibilities. (3.6, P117)Under the heading of ‘attribution’, we deal with those formulations which disassociate the proposition from the text’s internal authorial voice by attributing it so some external source.(3.7,P124) Contraction contractive meanings fall into two broad categories. The first of these we term ‘disclaim’– meanings by which some dialogic alternative is directly rejected or supplanted, or is represented as not applying. The second of these we term ‘proclaim’– meanings by which, interpolation, emphasis or intervention, dialogic alternatives are confronted, challenged, overwhelmed or otherwise excluded.(3.8,P131)Graduation inc ludes two subsystems , force and focus. Graduation has to do with adjusting the degree of an evaluation – how strong or weak the feeling is. This kind of graduation is called ‘force’. Graduation has the effect of adjusting the strength of boundaries between categories, constructing core and peripheral types of things; this system is called‘focus.(1.4,P50) The assessment of degree of intensity of qualities and processes is termed ‘intensification’. Intensifications divide into two broad lexico-grammatical classes –‘isolating’ and ‘infusing’. The distinction turns on whether theup-scaling/down-scaling is realized by an isolated, individual item which solely, or at least primarily, performs the function of setting the level of intensity, or whether the sense of up/down-scaling is fused with a meaning which serves some other semantic. (3.19,P154)Localised or relative scaling with respect to intensity is realized via comparatives and superlatives. (3.19,P155,P157)Figurative meanings(metaphor and simile) are also occasionally employed in the intensification of processes.(3.19,P160)The intensification is realised either via an isolated lexeme, via semantic infusion or via repetition. The realisation is either figurative or non-figurative. (3.19,P161)Quantification involves scaling with respect to amount (eg size, weight, strength, number), and with respect to extent, with extent covering scope in time and space (ie how widely distributed, how long lasting) and proximity in time and space (ie how near, how recent). (3.20,P161)1、绪论本书关注语言的人际意义,是作者或者说话者对于语言材料的态度在语篇中的主观体现。

对肢体语言的运用及其重要性的认识英语作文

对肢体语言的运用及其重要性的认识英语作文

The Significance and Application of BodyLanguageIn the intricate dance of human communication, body language plays a pivotal role, often more significant than the spoken word itself. It is the silent orchestrator of interactions, the subtle yet powerful language of emotions and intentions. This essay delves into the importance and utilization of body language, exploring how it shapes our interactions and understanding of one another.The fundamental importance of body language lies in its ability to convey emotions and attitudes nonverbally. Expressions, postures, and gestures all contribute to the complex message we send to others. A smile can convey warmth and friendliness, while a furrowed brow might indicate confusion or displeasure. These nonverbal cues are often picked up by the recipient unconsciously,contributing to the overall perception and understanding of the message.In addition to emotional communication, body language is also crucial in establishing and maintaining social norms. Certain gestures, such as nodding in agreement orshaking hands to greet, are culturally ingrained and serve as markers of social acceptance and respect. Disregarding these norms can lead to misunderstandings or even social conflicts.The application of body language extends beyond social interactions to various professional contexts. In business meetings, for instance, body language can significantly influence the perception of authority and credibility. A confident posture and firm handshake can communicate professionalism and trustworthiness, while fidgeting or avoiding eye contact might convey a lack of preparation or sincerity.Similarly, in the realm of teaching and learning, body language is a powerful tool. Teachers use it to engage students, maintain discipline, and convey enthusiasm for the subject matter. Students, in turn, use body language to express their comprehension, engagement, or confusion, providing feedback to the teacher on the effectiveness of their teaching methods.However, it's worth noting that body language is not a substitute for verbal communication but rather complementsit. In most cases, it acts as a reinforcing agent, adding depth and nuance to the spoken word. When used effectively, body language can enhance the clarity and impact of our messages, making them more memorable and persuasive.In conclusion, body language is an essential componentof human communication, playing a pivotal role in emotional expression, social norms, and professional contexts. Its significance lies in its ability to convey complex messages nonverbally, enhancing and amplifying the verbal communication we engage in daily. By understanding and mastering the language of body language, we can improve our interpersonal skills, enhance our professional profiles,and create deeper, more meaningful connections with others. **肢体语言的重要性及其应用**在人类沟通的复杂舞蹈中,肢体语言扮演着至关重要的角色,其重要性往往超过语言本身。

动作语言心理的小练笔250字作文

动作语言心理的小练笔250字作文

动作语言心理的小练笔250字作文英文回答:Action language psychology is a fascinating field that explores the connection between our body movements and our mental processes. The way we move and express ourselves through actions can reveal a lot about our thoughts, emotions, and even our personality.For example, when someone is feeling confident and powerful, they may stand tall with their shoulders back and their head held high. On the other hand, someone who is feeling nervous or insecure may exhibit more closed-off body language, such as crossing their arms or avoiding eye contact.In addition to body language, the language we use in our actions can also provide insight into our psychological state. For instance, someone who is feeling overwhelmed may exhibit fidgety behavior, such as tapping their foot ordrumming their fingers on a table. On the other hand, someone who is feeling calm and focused may exhibit more deliberate and purposeful movements.Furthermore, action language psychology also explores the impact of our actions on our mental state. Research has shown that adopting certain body postures can actually influence our emotions and confidence levels. For example, standing in a "power pose" with hands on hips and feet shoulder-width apart can lead to increased feelings of confidence and assertiveness.Overall, action language psychology offers a unique perspective on understanding human behavior and can be applied in various fields, including therapy, communication, and even personal development.中文回答:动作语言心理是一个迷人的领域,它探讨了我们的身体动作与心理过程之间的联系。

现在进行时时间的英语谚语

现在进行时时间的英语谚语

现在进行时时间的英语谚语The Ephemeral Nature of Now: Embracing the Present Moment in English Proverbs.The present moment, captured in the vibrant tense of the present continuous, is often a fleeting and transient experience. In the English language, proverbs offerinsights into the value and importance of this fleeting state, urging us to cherish and make the most of each passing second. They remind us that while the future may hold promises and the past holds memories, it is the present that holds the potential for growth, happiness, and transformation.1. "Seize the Day"This proverb encourages us to embrace each day as it comes, to live in the present and make the most of every opportunity. The present continuous tense embodies this idea, as it focuses on the actions and occurrences that arehappening right now. Just as the sun rises and sets, each day brings new challenges and opportunities, and it is up to us to seize them.2. "Time Flies"This proverb serves as a constant reminder that time passes quickly, and the present moment is constantly slipping away. The present continuous tense captures this sense of urgency, emphasizing that time is not static butis constantly in motion. Just as the seconds tick by on a clock, our lives are a series of fleeting moments, and itis up to us to make the most of each one.3. "The Future Belongs to Those Who Prepare for It Today"This proverb underscores the importance of preparingfor the future by taking action in the present. The present continuous tense reflects this idea, as it highlights the actions we are taking right now that will shape our future. By investing our time and energy into present efforts, wecreate a foundation for success in the future.4. "The Journey of a Thousand Miles Begins with aSingle Step"This proverb encourages us to take small steps towards our goals, emphasizing the importance of starting somewhere. The present continuous tense embodies this idea, as it focuses on the action of taking that first step, ratherthan dwelling on the vastness of the overall journey. By taking one step at a time, we can gradually move towardsour goals and achieve them one day.5. "Live in the Moment"This proverb urges us to appreciate and enjoy the present moment, rather than getting caught up in worries about the future or regrets about the past. The present continuous tense reflects this idea, as it emphasizes the actions and occurrences that are happening right now,rather than focusing on what has already happened or what will happen. By living in the moment, we can appreciate thebeauty and joy that each passing second brings.In conclusion, the present continuous tense of the English language offers a unique perspective on the fleeting nature of time. Through proverbs, we are reminded to cherish each moment, to seize the day, and to prepare for the future by taking action in the present. By embracing the present moment, we can live more fully and meaningfully, making the most of each passing second and creating a richer, more fulfilling life.。

新概念英语第二册 sold out

新概念英语第二册 sold out

新概念英语第二册 sold outNew Concept English Book 2 Sold OutIt was a warm summer day when I first discovered the magic of New Concept English Book 2. I had been struggling with my English studies for years, feeling frustrated and discouraged by the lack of progress. But then, a friend recommended this book to me, and my entire perspective changed.As I flipped through the pages, I was immediately captivated by the clear and concise explanations of grammar rules and vocabulary. The lessons were structured in a way that made it easy for me to understand and retain the information. I found myself eagerly anticipating each new chapter, excited to learn and practice the concepts presented.One of the things that set New Concept English Book 2 apart was its focus on practical, real-world language use. Instead of just memorizing rules and definitions, the book provided me with opportunities to apply what I was learning in conversational settings. The dialogues and exercises felt relevant and engaging, helping me to develop a deeper understanding of how the English language isused in everyday life.Another aspect of the book that I particularly enjoyed was its emphasis on listening and speaking skills. The audio recordings that accompanied the lessons allowed me to hear the language in action, and the speaking activities encouraged me to practice my pronunciation and conversational abilities. This well-rounded approach to language learning was exactly what I needed to improve my overall proficiency.As I progressed through the book, I noticed a significant improvement in my English skills. I was able to communicate more effectively in both written and spoken contexts, and my confidence in using the language grew with each passing day. The sense of accomplishment I felt with each new milestone was incredibly motivating, spurring me on to continue my studies with renewed vigor.But it wasn't just the content of the book that made it so special to me. The overall presentation and design of New Concept English Book 2 also played a crucial role in my learning experience. The clear and organized layout, the visually appealing illustrations, and the user-friendly format all contributed to a learning environment that was both engaging and efficient.One of the most remarkable things about this book, however, was its popularity and demand. As I delved deeper into my studies, I began to hear more and more about the widespread acclaim and recognition that New Concept English Book 2 had garnered. It seemed that everyone I knew who was serious about improving their English was using this book as their primary resource.This level of popularity, however, also presented its own set of challenges. As the demand for the book grew, it became increasingly difficult to find copies available for purchase. I remember vividly the day I went to my local bookstore, eager to acquire the next volume in the series, only to be met with the dreaded "Sold Out" sign.Undeterred, I scoured the internet, searching high and low for a copy of the elusive book. I checked every online retailer, scouring through pages of search results, but to no avail. It seemed that the book had become a victim of its own success, with eager learners like myself constantly competing for the limited supply.Determined to get my hands on the book, I resorted to more creative measures. I reached out to friends and acquaintances, asking if anyone had a spare copy they were willing to part with. I even considered contacting the publisher directly, hoping to secure a rare or limited edition version of the book.After weeks of persistent searching, my efforts finally paid off. I managed to track down a copy of New Concept English Book 2 through a small, independent bookshop that had managed to secure a few remaining copies. The sense of relief and excitement I felt when I finally held the book in my hands was indescribable.From that moment on, I became a zealous advocate for the book, sharing my experiences and recommendations with anyone who would listen. I would extol the virtues of the book's content, its teaching methodology, and its overall impact on my language learning journey. It was as if I had discovered a hidden gem, and I was determined to spread the word to as many people as possible.As I continued to use the book and progress in my studies, I couldn't help but wonder about the story behind its incredible success. What was it about New Concept English Book 2 that had captured the hearts and minds of so many language learners around the world? Was it the quality of the content, the effectiveness of the teaching approach, or the sheer passion and dedication of the authors?Whatever the reason, one thing was clear to me: this book had become a true game-changer in the world of English language education. It had not only transformed my own learning experience but had also inspired countless others to take their language skills to new heights.In the end, the "Sold Out" sign that I had encountered at the bookstore became a symbol of the book's immense popularity and impact. It was a testament to the fact that when a resource is truly exceptional, it can become a sought-after commodity, coveted by those who recognize its value.As I reflect on my journey with New Concept English Book 2, I am filled with a deep sense of gratitude and appreciation. This book not only helped me to improve my English skills but also ignited a lifelong love for language learning. It has become a cherished companion, a trusted guide, and a constant source of inspiration in my ongoing pursuit of linguistic excellence.。

批判性思考母语对外语学习影响的效度——以“BE”动词范畴为例

批判性思考母语对外语学习影响的效度——以“BE”动词范畴为例

批判性思考母语对外语学习影响的效度——以“BE”动词范畴为例嚣9冀f鹱乳l疆5l尊碍耍璺i廿貉冀辨{n磐地i《冀冀e0{!裙矗鞭蔓簪聪je尊籼0箍基础毂博外语赣学矾究一线论坛批判性思考母语对外语学习影响的效度以"BE"动词范畴为例福建省长乐市第七中学叶芳摘要:本研究旨在探讨母语对外语学习的影响效度.笔者首先回顾了在二语习得研究领域内对母语作用持不同看法的几种理论,并在此基础上进行系统地分析和讨论,结果发现母语对外语学习的影响呈动态变化.此研究可使外语教学工作者对母语在外语教学中的作用有更全面的认识,同时文中也呈现了研究相关的教学启示.关键词:母语影响;外语学习;动态变化一,前言关于二语习得的研究有近5O年的历史,在此期间母语在其中的定位一直是个关键性话题.人们普遍认为母语强烈影响着学习者对第二语言的学习,即母语一方面在很大程度上帮助学习者学习目标语;另一方面,也阻碍着学习者对目标语的学习.以英语外语教学为例,在教学过程当中,我们往往发现那些与汉语规则相似的英语规则较容易为学生所掌握,而那些不相似的则相对较难.然而,一些语言教,学问题不能完全由这种主观判断来解释.那么,母语到底在多大程度上影响着目标语的学习呢?事实上,长期以来在二语习得研究领域内,这一直是个非常有争议性的话题,不同的语言学派有不同的观点.有的学者支持母语影响的重要性,甚至认为母语干扰是错误的唯一或主要来源;有些则对这种观点持怀疑态度;还有一些学者不支持母语在二语,夕语教学当中的作用.至今,语言学家和语言教师对母语影响的重要性仍无一致观点.下面笔者将首先回顾二语习得研究领域内一些重要的对母语作用持不同看法的研究及理论二,母语作用最大化观点母语强烈影响着学习者的第二语言习得,夕语学习,这2010年第9期l总第114期)种观点首先得到对比分析理论和语言迁移理论的大力支持.1.对比分析理论和语言迁移理论自翻译形成以来,对比分析理论作为一种古老的对比,比较的方法被采用,它被认为是早期的第二语言研究的范式.对比分析理论在五,六十年代盛行,RobertLad0f19571 积极推动了该理论的发展.他认为接触外语的学生会发现那些跟母语相似的元素对于他们来讲是简单的;相反则是困难的.教师通过比较外语和母语才知道哪些是真正的学习问题,能为教学提供帮助.总之,学习者的错误就是因为母语和目标语之间的差异造成的,这些差异能预测即将出现的所有的学习困难和错误,并且差异越大,困难越大.这种观点被广泛支持并运用到语言教学(Pollzereta1.1961: Rivers,1964,1970;Strevens,1965;Banathyetal,1966;Fe卜guson,1968).对比分析理论有它的心理学基础语言迁移理论.虽然语言迁移在二语习得领域内一直被研究,在此期间语言学家也给它下了许多定义James,1980;Gass&Selinker, 1983;Krashen,1983;Dechertetal,1989;Ellis,1994;Odlin,2001).但学者们很难达成共识并给出一个完全恰当的定义,在此,笔者引用由Odlinf2001:27)提出的一个被较普遍使用的工作定义:迁移是母语和先前习得(或不完全习得) 的任何其他语言之间的共性和异性所产生的一种影响.根据此定义,任何先前习得的语言(包括母语)可能影响到目标语的学习,因此,为了区别其他种类的迁移,我们把母语对目标语的影响称作为母语迁移(俞理明,2004o本文将母语迁移运用到随后的所有讨论中.传统的观点把迁移等同于母语迁移,这实际上大大缩小了迁移定义的范畴.根据Odlin的定义,母语迁移只是其中的一种.笔者认为迁移可以是先前掌握的任何一种别的语言对目标语产生的影响, 反之亦然;在同一种语言内,可以是先前掌握的语言规则对后学的语言规则的影响,反之亦然.迁移进一步分为正迁移(促进)和负迁移(干扰).Ellis(1994)认为第一语言与目标语相同的地方发生正迁移,没有错误产生;相反,两者间不同的地方发生负迁移,第一语言导致的错误就会出现. 2.理论思考如上所述,显然对比分析理论和语言迁移理论都强调母语与目标语之间的差异等于困难;相反,相似等于容易. 教学时,我们也发现一些句法结构相似于汉语语句的英语语句容易学;而不同时,则难学.例如:Heisastudent.f他是一位学生1,产出这类语句时,学习者很少犯错,甚至是初学者.相反,学习者似乎要花更多的时间去掌握这种语句结构,如:Isheastudent?f他是一位学生吗?1因此,建议教师们启发学生去比较,对比母语与目标语系统,从而帮助学习者识别两种语言系统间的异同点,尤其是差异处.由此可见,为了减少错误,不可避免地要将教学的重点放在克服母语的干扰上.然而,把母语的干扰视为学习者错误的唯一来源这种观点过于强调母语的作用.在外语学习的过程中,许多错误并不是由母语干扰引起的.我们无法解释学习者产出语句中的这类错误,如:"*Sheislikesports.(她喜欢运动.1''因此,把所有的语言学习错误都归因于母语干扰显然是草率的.20世纪70年代初期,对比分析理论和语言迁移理论均面临着各种严肃的挑战.实证研究显示了母语干扰无法解释学习者绝大多数的错误(George,1972;Dulay&Burt,1973:Mukattash.1977:Flick.]98o).研究指出,在差异,困难和错误之间没有永久的,必然的关系(Stockwelletal,1965;Lee,1968;Schacher,1974;Kellerman,1979).三,母语作用适度化观点在与对比分析和语言迁移理论论战的过程中,另一种传统的,有影响的研究二语习得的错误分析理论产生了,它在一定程度上质疑了母语的作用.菘0氆站i锺0I国g璺}0《女elr{0}≮ee秘G∞;∞H翘0}冀i蔓(_j{0璺铝0托鼹蘸罐赣鸯外语教学研究一线论坛1.错误分析理论研究证明,来自于不同语言背景的学习者在学习同一种目标语语法规则时倾向于犯相似的错误,这无疑是对母语决定论的一种挑战.错误分析不同于对比分析的地方在于它把错误尽可能地归因于各种来源而不仅是母语干扰.虽然,错误分析和对比分析不是相互排斥的,但前者无疑取代了后者.传统的观点把错误看作是教师和学生失败的标志,因此,它们被认为是不受欢迎的,应该被严格去除.而一些语言学家认为错误不应该被认为是一定要去克服的问题,而是一个正常的,不可避免的特征fStrevens,1969).也就是说,错误被看作是在正确的语言规则被完全内化前出现的一种自然现象.Corder(1967)认为学习者的错误在3个方面有显着意义:首先,对教师而言,错误可以给教师的教学材料和教学技巧的效度提供反馈,并能告知他们在已经实现和将要达到的目标间有多大距离.其次,对研究者而言,错误能为他们提供语言被学习,被掌握的过程以及学习者在探究语言的过程中应该采用什么样的策略和程序.第三(在某种意义上来说这是最重要的一个方面),错误对学习者本人来说是必要的,因为我们能把犯错误看作是学习者为了学习所使用的一种机制.显然,错误分析理论的诞生暗示着教学重心已经从阻止错误到从错误中学习的转变. 错误分析被看作是对外语或第二语言学习者错误的研究与分析(Richards,1985).错误分析的目的就是要去辨认学习者错误的来源.历史上许多研究者确定了错误类型的来源(Selinker,1972;Dulay&But,1973;Richard,1974; Brown,1987;WangLifei,2000;Littlewood,2000;James, 2001).事实上,二语或外语学习者的错误非常复杂,其中有些模棱两可,很难做出准确,恰当的划分.虽然研究者们对错误来源和错误类型的划分不尽一致,但错误范畴大体分为4类:(1)语际迁移错误:那些能够反映母语结构,并在第一语言习得数据中未能被发现的错误(即:母语干扰错误).第二语言学习的初期阶段以大量的语际迁移错误为特点.因为,在初期阶段第二语言系统尚未建立,母语是学习者先前习得的唯一的语言系统,那么,母语对目标语势必产生影响.例如:"*Heisastudent?(他是一个学生吗?)","*She verypretty.(她非常漂亮.)"这是因为学习者根据汉语的句法结构逐字翻译成英语语句所导致的错误.(2)语内迁移错误:那些不能反映目标语结构,但能在第一语言数据中被发现的错误(即:目标语干扰错误).一旦2010年第9期(总第114期);嚣0r窜i懿nl矗n爨i{意蜀e}0秘0{鹳韶旌}嚏es舒8;0-如ti转s}e瑶0麓{;0 嚣瑟础敦裔外语教学矾究一线论坛学习者开始习得更多的目标语新知识时,目标语内更多的概括性错误被证实.例如:"*Doesheisastudent?f他是一个学生吗?"*Doessheverypretty?(她很漂亮271".学习者在接触助动词"do,does"后,就将"do/does"代替"be"动词的用法,这是目标语内语法规则的相互干扰.(3)模糊性错误:被认为要么是母语干扰错误,要么是目标语内错误(即,错误来源不止一个).如:"Isheisastudent?"在此,第一个"is"很可能是作为疑问标记来引导一般疑问句,但第二个"is"可能要归因于汉语词汇意思"是".(4)独特性错误:那些不能反映母语结构,同时也不能在第一语言习得数据中被发现的错误(即:既不是语际错误也不是语内错误).2.理论思考如我们所见,错误分析较为成功地解释了对比分析不能解释和预测的错误,然而,这并不意味着它是一个完美的理论.错误分析也不可避免地具有它的局限性:(1)错误类型划分的混乱性:错误来源多样化,模棱两可,在各种错误问没有清晰的界限,其中一些是叠加的.如Flick(1979)所指,错误的划分受限于研究者本人的观点和个人偏见.因此,当我们分析学习者错误时,应尽力去考虑各种可能的导致错误的因素,尽管个人因素是不可避免的.(2)过于关注学习者的错误:人们更多地注意母语负迁移和目标语本身,却忽视了语言正迁移在语言教,学中的作用(王立非,2000).教学时,通过比较母语和目标语规则的相似点,我们发现前者能加速后者的学习.如:"Heisastudent.(他是一个学生.1',''sheisverypretty.(她是非常漂亮的.)"学生在产出此类语句时很少犯错.此外,不犯错误并不代表具有本族语的能力,因为学习者在碰到对于他们有困难的结构时,可能会采取回避的方式(同上),这点得到事实支持(Schachter, 1974).虽然,对目标语结构的回避不是一种错误,它是过少产出或过度产出的结果,但教学时这种现象应值得注意,否则学生可能掌握不了所要求学习的语法规则,同时教学目标的实现也成了问题.(3)不能从发展的角度,全面地描述学习者二语习得/夕语学习的过程:绝大多数错误分析的研究是横向的,提供的仅仅是语言学习的静态观.在许多案例中,很少有人去区别学习者在不同学习阶段的错误类型,因此,错误分析并不能非常有效地帮助我们理解学习者第二语言习得/夕语学习的纵向发展过程(王立非,2000).2010年第9期(总第114期J42l四,母语作用最小化观点论及母语影响的效果,我们不得不关注语言迁移理论的对立面——普遍语法理论.1_亚遍语法理论Chomskvf1959)认为孩子的母语知识起源于普遍语法,这是任何一种自然语言都能采用的独特的,基本的形式.普遍语法作为一套先天的语言规则而存在,这些规则构成了起始状态,控制着任何一种语言的形式.Eubank (19911认为普遍语法直到Chomskv的原则参数理论(Chom—skv,1981,1986)被广泛运用来解释语言迁移才成为二语习得研究的焦点.根据原则参数理论,原则(核心语法)指的是所有语言的共性;而参数(边缘语法)指的是个别语言的特性.总而言之,所有语言的共性是由于原则;而语言问的差异是由于参数的设置.核心语法较边缘语法更容易学.实际上,普遍语法理论给语言迁移现象提供了一个语言学的解释.但是.Chomskv强调迁移的发生是从普遍语法(一切自然语言的共性)而不是从母语到第二语言.因此,第二语言学习的起始阶段是普遍语法而不是母语.可见,母语的作用如果没被全盘否定,至少也被最小化了.2.理论思考综上所述,普遍语法强调它对所有自然语言的贡献,这种观点相当极端.由于我们不可能了解世界上的每一种语言和所有的语言规则;此外,对于外语学习者来说,母语作为先前习得的一种语言系统(也许是唯一的)势必会对第二语言的学习产生影响.虽然一些研究(Hung&Hatch,1978; Itoh&Hateh.1978)认为,不仅仅中国的英语学习者会省略"is",且在某种意义上来说这也是一个普遍错误,然而,我们未能找到足够的证据否定母语影响的作用.因此,普遍语法理论的观点太过笼统,缺乏科学性.五,结论到目前为止,在二语习得研究领域内,已经论及3种不同的解释母语作用的方法.第一种观点认为学习者的母语起着决定性作用.传统的观点把迁移等同于母语迁移这是相当狭隘;另一方面,母语被认为是影响目标语学习的唯一或主要因素,而在很多层面上,母语影响却无法解释许多语言问题.第二种观点部分否决了母语作用的重要性.错误分析理论虽然在某种程度上降低了母语的作用,似乎更加适度,但由于研究者对错误类型的划分可能带有个人偏见,所以它的局限性也在所难免.第三种观点竭力否决母语的重要性.普遍语法把语言间的共性归因于核心语法,而把异性归因于边缘语法,并认为目标语学习的起始阶段是普遍语法而不是母语,这种观点相当模糊,不可接受.以上这3种观点提供了解释母语重要性的争议,实际上每种理论在解释目标语学习问题时都起着重要作用,他们应该被视为是互补的,而不是相互取代.大量的教学观察告诉我们,初学者会犯更多的母语迁移错误,而中等水平和高等水平的学生则更倾向于犯目标语内错误.例如:低年级学生经常犯此类错误"*Shevery pretty.",而高年级的学生则更可能产出这样的语句"*Sheis likespots."或"Hedoesveryclever."Danesi&Pietro(1991) 做了一个纵向研究,旨在观察母语对二语习得影响的变化. 被试是28位在多伦多大学学习意大利语3年的英语本族人.实验的任务是要求学生每年完成8篇不同的作文.研究者把他们的语言错误划分成两个范畴:语际错误和语内错误.然后,计算语际错误在所有错误中的比例.表1结果显示,母语影响的强度同学习者语言水平呈反比.当然,这项研究也有它的局限性,如:对错误的划分过于简单.学年语际错误语内错误1984-198555%45%l985-198633%67%1986—19879%91%表1语际错误和语内错误的比例数据显示,母语影响的效度是呈动态变化的,所以我们要探讨母语对外语学习的影响作用必须从动态的,全面的, 而不是静态的,孤立的角度去解释.六,教学启示我们从本次研究中得到的教学启示是:(I)鉴于母语迁移的作用,建议教师在教授新语法规则时,一定要特别注意母语和目标语之间的比较与对比.最好先引导学生找出两种语言系统规则的共性,因为那些相似于母语的语法规则更简单,也更容易学习.在不断学习的过程中,两种语言系统间不同的语法规则会导致学习者不断犯错,这必然使得他们关注母语与目标语的差异性.因此,我们应该运用启发凛9e0n1.盘鹱£}奠弓11fjg&e嚣e转ln{拙曼ica}j尊尊"9n糕錾弛鞍裔外语款学肼究一线论坛式教学让母语的作用发挥更好的功效.(2)考虑到母语的影响效度随着语言水平的提高而降低,随之而来更多的是目标语内的影响.同样地,我们要注意目标语内语法知识的相互比较与对比,弄清楚哪些是相似的,哪些是不同的,并对新语法知识进行适当的强化训练,以帮助学生更有效地内化新的语法规则.由于语内负迁移的影响,后学的语法规则会干扰先学的知识,因此,教学时要注意新旧知识的联结,做到"温故而知新","知新而不忘故".(3)现行研究让我们更客观地对待学生的语法错误,用Corderf1967)的观点来说,学习者的错误是自然的,正常的,必需的,不可避免的.错误也给教师提供信息反馈,因此,教师要注意教学反思并及时调整语法教学的计划和策略;同时,根据学生的英语水平给予分层纠错.本文仅是结合部分教学观察,从理论层面来解释母语对外语学习的影响效度,希望今后能就相关问题做出实证研究.注:标为错误语句.参考文献[1】Banathy,B.,Trage~E.C.&Waddle,C.D.Theuseof contrastivedatainforeignlanguagecoursedevelopment.InA.V aldman(ed.),TrendsLanguageTeaching.NewY ork:McGrawHil1.1966:27—56.【2】Brown,R.AFirstLanguage:TheEarlyStages.Cambridge, Mass.:HarvardUniversityPress.1973.【3】Chomsky,N.LecturesonGovernmentandBinding.Do卜drecht,Holland:Foils.1981.【41Chomsky,N.KnowledgeofLanguage:Itsnature,origin anduse.NewY ork:Praeger.1986.【5】Danesi,M.&DiPietro,R.J.ContrastiveAnalysisforthe ContemporarySecondLanguageClu$Sroom.Toronto:The OntarioInstituteforStudiesinEducation.1991.【6】Deehe~,H.W.&Raupach,M.(eds.)TransferinLanguoge Production.NJ:Ablex.1989.【71Dulay,H.&Burt,M.Shouldweteachchildrensyntax? LanguageLearning.1973(23):245-58.【8】8Ellis,R.UnderstandingSecondLanguageAcquisition. Shanghai:ShanghaiForeignLanguageEducationPress.1994.2010年第9期(总第114期)警臻&l尊8e稿;0;弱器穗sf0基穗}e招{;0一线论坛[91EubankLPointCounterpoint—UniversalGrammarinthe SecondLanguage.Amsterdam:JohnBenjamins.1991.【10】Ferguson,C.A.Contrastiveanalysisandlanguagedevel—opment.InJ.E.Alatis(ed.).ContrastiveLinguisticsand ItsPedagogicalImplications.Washington.D.C.:George—townUniversityPress.1968:101—112.[11]Flick,W..Amultiplecomponentapproachtoresearchin secondlanguageacquisition.InAnderson.(eds.).The AcquisitionandUseofSpanishandEnglishasFirstand SecondLanguages.WashingtonD.C.:TESOL.1979.[12】Flick,W.ErrortypesinadultEnglishasasecondlan—guageinB.Ketterman,andR.St.Clair(ed.).NewAp—proachestoLanguageAcquisition.Heidelberg:JuliusGroos.1980.【13]Gass,S&Selinker,L(eds.).LanguageTransferinLan—guageLearning.Rowley,MA:NewburyHouse.1983.【14】Huang,J.&Hatch,E.AChinesechildsacquisitionof English.InE.Hatch(ed.)SecondLanguageAcquisition: Abookofreadings.Rowley,Mass:NewhuryHouse.1978.【15】hob,H.&Hatch,E.Secondlanguageacquisition:acase study.InE.Hatch(ed.).SecondLanguageAcquisition:A bookofreadings.Rowley,Mass:NewburyHouse.1978.f16】James,C.ContrastiveAnalysis.London:Longman.1980.f17]James,C.ErrorsinLanguageLearningandUse:Explor- ingerrDranalysis.Beijing:ForeignLanguageTeaching andResearchPress.2001.[18]Krashen,S.Newmarks"IgnoranceHypothesis"andCUr—rentsecondlanguageacquisitiontheory.InS.Gass&L. Selinker(eds.).LanguageTransferinLanguageLearning. Rowley,Mass.:NewburyHouse.1983.【19】Kellerman,E.Transferandnon—transfer:wherearewe now?StudiesinSecondLanguageAcquisition.1979(2): 37—57.【20】Lado,R.LinguisticAcrossCulture.AnnArbor:TheUni—versityofMichiganPress.1957.【21]Lee,W.R.Thoughtsoneontrastivelinguisticsinthecon—textoflanguageteaching.InJ.Alatis.(ed.1Reportof£e NineteenthAnnualRoundTableMeetingonLinguistics2010年第9期(总第l】4期)andLanguageStudies.MonographSeriesonLanguages andLinguistics,GeorgetownUniversity.Washington,D.C.:GeorgetownUniversityPress.1968.f22]Littlewood,W.Fore初andSecondLanguageLearning. Beijing:ForeignLanguageTeachingandResearchPress.2000.[23】Mukattash,L.ProblematicAreasinEnglishSyntaxfor JordanianStudents.UniversityofAmman,Jordan.1977.[24】Odlin,nguageTransfer:Cross-linguisticinfluence languagelearning.Shanghai:ShanghaiForeignLanguage EducationPress.2001.【25】Polizer,R.L.&Staubach,C.N.TeachingSpanish:A linguisticorientation.NewY ork:Blaisde1.1961.【26】Richards,J.C.ErrorAnalysis:Perspectivesonsecond languageacquisition.London:LongmanGroupLimited.1974.【27】Richards,J.LongmanDictionaryofAppliedLinguistics. Essex:LongmanGroupLtd.1985.[28]Rivers,W.ThePsychologistandeFore咖Language Teacher.Chicago:TheUniversityofChicagoPress.1964.【29】Rivers,W.Contrastivelinguisticsintextbookandclass—loom.EnglishTeachingForum.1970(8):7-10.【30】Schachter,nguageLearn—ing.1974(24):205-214.f31】Selinker,L.Interlanguage.InternationalReviewofAp—pliedLinguisticsinLanguageTeaching.1972(10):209—231.[32]Strevens,P.PapersinLanguageandLanguageTeaching. London:OxfordUniversityPress.1965.【33】Strevens,P.Twowaysoflookingaterroranalysis.ERIC. 1969:637—714.【34】Stockwell,R.,Bowen,J.D.&Martin,J.TheGrammatical StructuresofEnglishand5panish.Chicago:UniversityofChicagoPress.1965.【35】Wang,Lifei.ASurveyofModernSecondLanguage Learning&Teaching.Shanghai:ShanghaiEducation Press.2000.[36】俞理明.语言迁移与二语习得回顾,反思和研究[M】.上海:上海外语教育出版社,2004.。

演讲比赛肢体语言的建议英语作文

演讲比赛肢体语言的建议英语作文

演讲比赛肢体语言的建议英语作文全文共3篇示例,供读者参考篇1Mastering Body Language for a Winning SpeechAs students, we've all been there – standing in front of the classroom or on stage, our hearts pounding, our palms sweating, as we prepare to deliver a speech. Public speaking can be a nerve-wracking experience, but one of the keys to success lies in our body language. How we carry ourselves, our gestures, and our facial expressions can make a world of difference in how our message is received and how confident we appear.In the high-stakes world of speech competitions, where every detail counts, mastering body language is crucial. It's not just about what we say, but how we say it. Our body language can either reinforce our words or contradict them, and the judges are always watching. That's why it's essential to understand the power of body language and to use it to our advantage.One of the most important aspects of body language in a speech competition is your stance. Stand tall, with yourshoulders back and your chin up. This projects confidence and authority, and it helps you to breathe deeply, which can calm your nerves. Avoid slouching, shifting your weight from side to side, or leaning on the podium, as these can make you appear nervous or disinterested.Next, let's talk about eye contact. Making eye contact with your audience is crucial for establishing a connection and building trust. Scan the room, making eye contact with different people in different sections. This helps to engage the entire audience and makes them feel included in your speech. Avoid staring at one person for too long, as this can make them feel uncomfortable, and avoid looking down at your notes too frequently, as this can make you appear unprepared or disengaged.Gestures are another powerful tool in your body language arsenal. Use gestures to emphasize key points, to illustrate concepts, or to add emphasis to your words. However, be careful not to overdo it, as excessive gesturing can be distracting and can make you appear nervous or unnatural. Keep your gestures controlled and purposeful, and avoid fidgeting or playing with your hair or clothing.Facial expressions are also crucial in a speech competition. Your face should reflect the tone and emotion of your speech. Smile when appropriate, and use your eyebrows and other facial muscles to convey emotion and enthusiasm. Avoid looking bored, angry, or disinterested, as this can undermine your message and turn off your audience.One aspect of body language that is often overlooked is movement. While it's important to maintain a strong, confident stance, it's also important to move around the stage or presentation area. This adds energy and dynamism to your speech and helps to keep the audience engaged. However, be careful not to pace back and forth or move in a distracting or erratic way, as this can be distracting and can make you appear nervous or unsure of yourself.Another important consideration in a speech competition is your use of props or visual aids. If you're using slides or other visual aids, be sure to maintain eye contact with your audience and to use gestures and body language to reinforce your points. Avoid turning your back to the audience or speaking directly to the screen, as this can break the connection with your audience and make you appear disengaged or unprepared.Finally, it's important to practice your body language as much as you practice your speech. Stand in front of a mirror and watch yourself deliver your speech, paying close attention to your stance, gestures, facial expressions, and movement. Ask friends or family members to watch you and provide feedback on your body language. The more you practice, the more natural and confident your body language will become.In conclusion, mastering body language is a crucial aspect of success in a speech competition. By standing tall, making eye contact, using purposeful gestures and facial expressions, moving around the stage, and practicing your body language, you can reinforce your message, engage your audience, and project confidence and authority. Remember, it's not just what you say, but how you say it that can make all the difference in a speech competition.篇2Sure, here's a 2000-word essay on "Suggestions for Body Language in Speech Contests" written from a student's perspective:The Importance of Body Language in Speech ContestsAs students, we've all been there – standing on stage, facing a sea of expectant faces, our hearts pounding, and our palms sweating. Public speaking can be nerve-wracking, but it's a crucial skill to master, especially when it comes to speech contests. While the content of our speeches is undoubtedly essential, we often overlook the significance of body language. It's not just about what we say, but also how we say it, and our nonverbal cues can make or break our performance.The Power of Nonverbal CommunicationBody language is a silent yet powerful form of communication that can convey a range of emotions, attitudes, and intentions. Research suggests that over 60% of our communication is nonverbal, which means that our gestures, posture, and facial expressions can speak louder than our words. In a speech contest, where every second counts and every move is scrutinized, mastering the art of body language can give you a competitive edge.Suggestions for Effective Body LanguagePosture and StanceYour posture and stance set the tone for your entire performance. Stand tall, with your shoulders back and your chinup. Avoid slouching or leaning on the podium, as this can make you appear disinterested or insecure. Instead, adopt a confident and open stance, with your feet shoulder-width apart and your weight evenly distributed. This projects a sense of authority and command over the stage.GesturesGestures are powerful tools that can emphasize your points and add depth to your speech. Use natural and purposeful gestures to punctuate your words and reinforce your message. Avoid fidgeting or making repetitive, distracting gestures, as these can be perceived as nervous habits. Instead, practice using gestures that are purposeful and aligned with your speech's content.Facial ExpressionsYour face is a canvas that can convey a wide range of emotions, and in a speech contest, it's essential to use it effectively. Maintain eye contact with your audience and let your facial expressions reflect the emotions you want to convey. A warm smile can establish rapport, while a furrowed brow can convey intensity or concern. Be mindful of your facial expressions and ensure that they align with the message you're delivering.MovementWhile it's important to remain grounded and avoid excessive pacing, strategic movement can add energy and dynamism to your speech. When transitioning between points or emphasizing a key idea, consider taking a few steps forward or back. This can help maintain the audience's attention and add visual interest to your performance. However, be mindful not to overdo it, as excessive movement can be distracting.Vocal VarietyWhile body language is primarily nonverbal, your vocal delivery plays a crucial role in enhancing your overall presence. Vary your tone, pitch, and volume to add emphasis and emotion to your speech. Speak with confidence and clarity, and avoid monotonous or rushed delivery. Pause strategically to allow your words to sink in and to maintain the audience's attention.Practicing and Refining Your Body LanguageMastering body language takes time, practice, andself-awareness. Here are some tips to help you refine your nonverbal communication skills:Record YourselfOne of the most effective ways to improve your body language is to record yourself practicing your speech. Watch the recording critically and identify areas where you can improve your gestures, posture, facial expressions, and movement. This self-evaluation process can be eye-opening and can help you become more aware of your nonverbal habits.Seek FeedbackDon't rely solely on your own assessment. Ask a trusted friend, mentor, or teacher to observe your practice sessions and provide constructive feedback on your body language. An outsider's perspective can often reveal blind spots or areas for improvement that you may have missed.Practice in Front of a MirrorPracticing in front of a mirror can be an invaluable tool for refining your body language. Watch yourself closely and make adjustments to your posture, gestures, and facial expressions until they feel natural and authentic.Visualize SuccessBefore your speech contest, take a few moments to visualize yourself delivering a confident and compelling performance. Imagine yourself standing tall, making purposeful gestures, andconnecting with your audience through your body language. This mental preparation can help you embody the desired nonverbal cues when it's time to take the stage.ConclusionIn speech contests, body language is a powerful tool that can elevate your performance and captivate your audience. By mastering the art of nonverbal communication, you can convey confidence, authority, and authenticity, leaving a lasting impression on your judges and audience alike. Remember, it's not just about what you say, but how you say it. Embrace the power of body language, and let your nonverbal cues complement and enhance the words you speak.篇3Body Language Tips for Speech CompetitionsAs a student who has participated in numerous speech competitions, I cannot emphasize enough the importance of effective body language. While delivering a well-crafted and compelling speech is undoubtedly crucial, how you present yourself physically can significantly impact your overall performance and the audience's perception of you. In this essay,I will share some invaluable tips on body language that have helped me excel in speech competitions.Maintain Good PostureYour posture is the foundation of your body language. Stand tall, with your shoulders back and your chin up. This not only projects confidence but also helps you breathe properly, which is essential for clear and audible speech delivery. Avoid slouching, hunching, or leaning excessively, as these can convey disinterest or lack of confidence.Make Eye ContactEye contact is a powerful tool that can establish a connection with your audience and maintain their engagement throughout your speech. Scan the room and make eye contact with different individuals, holding their gaze for a few seconds before moving on to the next person. This creates a sense of intimacy and makes the audience feel included in your speech.Use Purposeful GesturesGestures can add emphasis, clarity, and expressiveness to your speech. However, it's essential to use them purposefully and sparingly. Avoid fidgeting or making random, distracting movements. Instead, use gestures that complement andreinforce your words. For example, you could use an open palm gesture to signify openness or a closed fist to convey determination.Move with IntentionWhile it's essential to avoid pacing back and forth aimlessly, strategically moving around the stage can add dynamism to your speech. Take a few steps to the side or move towards the audience when making a key point. This variation in position can help maintain the audience's attention and add visual interest to your presentation.Facial ExpressionsYour facial expressions can convey emotions and reinforce the message you're delivering. Smile when appropriate, but ensure your expressions align with the tone and content of your speech. A warm, genuine smile can help establish rapport with the audience, while a serious or concerned expression can emphasize the gravity of a particular point.Control Your BreathingProper breathing is crucial for effective speech delivery and can also impact your body language. Take deep breaths before starting your speech, and consciously pause to breathe duringappropriate moments. This will not only prevent you from running out of breath but also allow you to maintain a calm and composed demeanor.Practice, Practice, PracticeThe key to mastering effective body language is practice. Stand in front of a mirror or record yourself delivering your speech, and critically analyze your body language. Identify areas that need improvement and consciously work on them. Additionally, practice in front of friends or family members and ask for their feedback.Remember, body language is not just about how you present yourself on stage; it's also about how you carry yourself before and after your speech. Maintain a confident and approachable demeanor throughout the entire competition.In conclusion, effective body language is an essential component of a successful speech performance. By following these tips, you can enhance your presence, engage your audience, and deliver a memorable and impactful speech. Remember, body language is a learned skill, and with consistent practice and self-awareness, you can master it and stand out in speech competitions.。

提高肢体语言给我们带来的好处英语作文

提高肢体语言给我们带来的好处英语作文

提高肢体语言给我们带来的好处英语作文全文共3篇示例,供读者参考篇1Title: The Benefits of Improving Body LanguageIntroductionBody language is a crucial aspect of human communication, playing a significant role in how we express ourselves and interact with others. By improving our body language, we can enhance our communication skills, build stronger relationships, and effectively convey our thoughts and emotions. In this essay, we will explore the various benefits of improving our body language in different aspects of our lives.Improved Communication SkillsOne of the primary benefits of enhancing our body language is the improvement in our overall communication skills. Nonverbal cues such as facial expressions, gestures, posture, and eye contact can convey emotions and intentions more effectively than words alone. By paying attention to our body language and making conscious efforts to convey positive and open gestures,we can create a more welcoming and engaging atmosphere in our interactions with others.Building Stronger RelationshipsPositive body language can also help in building stronger and more meaningful relationships with others. When we display open and confident body language, we appear more approachable and trustworthy, making it easier for others to connect with us on a deeper level. By maintaining eye contact, smiling, and using friendly gestures, we can create a sense of rapport and understanding that fosters stronger relationships both in personal and professional settings.Enhanced Persuasion SkillsIn many situations, effective body language can be a powerful tool for persuasion. When we convey confidence, authority, and enthusiasm through our nonverbal cues, we are more likely to persuade others to see things from our perspective or take action. By mastering the art of body language, we can influence others positively and make a lasting impact in our personal and professional interactions.Improved Self-ConfidenceImproving our body language can also have a positive impact on our self-confidence and self-esteem. When we project positive and assertive body language, we not only appear more confident to others but also feel more self-assured within ourselves. By standing tall, making eye contact, and using confident gestures, we can boost our self-image and present ourselves in a more empowered and self-assured manner.Effective Communication in LeadershipFor those in leadership roles, mastering body language is especially important for effective communication and influence. Leaders who exhibit strong and confident body language can inspire trust and instill confidence in their teams. By using open gestures, maintaining strong posture, and displaying genuine interest in their team members, leaders can create a positive and motivating work environment that fosters collaboration and success.ConclusionIn conclusion, improving our body language can bring a wide range of benefits in various aspects of our lives. From enhancing communication skills and building stronger relationships to boosting self-confidence and influencing others, mastering the art of body language is a valuable skill that cangreatly impact our personal and professional success. By paying attention to our nonverbal cues and making conscious efforts to improve our body language, we can become more effective communicators, build better relationships, and achieve greater success in all areas of our lives.篇2Title: The Benefits of Improving Body LanguageIntroduction:Body language plays a crucial role in our daily interactions, impacting how others perceive us and how effectively we communicate. By improving and being more mindful of our body language, we can enhance our communication skills, build stronger relationships, and project confidence and professionalism. In this essay, we will explore the various benefits of improving our body language.Enhanced Communication Skills:Body language accounts for a significant portion of our communication, often conveying more than words alone. By refining our body language, we can better express our thoughts and emotions, making our message clearer and more impactful. For example, maintaining eye contact during a conversationsignals attentiveness and engagement, while open and relaxed gestures convey warmth and approachability. By being more aware of our body language and making conscious adjustments, we can become more effective communicators.Building Stronger Relationships:Our body language influences how others perceive us and can impact the quality of our relationships. Positive body language, such as smiling, nodding, and leaning in during conversations, fosters rapport and connection. On the other hand, closed-off body language, such as crossing arms or avoiding eye contact, can create barriers and lead to misunderstandings. By improving our body language, we can build trust, strengthen relationships, and create a positive impression on others.Projecting Confidence and Professionalism:Confidence is key in both personal and professional success, and our body language plays a significant role in how confident we appear to others. Standing tall, making eye contact, and using assertive gestures can convey confidence andself-assurance. By improving our body language, we can project a professional image and exude confidence in various settings, such as job interviews, presentations, and networking events.This can enhance our credibility, make a lasting impression, and open up opportunities for career advancement.Improving Emotional Intelligence:Emotional intelligence, or the ability to understand and manage one's emotions and those of others, is essential for effective communication and relationship-building. Body language is a crucial component of emotional intelligence, as it can provide valuable insights into the emotions and intentions of others. By paying attention to nonverbal cues such as facial expressions, gestures, and posture, we can better understand the emotions behind the words and respond with empathy and sensitivity. Improving our body language can thus enhance our emotional intelligence and strengthen our interpersonal skills.Conclusion:In conclusion, improving our body language can bring a host of benefits, from enhancing communication skills and building stronger relationships to projecting confidence and professionalism. By being more mindful of our nonverbal cues and making conscious adjustments, we can become more effective communicators, build trust and rapport with others, and project a positive image in various situations. As we continueto refine our body language, we can pave the way for greater personal and professional success.篇3The Benefits of Improving Body LanguageBody language is a powerful form of communication that often speaks louder than words. By improving our understanding and control of body language, we can enhance our interactions with others, build stronger relationships, and project confidence and charisma. In this essay, we will explore the various benefits of improving our body language.First and foremost, improving our body language can help us better understand the emotions and intentions of others. Nonverbal cues such as facial expressions, gestures, and body posture can provide valuable insight into how someone is feeling or what they are thinking. By being more attentive to these cues, we can develop a deeper understanding of those around us and respond more effectively to their needs and concerns.Furthermore, mastering body language can help us build stronger relationships with others. When we are able to convey warmth, openness, and empathy through our nonverbal cues, we can create a sense of trust and connection that is essential forhealthy relationships. By improving our body language, we can become more likable, approachable, and relatable, making it easier to build meaningful connections with others.In addition, improving our body language can also help us project confidence and charisma. Our body language can have a significant impact on how we are perceived by others. By using confident and assertive body language, such as standing tall, making eye contact, and using expansive gestures, we can exude a sense of self-assurance that is attractive and compelling to others. By improving our body language, we can enhance our presence and make a positive impression on those around us.Moreover, mastering body language can also help us become more effective communicators. Nonverbal cues make up a significant portion of our overall communication, often conveying more meaning than words alone. By improving our understanding of body language, we can become better at reading the emotions and intentions of others, as well as conveying our own thoughts and feelings in a clear and compelling manner. By paying closer attention to our body language, we can ensure that our nonverbal cues are congruent with our verbal messages, leading to more effective communication overall.In conclusion, improving our body language can bring a wide range of benefits, from enhancing our understanding of others to strengthening our relationships and projecting confidence and charisma. By mastering the art of body language, we can become more skilled communicators, more empathetic individuals, and more charismatic and confident leaders. As we continue to hone our body language skills, we can unlock the full potential of nonverbal communication and harness its power to improve our interactions with others and achieve greater success in all areas of our lives.。

小学下册E卷英语第1单元期中试卷(有答案)

小学下册E卷英语第1单元期中试卷(有答案)

小学下册英语第1单元期中试卷(有答案)英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.The dolphin is known for its friendly ______ (性质).2.Astronomical phenomena can be observed with the naked _______.3.What do you call a person who helps others in need?A. PhilanthropistB. BenefactorC. VolunteerD. All of the above答案:D4.The ____ is known for its beauty and grace.5.The kitten is ___ in the box. (sleeping)6.The chemical symbol for chlorine is ______.7.My brother is a ______. He enjoys making videos.8. A compound that can donate electrons is called an ______.9.The cake is ________ and delicious.10.I can ___ (jump) really high.11.Certain plants have become symbols of ______ in various cultures. (某些植物在不同文化中已成为象征。

)12. A _______ can help to visualize the concept of friction.13.The __________ (历史的持久性) reflects stability.14.My favorite character from a series is _______ (名字). 他/她的性格很 _______ (形容词).15.The discovery of penicillin was made by _____.16.What is the name of the famous American civil rights leader?A. Malcolm XB. Martin Luther King Jr.C. Rosa ParksD. Nelson Mandela答案:B17. A __________ is formed by the action of glaciers.18.I have a plant that thrives in _____ sunlight.19.My favorite sport is ______.20.The fastest land animal is the __________.21.The manatee is a gentle _________ (海洋生物).22.The pigeon coos softly in the ______ (树).23.What do you use to write on a blackboard?A. MarkerB. ChalkC. PencilD. Crayon答案: B24.She is _______ (sharing) her snacks with friends.25.I can engage my senses with my ________ (玩具名称).26. A __________ is a reaction that involves a change in temperature.27.__________ are important for the growth of crops.28.My sister is a ______. She enjoys singing.29. A __________ is a type of rock that forms from lava.30.I enjoy ______ (玩耍) with my cousins.31.The __________ is known for its various landscapes.32.My aunt loves __________ (读书).33.What part of the plant absorbs nutrients from the soil?A. LeavesB. RootsC. StemD. Flowers答案:B34.ohs ruled ancient ________ (埃及). The Pilg35.The pelican has a large _______ (喙) to catch fish.36.The flowers are ______ (colorful) and bright.37.What do we call the process of animals sleeping through the winter?A. MigrationB. HibernationC. EstivationD. Dormancy答案:B.Hibernation38.The __________ (历史的整合) provides perspective.39.My favorite fruit is ________ (苹果). I eat it every day because it is healthy. It is red and sweet.40.What is the name of the event where you celebrate a new beginning?A. GraduationB. WeddingC. BirthdayD. New Year答案: D41.His favorite singer is a ________.42. A ______ is a natural feature that can provide insights into geology.43.We should _____ (water) the plants every day.44.Astronomy is the study of ______ and the universe.45.Many birds migrate to find ______.46.The __________ (历史的纪念碑) honor important figures.47.The owl is _______ (hooting) at night.48.The ______ is the point where an object pivots.49. A chemical reaction that produces a gas is called a ______ reaction.50.What is the name of the famous character created by J.K. Rowling?A. Frodo BagginsB. Harry PotterC. Katniss EverdeenD. Percy Jackson答案:B.Harry Potter51.Which shape has four equal sides?A. TriangleB. CircleC. SquareD. Rectangle答案: C52.The bear hibernates during the _____ winter.53.The __________ is a large area of wetlands.54.I believe that friendship is important because __________.55.The __________ is a large area of land that is not flat.56.The _____ (cactus) is prickly.57.In the summer, we like to pick _____ (浆果) from the bushes.58.The turtle is _____ slowly. (moving)59.The _____ (秋天) leaves are falling.60.The ancient Greeks are known for their mythology and ________ (神话).61.The __________ (历史的启示) guide future actions.62.We have _____ (a/an) apple for snack.63.What is the first letter of the English alphabet?A. AB. BC. CD. D答案: A64.The Earth's crust is constantly being shaped by ______ forces.65.The tarantula can be found in ______ (热带地区).66.I like to collect ______ (rocks) from the beach.67.The capybara is a large _______ rodent.68.I like to _______ (画画) in the park.69.The ______ (小鸟) sings sweet melodies in the morning.70.What do we call the largest land animal?A. GiraffeB. ElephantC. RhinoD. Hippopotamus答案:B.Elephant71.What is the national flower of the USA?A. RoseB. TulipC. DaisyD. Orchid答案: A72.The "Goldilocks Zone" is where conditions are just right for ______.73.Which part of the plant absorbs water?A. LeafB. StemC. RootsD. Flower答案: C. Roots74.My _____ (爷爷) loves to play chess.75.What is the color of an orange?A. YellowB. OrangeC. PurpleD. Blue答案: B76.There are many types of _______ in the zoo.77. A kitten's purring is very ______ (放松).78.The cat is ________ on the mat.79.What do you call the process of turning off the lights at night?A. SleepB. RestC. Turn downD. Bedtime答案: D80.What is the capital of Panama?A. Panama CityB. ColonC. DavidD. Chiriquí答案: A81.What animal is known for its long neck?A. ElephantB. GiraffeC. KangarooD. Tiger答案: B82.I love learning languages. It opens up opportunities to connect with more people. I am currently learning __________ and enjoy practicing it with others.83.The ________ makes a sweet noise.84.I think science is fascinating because it explains __________.85.My dream is to open a toy ____. (玩具店)86.The _______ changes color in autumn.87.My sister likes to sing __________. (歌曲)88.We will have a ________ (庆祝活动) for the holiday.89.The sun is ______ behind the clouds. (peeking)90.Christopher Columbus discovered 美国 in the year ________.91.The ________ is a lovely flower.92.The ______ teaches us about world cultures.93.The ________ (建筑风格) reflects history.94.The chemical reaction between an acid and a base produces _____.95.中国的历史上,各个________ (dynasties) 有着不同的特点与成就。

教师资格证考试英语学科知识语言学整理高中英语

教师资格证考试英语学科知识语言学整理高中英语

教师资格证考试英语学科知识语言学整理高中英语学科知识中语言学并不是唯一的部分,不过是比较难理解的部分。

其实语言学只要知道专业名词意思是什么,题目很好做的。

特此整理一份语言学手册,尽量给出通俗解释帮助大家快速掌握抽象在风中的语言学相关概念。

此外,我在百度上看到一个学科知识的总结也挺好的,可以结合TKT知识理解复习。

预祝教资顺利。

一、语言学基本概念1. 语言概念及功能:Language is a system of arbitrary vocal symbols used for human communication. 语言是人类用来交际的任意性的有声符号体系。

语言学概念中,语言本质上是声音符号,文字只是声音的载体。

语言学中认为声音和意义的对应是任意的,是约定俗成的。

我们所创造出来的发音和这个事物的本身并没有任何内在的联系。

说白了就是所有人管叫做“xiao lian”,“xiao lian”才对应了意义,我们也可以管这个叫做“ku lian”,如果大家都这么约定的话。

语言的功能:(便于理解,做通俗解释)信息功能informative:传递信息人际功能interpersonal:表达讲话者身份、地位、态度、动机及其对事物推断等方面的功能施为功能performative:用语言去做事情,比如用“好冷啊”去让人关门。

感情功能emotive function:表达感情感受寒暄功能phatic communication:比如问候娱乐功能recreational function:比如相声元语言功能metalingual function:用语言解释语言(此概念重要)真题链接:The language used to describe the language itself is called __________.A. paralanguageB. special languageC. metalanguageD. interlanguage2. 语言学:Linguistics is the scientific study of language.语言学是对语言的科学研究。

summary

summary

201010648 马晓媛Choose from: 《南京社会科学》,2010年第2期Author:Li Xiaohong《语言哲学维度下的语言认知》评介A review of the cognition of language from the perspective of language philosophysummary and evaluation:In the 20th century, there occurred a qualitative change in the study of language in western field of philosophy. Language has assumed its ontological position more as a descriptive tool in philosophical reflection than a mere medium in the study of philosophical research. Not only a medium in conveying thoughts and emotion, language has become our mode of action and living. The study of language is the task of linguistics, as well philosophy in exploring the relation between language and thinking, language and action, language and the world as a whole. Only be clarifying these issues can people manage to have a deeper insight into language. The rethinking of language from the perspective of language can help equip people with broader vision of the world.In this article, the author first make an introduction of the background of the emergency of the philosophy of language. Plato and Aristotle are the people who propose the profound ideas about the nature of language. In ancient Greek, people think that human being can’t escape from the power of words because words are the copy of reality. And Aristotle once regarded language as the mirror of realities. And then, the linguistic turn happened in the 20th century in the perspective of philosophy. Therefore, for the turning from ideal language to natural language, the philosophy of language occurred.In the second part, the author propose four ideas of the language cognition under the philosophy of language. First, language is not only the tool, but the way of living. Mankind need to understand the world through language which show all the relationship between human being and the world. Human always have the world in language. The object realities form the language in our mind, and language is the home of reality. The relationship between human and the world is actually the relationship of language property, the world is the world of language. Language has the position of ontology, It is a way of living including the mind, which makes the standard of our mind, and shapes the world we live in. second, there are uniformity and spirit creativity among language, thinking and psychology. Language has its inner meaning, thinking can’t leave our mind, language makes our thinking become real, language is thinking, language and thinking is a whole and can’t be separated. Human beings are human just because they can think, and it is language that makes human able to think. The existence of human is just the existence of language. Language is the thinking with sound, and thinking is the language without sound. These two stuffs happen at the same time, grow together, just like the two sides of the coin, language forms our view of the world, language and thinking have the same origin and nature. The worlds that a nation used to express their world view exist in the language systemthat is occurred in the development of its national culture. the thinking in each times at each nation’s lives is always correspondent with the language that times. Everyone falls into a formed language system when they are born in this world, and will learn a specific language world view unconsciously, It is forming in an so natural way that no one can feel it has connection with our language. The third one is the obscurity of language. The truth can’t go into our cognition directly, it could be understand only after it goes through the category of meaning. Language is not an elastic that can totally fit our real world, it is an glass more or less being twisted. The fourth one is that language is action, the meaning of language is expressed in the usage of it, which has dynamic, conventional, and open characteristics. Under the scope of language philosophy, all the functions of language can realize and form in communication. The core of language is not to “express” something or some thoughts but to communicate. The meaning of words is not it’s reference, but the usage of language, that is, to act by saying. “saying things equals to do things”,to illustrate it’s functions through the analysis of the word meaning in specific occasions, the meaning of language can be realized only by specific sayings. The language system can be the weapon of war, which exert thoughts on human. The out-media of knowledge is language, the language meaning is from the active choice of language user. The process of using language is the process of language choosing, and it is a negative process which appears from the circumstances of communicating with others, is the results of mutual acting.What is language? The most common definition is “language is the most important communication tool”. This definition focus on the social functions of language, but it lacks the structure and nature of language itself. Under the scope of language philosophy, language is the way and process of human’s recognize and express the world. The language tool in the conventional meaning is the twisting and covering of the real state of existence, thinking and language, because tool is always thought the external thing besides the our body, more like a made product but not the process, tool is the external thing besides the body, so it is not so important to have it, but language is a union with our spirit, language is unified with practice and the world.Language is our most close treasure, which makes us as human beings, the circumstance we lived in is surrounded by language all the time. We are among the language, like we live with sun and air.Language not only express the practice of the world. But also illustrate, make up and construct the world, human beings saved the world they have learned by using language and reflect it out, human beings give the language it’s“meaning”and “order”, and then possess the world.Research questions:1.how our languages and behaviors interact with each other?2.helen keller has no language before her teacher taught her the first word by usinga drop of water, but she do have her thinking, does that mean language emergesafter the thinking?3.how languages give different nations different world of views?《语言哲学维度下的语言认知》评介A review ofthe cognition of language from the perspective of language philosophy201010648马晓媛。

蔡瑁张允周瑜英语阅读理解

蔡瑁张允周瑜英语阅读理解

蔡瑁张允周瑜英语阅读理解Late at night, Gan CI said, "it's too strong to drink." Yu ordered him to withdraw and the generals resigned. Yu said, "if you haven't stayed with Ziyi for a long time, you will fall asleep tonight." So he pretended to be drunk and went to bed with his work. Yu and Yi lie down and vomit in disorder. How can Jiang Gan sleep? When I lie on my pillow and listen, the army drums for the second watch, and the disabled light is still on. When I saw Zhou Yu, my nose was like thunder. Seeing a roll of papers piled on the table in the account, I got up and looked at it secretly, but it was all correspondence. There is a letter inside, which reads "Cai Mao and Zhang Yunjin seal." Be surprised and read it secretly. The book briefly said, "a certain Cao was not a figure of official rank, and was forced by the potential ear. Now the northern army has been trapped in the stronghold, but if it is convenient, it will be the head of the thief and offered under its command. Sooner or later, when people arrive, it will be reported. Fortunately, don't see any doubt. I'll reply first." Gan Si said, "it turned out that Cai Mao and Zhang Yun married Lian Dongwu!" Then he hid the book in his clothes. Lying on the bed for nearly four hours, I only heard someone enter the account and call, "is the governorawake?" Zhou Yu had a sudden sensation in his dream, so he asked the man, "who is sleeping in bed?" Answer: "the governor asked Ziyi to sleep with him, why did he forget?" Yu regretted and said, "I haven't been drunk on weekdays; I didn't know what to say after I was drunk and crashed yesterday?" The man said, "someone from Jiangbei is here." Yu shouted, "whisper!" Then he called, "wings." Jiang Gan sleeps with only makeup. Yu Qian pays the bill. After eavesdropping, I only heard someone outside saying, "governor Zhang and Cai said: don't start with eagerness..." the words behind were quite low, which was untrue. Shaoqing, Yu entered the account and called, "Ziyi." Jiang Gan just shouldn't sleep with his head covered. Yu also undressed and went to bed. Gan xunxi: "Zhou Yu is a delicate person. If I don't find a book at dawn, it will definitely hurt me." Sleep until five o'clock and call Zhou Yu; Yu fell asleep. Dry put on a towel and sneak out.(1) The selected text is from the classic classic Romance of the Three Kingdoms. The plot of the selected text is that the heroes will meet Jiang Gan(2) Combined with the content of the famous book, please talk about why Zhou Yu "pretended to be drunk and went to bed with his work"?(3)From the content of the selected text, what aspects did the author describe Zhou Yu? What personality characteristics does Zhou Yu focus on?Answer (1) this paragraph is selected from Luo Guanzhong's Romance of the Three Kingdoms. It tells a story about the plot of Jiang Gan at the group meeting(2) This story is about Zhou Yu's use of Jiang Gan to carry out a counter plan to get rid of CAI Mao and Zhang Yun. To successfully implement the plan, first of all, he must win the trust of Jiang Gan. "So he pretended to be drunk and went to bed with his work" plays this role(3) From the perspective of description, the first is language and action, and the second is expression description, which shows Zhou Yu's witAnswer: (1) the romance of the Three Kingdoms, the group of heroes, Jiang Gan, is in the trap(2) Zhou Yu "pretended to be drunk and brought his work to bed together" was to make Jiang Gan believe in himself and lure Jiang Gan into a trap(3) Language, action, demeanor. Show Zhou Yu's witComment on the classic plots in the romance of the Three Kingdoms, such as borrowing arrows from straw boats and burningred cliffs, which need to be read repeatedly. On the basis of memorizing the plot, we should carefully figure out the characteristics of the character s.。

初入职场的我们英语作文

初入职场的我们英语作文

As I stepped into the bustling office on my first day, the air was thick with the scent of fresh coffee and the hum of anticipation. The journey from a student to a professional was a leap I had been preparing for, yet the reality of it hit me like a whirlwind. This is the story of my transition into the workforce, a tale of learning, adapting, and growing amidst the challenges of the corporate world.The first few weeks were a whirl of orientation sessions, team introductions, and the overwhelming task of learning the ropes. I remember feeling like a fish out of water, trying to navigate the complex systems and protocols that governed the office. The language was different, the pace was faster, and the expectations were higher than anything I had experienced in school.One of the most significant adjustments was the shift in mindset. In school, I was used to being guided, with clear instructions and deadlines. But in the workplace, the onus was on me to take initiative, to ask questions, and to learn from my surroundings. I quickly realized that the ability to learn independently and to adapt to new situations was crucial for success.My first project was a baptism by fire. I was tasked with a market research assignment that required me to understand the intricacies of a new industry, analyze data, and present findings to the team. The pressure was immense, but so was the opportunity to prove myself. I spent countless nights poring over reports, conducting interviews, and refining my presentation. When the day came, I stood in front of my colleagues, my heart pounding in my chest, and delivered my findings. The feedback wasconstructive, and the sense of accomplishment was indescribable.Collaboration was another key aspect of the workplace that I had to navigate. In school, teamwork often meant dividing tasks and working independently. But in the office, collaboration meant active communication, sharing ideas, and working towards a common goal. I learned to appreciate the diversity of thought and the value of each team members unique perspective.The corporate world also taught me about professionalism and ethics. I witnessed firsthand the importance of integrity, respect, and responsibility in the workplace. From maintaining confidentiality to upholding company values, every action had a ripple effect that could impact the organizations reputation and success.One of the most rewarding aspects of my early career was the opportunity to mentor and be mentored. As a newcomer, I was fortunate to have a mentor who guided me through the complexities of the workplace, offering advice, support, and constructive criticism. In turn, I found joy in helping interns and new hires, passing on the knowledge and experience I had gained.The journey from student to professional was not without its challenges. There were moments of selfdoubt, frustration, and the inevitable learning curves. But each setback was a stepping stone towards growth. I learned to embrace failure as a part of the learning process, to persevere through tough times, and to celebrate the small victories along the way.As I reflect on my initial foray into the professional world, I am filled with gratitude for the experiences, the lessons, and the people who have shaped my journey. The transition was not easy, but it was an invaluable chapter in my life that has equipped me with the skills, knowledge, and resilience to navigate the everevolving landscape of the corporate world.In conclusion, the transition from academia to the professional realm is a rite of passage that requires adaptability, resilience, and a willingness to learn. It is a journey filled with challenges, but also with opportunities for growth and selfdiscovery. As I continue to navigate my career, I carry with me the lessons of my early days in the workforce, ever mindful of the importance of continuous learning, collaboration, and integrity in the pursuit of professional success.。

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NIST Special Publication 800-39Managing Riskfrom Information Systems An Organizational PerspectiveRon RossStu KatzkeArnold JohnsonMarianne SwansonGary StoneburnerI N F O R M A T I O N S E C U R I T YINITIAL PUBLIC DRAFTComputer Security DivisionInformation Technology LaboratoryNational Institute of Standards and TechnologyGaithersburg, MD 20899-8930October 2007U.S. Department of CommerceCarlos M. Gutierrez, SecretaryNational Institute of Standards and TechnologyJames M. Turner, Acting DirectorReports on Computer Systems TechnologyThe Information Technology Laboratory (ITL) at the National Institute of Standards and Technology (NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s measurement and standards infrastructure. ITL develops tests, test methods, reference data, proof of concept implementations, and technical analyses to advance the development and productive use of information technology. ITL’s responsibilities include the development of management, administrative, technical, and physical standards and guidelines for the cost-effective security and privacy of other than classified national security information in federal information systems. The Special Publication 800-series reports on ITL’s research, guidelines, and outreach efforts in information system security, and its collaborative activities with industry, government, and academic organizations.AuthorityThis document has been developed by the National Institute of Standards and Technology (NIST) to further its statutory responsibilities under the Federal Information Security Management Act (FISMA) of 2002, P.L. 107-347. NIST is responsible for developing standards and guidelines, including minimum requirements, for providing adequate information security for all agency operations and assets, but such standards and guidelines shall not apply to national security systems. This guideline is consistent with the requirements of the Office of Management and Budget (OMB) Circular A-130, Section 8b(3), Securing Agency Information Systems, as analyzed in A-130, Appendix IV: Analysis of Key Sections. Supplemental information isT HE PUBLIC COMMENT PERIOD FOR THIS DOCUMENT IS O CTOBER 29-D ECEMBER 14,2007.C OMMENTS MAY BE SUBMITTED TO THE C OMPUTER S ECURITY D IVISION,I NFORMATION T ECHNOLOGYL ABORATORY,NIST VIA ELECTRONIC MAIL AT SEC-CERT@ OR VIA REGULAR MAIL AT 100B UREAU D RIVE (M AIL S TOP 8930)G AITHERSBURG,MD20899-8930Compliance with NIST Standards and GuidelinesNIST develops and issues standards, guidelines, and other publications to assist federal agencies in implementing the Federal Information Security Management Act (FISMA) of 2002 and in managing cost-effective programs to protect their information and information systems.•Federal Information Processing Standards (FIPS) are developed by NIST in accordance with FISMA. FIPS are approved by the Secretary of Commerce and are compulsory and binding for federal agencies. Since FISMA requires that federal agencies comply withthese standards, agencies may not waive their use.•Guidance documents and recommendations are issued in the NIST Special Publication (SP) 800-series. Office of Management and Budget (OMB) policies (including OMBFISMA Reporting Instructions for the Federal Information Security Management Act and Agency Privacy Management) state that for other than national security programs andsystems, agencies must follow NIST guidance.1•Other security-related publications, including interagency and internal reports (NISTIRs) and ITL Bulletins, provide technical and other information about NIST's activities.These publications are mandatory only when so specified by OMB.Schedule for Compliance with NIST Standards and Guidelines •For legacy information systems, agencies are expected to be in compliance with NIST security standards and guidelines within one year of the publication date unless otherwise directed by OMB or NIST.2•For information systems under development, agencies are expected to be in compliance with NIST security standards and guidelines immediately upon deployment of thesystem.1 While agencies are required to follow NIST guidance in accordance with OMB policy, there is flexibility within NIST’s guidance in how agencies apply the guidance. Unless otherwise specified by OMB, the 800-series guidance documents published by NIST generally allow agencies some latitude in their application. Consequently, the application of NIST guidance by agencies can result in different security solutions that are equally acceptable, compliant with the guidance, and meet the OMB definition of adequate security for federal information systems. When assessing agency compliance with NIST guidance, auditors, evaluators, and/or assessors should consider the intent of the security concepts and principles articulated within the particular guidance document and how the agency applied the guidance in the context of its specific mission responsibilities, operational environments, and unique organizational conditions.2 The one-year compliance date for revisions to NIST Special Publications applies only to the new and/or updated material in the publications resulting from the periodic revision process. Agencies are expected to be in compliance with previous versions of NIST Special Publications within one year of the publication date of the previous versions.AcknowledgementsThe authors, Ron Ross, Stu Katzke, Arnold Johnson, Marianne Swanson, and Gary Stoneburner wish to thank their colleagues who reviewed drafts of this document and contributed to its development. A special note of thanks goes to Peggy Himes and Elizabeth Lennon for their superb technical editing and administrative support. The authors also gratefully acknowledge and appreciate the many contributions from individuals in the public and private sectors whose thoughtful and constructive comments improved the quality and usefulness of this publication.Notes to ReviewersNIST Special Publication 800-39, Managing Risk from Information Systems: An Organizational Perspective, is the flagship document in the series of FISMA-related security standards and guidelines developed by NIST. This publication describes the NIST Risk Management Framework and provides guidance on a variety of important information security issues including:•Organization-wide perspectives on managing risk from information systems;•Risk-based protection strategies;•Trustworthiness of information systems and trust relationships among organizations; •Managing risk from external providers of services and information;•Strategic considerations for managing risk related to the operation and use of information systems; and•Use of the risk executive function.In addition to the above issues, Special Publication 800-39 provides information on applying the steps of the Risk Management Framework to the phases of the system development life cycle to help ensure that information security is tightly integrated into the mission and business functions of organizations.The material is this draft publication benefited from the close collaboration and cooperation with the Office of the Director of National Intelligence and the Department of Defense as part of the ongoing transformation initiative that is fostering convergence on key information security standards and guidelines across the federal government. The unified framework resulting from these activities will provide the Civil, Defense, and Intelligence Communities a standardized approach for achieving information security building on a common foundation of best practices while allowing communities of interest to define unique security requirements as the need arises. The development of Special Publication 800-39 is the first step in a two-step process to redesign the NIST risk management guidelines. The current NIST recommendation on risk management, Special Publication 800-30, is being revised to focus exclusively on risk assessments as applied to the various steps in the Risk Management Framework described in Special Publication 800-39. The initial draft of Special Publication 800-30, Revision 1, Guide for Conducting Risk Assessments, is projected for publication in January 2008.Your feedback to us, as always, is important. We appreciate each and every contribution from our reviewers. The very insightful comments from both the public and private sectors continue to help shape our publications and ensure that they are meeting the needs of our customers.--R ON R OSSFISMA I MPLEMENTATION P ROJECT L EADERTable of ContentsCHAPTER ONE INTRODUCTION (1)1.1 PURPOSE AND APPLICABILITY (3)1.2 TARGET AUDIENCE (3)1.3 RELATIONSHIP TO OTHER INFORMATION SECURITY PUBLICATIONS (4)1.4 ORGANIZATION OF THIS SPECIAL PUBLICATION (4)CHAPTER TWO THE FUNDAMENTALS (6)2.1 ORGANIZATION-WIDE PERSPECTIVE (6)2.2 RISK-BASED PROTECTION STRATEGIES (11)2.3 TRUSTWORTHINESS OF INFORMATION SYSTEMS (12)2.4 ESTABLISHING TRUST RELATIONSHIPS AMONG ORGANIZATIONS (13)2.5 STRATEGIC PLANNING CONSIDERATIONS (16)CHAPTER THREE THE PROCESS (20)3.1 RISK MANAGEMENT FRAMEWORK (20)3.2 SECURITY CATEGORIZATION (24)3.3 SECURITY CONTROL SELECTION (25)3.4 SECURITY CONTROL SUPPLEMENTATION (26)3.5 SECURITY CONTROL DOCUMENTATION (28)3.6 SECURITY CONTROL IMPLEMENTATION (29)3.7 SECURITY CONTROL ASSESSMENT (30)3.8 INFORMATION SYSTEM AUTHORIZATION (31)3.9 CONTINUOUS MONITORING (32)APPENDIX A REFERENCES (35)APPENDIX B GLOSSARY (37)APPENDIX C ACRONYMS (46)APPENDIX D MANAGING RISKS WITHIN LIFE CYCLE PROCESSES (47)APPENDIX E RISK MANAGEMENT APPROACHES (50)Prologue“…Through the process of risk management, leaders must consider risk to US interests from adversaries using cyberspace to their advantage and from our own efforts to employ the global nature of cyberspace to achieve objectives in military, intelligence, and business operations… “ “…For operational plans development, the combination of threats, vulnerabilities, and impacts must be evaluated in order to identify important trends and decide where effort should be applied to eliminate or reduce threat capabilities; eliminate or reduce vulnerabilities; and assess, coordinate, and deconflict all cyberspace operations…”“…Leaders at all levels are accountable for ensuring readiness and security to the same degree as in any other domain…"--T HE N ATIONAL S TRATEGY FOR C YBERSPACE O PERATIONSO FFICE OF THE C HAIRMAN,J OINT C HIEFS OF S TAFF,U.S.D EPARTMENT OF D EFENSECHAPTER ONEINTRODUCTIONTHE NEED FOR MANAGING ORGANIZATIONAL RISK FROM INFORMATION SYSTEMSInformation technology is widely recognized as the engine that drives the U.S. economy, giving industry a competitive advantage in global markets, enabling the federal government to provide better services to its citizens, and facilitating greater productivity as a nation. Organizations3 in the public and private sectors depend on information technology and the information systems4 that are developed from that technology to successfully carry out their missions and business functions. Information systems are subject to serious threats that can have adverse effects on organizational operations (including missions, functions, image, or reputation), organizational assets, individuals, other organizations, or the Nation. Threats to information systems include environmental disruptions, human errors, and purposeful attacks by hostile entities such as nation states, terrorist groups, hackers, criminals, and disgruntled employees. Given the significant danger of these types of threats, it is imperative that senior leaders understand their responsibilities in managing the risks from information systems that support the missions and business functions of the organization. Attacks on information systems5 today are often well organized, disciplined, aggressive, well funded, and in a growing number of documented cases, extremely sophisticated. Successful attacks on public and private sector information systems can result in unauthorized disclosure or modification of highly sensitive information or a mission impacting denial of service.Risk management recognizes that organizations operate in a highly complex and interconnected world using state-of-the-art information systems—systems that organizations depend upon to accomplish their missions and to carry out their business functions. Risk management also recognizes that explicit, management decisions are necessary in order to balance the benefits gained from use of these information systems with the risk of these same systems being the vehicle through which adversaries cause mission or business failure. Managing risk is not an exact science. It brings together the best collective judgments of the individuals responsible for the strategic planning and day-to-day operations of organizations to provide adequate security6 for the information systems supporting the critical missions and business functions of those organizations. Risk related to information systems is just another component of organizational risk7 that senior leaders address as a routine part of their ongoing management responsibilities.3 The term organization describes an entity of any size, complexity, or positioning within an organizational structure(e.g., a federal agency or, as appropriate, any of its operational elements) that is charged with carrying out assigned missions and business functions and that uses information systems in support of those missions and business functions.4 An information system is a discrete set of information resources (people, processes, and technology) organized for the collection, processing, maintenance, use, sharing, dissemination, or disposition of information. Information systems also include specialized systems such as industrial/process controls systems, telephone switching/private branch exchange (PBX) systems, and environmental control systems.5 Attacks on information systems consist of specific actions taken by adversaries to cause harm to organizational operations, organizational assets, individuals, other organizations, or the Nation by compromising the confidentiality, integrity, or availability of information being processed, stored, or transmitted by those systems.6 The Office of Management and Budget (OMB) Circular A-130, Appendix III, describes adequate security as security commensurate with the risk and the magnitude of harm resulting from the loss, misuse, or unauthorized access to or modification of information.7 Organizational risk includes many types of risk, for example, program management risk (e.g., cost, schedule, and performance risk), supply chain risk, budgetary risk, legal liability risk, safety risk, and inventory risk.Managing that portion of organizational risk related to information systems begins with an effective information security program. The E-Government Act of 2002 (Public Law 107-347) recognized the importance of information security to the economic and national security interests of the United States. Title III of the E-Government Act, known as the Federal Information Security Management Act (FISMA), states that an effective information security program includes:•Periodic assessments of risk, including the magnitude of harm that could result from the unauthorized access, use, disclosure, disruption, modification, or destruction of information and information systems that support the operations and assets of the organization;•Policies and procedures that are based on risk assessments, cost-effectively reduce information security risks to an acceptable level, and address information security throughout the life cycle of each organizational information system;•Plans for providing adequate information security for networks, facilities, information systems, or groups of information systems, as appropriate;•Security awareness training to inform personnel (including contractors and other users of information systems that support the operations and assets of the organization) of theinformation security risks associated with their activities and their responsibilities incomplying with organizational policies and procedures designed to reduce these risks;•Periodic testing and evaluation of the effectiveness of information security policies, procedures, practices, and security controls to be performed with a frequency depending on risk, but no less than annually;• A process for planning, implementing, evaluating, and documenting remedial actions to address any deficiencies in the information security policies, procedures, and practices of the organization;•Procedures for detecting, reporting, and responding to security incidents; and•Plans and procedures for continuity of operations for information systems that support the operations and assets of the organization.For risks related to information systems, a fundamental commitment is essential on the part of the senior leadership of the organization to make information security a first-order mission/business requirement. This commitment ensures that sufficient resources are available in the design, development, implementation, operation, and disposition of information systems to provide adequate levels of security for the systems in light of the explicit expectations being placed upon those systems. Information security should be considered a strategic capability and an enabler of missions and business functions across the organization. Information security is one important factor, among many, that should be considered by senior leaders in carrying out their responsibilities within the organization.1.1 PURPOSE AND APPLICABILITYThe purpose of NIST Special Publication 800-39 is to provide guidelines for managing risk to organizational operations, organizational assets, individuals, other organizations, and the Nation resulting from the operation and use of information systems. Special Publication 800-39 is the flagship document in the series of FISMA-related publications developed by NIST and provides a disciplined, structured, flexible, extensible, and repeatable approach for managing that portion of risk resulting from the incorporation of information systems into the mission and business processes of the organization. The risk management concepts described in this publication are intentionally broad-based, with the specific details of assessing risk and employing appropriate risk mitigation strategies provided by supporting NIST security standards and guidelines.8 The guidelines are applicable to all federal information systems9 other than those systems designated as national security systems as defined in 44 U.S.C., Section 354210 and are consistent with the risk management approaches and associated activities defined in the Department of Homeland Security (DHS) National Infrastructure Protection Plan (NIPP).11 In addition to the agencies of the federal government, state, local, and tribal governments and private sector organizations that are part of the critical infrastructure of the United States, are encouraged to use these risk management guidelines, as appropriate.1.2 TARGET AUDIENCEThis publication is intended to serve a diverse audience within organizations including: •Individuals with mission/business/information ownership responsibilities (e.g., agency heads, information owners, authorizing officials12);•Individuals with information system/security management responsibilities (e.g., chief information officers, senior agency information security officers);•Individuals with information system design and development responsibilities (e.g., program managers, information system integrators);•Individuals with information security implementation and operational responsibilities (e.g., information system owners, system administrators, system security officers); and •Individuals with information security assessment and monitoring responsibilities (e.g., auditors, inspectors general, evaluators, and certification agents).8 The NIST Risk Management Framework described in Chapter Three of this publication provides references to the specific security standards and guidelines needed to carry out effective risk management programs including the conduct of risk assessments and the selection and employment of appropriate safeguards and countermeasures to provide adequate protection for organizational missions and business functions.9 A federal information system is an information system used or operated by an executive agency, by a contractor of an executive agency, or by another organization on behalf of an executive agency.10 NIST Special Publication 800-59 provides guidance on identifying information systems as national security systems. The Director of National Intelligence (DNI) provides guidance to the Intelligence Community regarding the use of NIST publications for classified national security information and national security systems.11 Appendix E provides additional information on risk management activities in the NIPP.12 Authorizing officials are officials within an organization with the authority to formally assume responsibility for operating an information system at an acceptable level of risk to organizational operations, organizational assets, individuals, other organizations, and the Nation. Authorizing officials are accountable for their authorization decisions.1.3 RELATIONSHIP TO OTHER INFORMATION SECURITY PUBLICATIONSThe Risk Management Framework described in this publication integrates all of the security standards and guidelines necessary for building and implementing a technically sound and operationally effective information security program within an organization. Specifically, the framework provides key linkages among the following publications:•FIPS Publication 199, Standards for Security Categorization of Federal Information and Information Systems;•FIPS Publication 200, Minimum Security Requirements for Federal Information and Information Systems;•NIST Special Publication 800-18, Guide for Developing Security Plans for Federal Information Systems;•NIST Special Publication 800-30, Guide for Conducting Risk Assessments;13•NIST Special Publication 800-37, Guide for the Security Certification and Accreditation of Federal Information Systems;•NIST Special Publication 800-53, Recommended Security Controls for Federal Information Systems;•NIST Special Publication 800-53A (Draft), Guide for Assessing the Security Controls in Federal Information Systems;•NIST Special Publication 800-59, Guideline for Identifying an Information System as a National Security System; and•NIST Special Publication 800-60, Guide for Mapping Types of Information and Information Systems to Security Categories.Special Publication 800-39 also incorporates many of the important information security concepts described in other NIST publications including, for example, Special Publication 800-64, Security Considerations in the Information System Development Life Cycle, and Special Publication 800-100, Information Security Handbook: A Guide for Managers.1.4 ORGANIZATION OF THIS SPECIAL PUBLICATIONThe remainder of this special publication is organized as follows:•Chapter Two describes some of the fundamental concepts associated with managing risk from the operation and use of information systems including: (i) an organization-wideperspective for employing information security; (ii) the application of risk-based protection strategies in selecting and implementing effective safeguards and countermeasures forinformation systems; (iii) key factors in defining trustworthiness of information systems; (iv) the essential actions for establishing trust relationships among organizations; and (v) planning considerations for employing a defense-in-breadth protection strategy.13 NIST Special Publication 800-39 and an upcoming revision to Special Publication 800-30 represent a two-step process to revising the NIST risk management guidelines. The current NIST recommendation on risk management, Special Publication 800-30, is being revised to focus exclusively on risk assessments as applied to the various steps in the Risk Management Framework described in Special Publication 800-39.•Chapter Three describes the process of applying the NIST Risk Management Framework to information systems across an organization including: (i) categorizing information systems with regard to mission and business impacts; (ii) selecting and tailoring minimum baseline security controls (i.e., specifying necessary risk mitigation); (iii) supplementing tailored security control baselines based upon risk assessments (i.e., specifying sufficient riskmitigation); (iv) documenting security controls and risk management decisions in system security plans; (v) implementing security controls in information systems (i.e., employing agreed-upon risk mitigation); (vi) assessing security controls to determine effectiveness (i.e., verifying risk mitigation effectiveness); (vii) authorizing information systems and explicitly accepting mission/business risk; and (viii) ongoing monitoring of the security state ofinformation systems, information security programs, and operational environments. •Supporting appendices provide additional risk management-related information including:(i) references; (ii) terms and definitions; (iii) acronyms; (iv) integrating risk managementconcepts into the acquisition and system development life cycle processes; and (v) mapping the NIST Risk Management Framework to the framework for risk management in theNational Infrastructure Protection Plan.CHAPTER TWOTHE FUNDAMENTALSORGANIZATIONAL RISK MANAGEMENT, ESTABLISHING TRUST, AND DEFENSE-IN-BREADTH This chapter describes some of the fundamental issues associated with managing risk from information systems including: (i) the advantages of developing and implementing anorganization-wide information security program; (ii) the use of risk-based protection strategies to achieve adequate protection for the organization’s missions and business functions; (iii) the factors that define trustworthiness of information systems; (iv) the essential actions for establishing trust relationships among organizations and partners; and (v) planning considerations for employing a defense-in-breath protection strategy.2.1 ORGANIZATION-WIDE PERSPECTIVEThe complexity and diversity of missions and business functions in modern organizations and the multitude of information systems that support those missions and business functions demand an organization-wide approach to managing information security and the risks to organizational operations, organizational assets, individuals, other organizations, and the Nation. Developing a comprehensive organization-wide information security program is not a new concept. However, obtaining an organization-wide perspective by all authorizing officials and senior leaders provides a new and more comprehensive view of managing organizational risk resulting from the operation and use of information systems. In today’s organizations, a single mission or business function may be supported by multiple information systems. Conversely, there may be multiple complex missions and business functions across the organization that are supported by a single information system. This many-to-many relationship among missions/business functions and systems suggests an organization-wide approach to implementing information security and managing risk. There are many advantages to employing an organizational approach when building a security program for the organization’s information systems.14 An organization-wide information security program:•Facilitates prioritization of information security requirements and allocation of information security resources based on impact to the organization’s missions/business functions; •Ensures information security considerations are integrated into the Federal Enterprise Architecture, the programming, planning, and budgeting cycles for managing information system assets, and the acquisition/system development life cycles;•Promotes the development and dissemination of common information security policies and procedures;•Promotes the identification, development, implementation, and assessment of common (infrastructure-based) security controls that support large segments of the organization; •Provides insights into systemic information security weaknesses and deficiencies; •Promotes the development of organization-wide solutions to information security problems and more consistent and cost-effective information security solutions;•Facilitates decisions on risk mitigation activities based on organizational priorities;14 OMB Circular A-130 and NIST Special Publication 800-100 provide guidance on organization-wide information security programs.。

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