strategies in
strategies翻译
strategies翻译strategies翻译是:战略; 对策; 策略( strategy的名词复数); 战略学; 例句a comprehensive strategy towards regional development针对区域性开发的综合战略a strategy for capturing a major market share.获主要市场份额的战略The nation's geopolitical strategy is yet uncharted.该国的地缘政治的策略还不被人所知The new strategy may not work out.新战略也许不会有令人满意的效果a counterforce strategy; counterforce weapons.打击军事力量战略;打击军事力量武器antigreenmail strategies; antigreenmail legislation.反绿票讹诈策略;反绿票讹诈法律the adaptation of teaching strategy to meet students' needs.修订教学方法以适应学生的需要。
we planned our strategies backstage.我们秘密地计划策略。
for the sake of clarity , each of these strategies is dealt with separately.为清晰起见,每条策略分别处理。
such an expensive strategy requires cool nerves.如此耗资巨大的计划只有胆识之士才能提出。
[as adj.]a general strategy for de novo protein design.蛋白质结构重新设计的总策略。
talk of ‘rhetoric’and ‘strategy’is impertinent to this process.谈"辩术"和"策略"跟这一过程毫不相干。
学科教学(英语)研究生参考书目
Reference booksI. 中文书目1. 林立等编著任务型学习在英语教学中的应用首都师范大学出版社 2005.12. 王之江等编著探究学习在英语教学中的应用首都师范大学出版社 2005.13. 沈昌洪等编著自主学习在英语教学中的应用首都师范大学出版社 2005.14. 蔡慧萍等编著合作学习在英语教学中的应用首都师范大学出版社 2005.15. 郭娟等编著人本主义活动在英语教学中的应用首都师范大学出版社 2005.16. 王笃勤编著英语教学策略论外研社基础外语教学与研究丛书 2002.117. 王蔷编著英语教师行动研究外研社基础外语教学与研究丛书 2002.11*8.束定芳著外语教学改革:问题与对策上海:外教社 2004.69. 文秋芳著英语学习策略论上海:外教社 1996.510. 朱纯编著外语教学心理学上海:外教社 1994.911. 张国扬朱亚夫著外语教育语言学广西教育出版社 1996.512. 胡春洞,戴忠信著英语阅读论广西教育出版社 1998.913. Harvey F. Silver et al. 张玲译多元智能与学习风格教育科学出版社 2003.8 *14. 刘润清编著外语教学中的科研方法外研社 2000.1*15. 韩宝成编著外语教学科研中的统计方法外研社 2000.1II. 牛津应用语言学丛书(共19册)上海:外教社*1. Stern, H. H. 语言教学的基本概念(Fundamental Concepts of Language Teaching)2. Stern, H. H. (Allen, P. et al. eds.) 语言教学的问题与可选策略(Issues andOptions in Language Teaching)*3. Widdowson, H.G. 语言教学面面观(Aspects of Language Teaching)4. Seliger, H. W., et al. 第二语言研究方法(Second Language Research Methods)III. 剑桥应用语言学丛书(共10册)上海:外教社1. Nunan, David 学习者为中心的课程设置:第二语言教学研究(The Learner-CentredCurriculum: A study in Second Language)2. Odlin, Terence 语言迁移:语言学习的语际影响(Language Transfer: Cross-Linguistic Influence in Language Learning)*3. O’Malley, J. Michael & Chamot, Anna Uhl 第二语言习得的学习策略(Learning Strategies in Second Language)IV。
a-case-study-of-learning-strategies-in-reading
a case study of learning strategies in reading介绍如下:Here is a case study of learning strategies in reading:Background:The student, Amy, is a 9th-grade student who is struggling with reading comprehension in English class. She has been identified as needing additional support to improve her reading skills.Observations:The teacher observed that Amy often struggles with understanding and retaining information from the reading assignments. She tends to read quickly without fully comprehending the material. When asked to summarize what she has read, she often struggles to articulate the main ideas and details.Intervention:The teacher worked with Amy to develop a set of learning strategies to improve her reading comprehension. Here are some of the strategies they used:1.Pre-reading: Before starting to read, Amy would preview the text by looking at anyheadings, subheadings, and illustrations. This would help her get a sense of the topic and main ideas before diving into the text.2.Annotation: As she read, Amy would take notes and highlight key information. Thishelped her focus on important details and retain the information better.3.Summarization: After finishing each section of the text, Amy would summarize whatshe had read in her own words. This helped her process the information and retain it better.4.Visualization: To help with comprehension, Amy would create mental images of theconcepts and ideas in the text. This helped her understand the material better and remember it more effectively.Results:After working on these learning strategies for a few weeks, Amy's reading comprehension improved significantly. She was able to read more slowly and deliberately, and she was better able to understand and retain the material. Her grades in English class also improved, and she felt more confident in her ability to read and understand complex texts.Conclusion:This case study demonstrates the importance of using learning strategies to improve reading comprehension. By working with a teacher to develop effective strategies, Amy was able to overcome her struggles and become a more successful reader.。
Problems and Strategies in Teaching Speaking
Problems and Strategies in Teaching SpeakingAbstract:The basic aim of English teaching is to enable students to acquire the basic knowledge of FL language system so that they develop the ability to use English in listening, speaking, reading and writing. But among the four kinds of language skills of Chinese learners of English, oral skills are found to be the weakest, which are certainly incompatible with the demands of the increasingly growing intercultural communication. With the development of the economic globalization, communicative competence has been valued greatly. As a result, oral English has been paid much more attention than before by many English learners and English teachers. So the teaching of speaking must be strengthened. This paper is going to explore and analyze the problems of hindering the students’ development of oral skills and discuss the strategies to help them to improve their speaking ability.Key words:oral skills communicative competence strategies1.problems in teaching speakingLike the teaching of other courses, the teaching of oralEnglish is also affected by the three factors involved in teaching, like the teaching system, teachers, and students. Each of them is important and can’t be ignored.1.1the weakness of English teaching systemFirstly, the teaching objectives set by Syllabus of College English used to put speaking after the other language skills. However, in the practical teaching, it is always placed in the last place or neglected totally.Secondly, no oral test was included in the important examinations like the Band 4 or 6, senior middle school and college or university entrance examinations before. Under the test-oriented English teaching system, both teachers and students lay emphasis on mastery of linguistic knowledge instead of oral work and productive skills.1.2the main problems for students’oral skills developmentAccording to Han Zhongliang’s famous “three bigs”teaching approach, we know that students are the center of teaching. So the problems they are facing must be the key problems in the teaching of speaking. The problems are found to be the lack of motivation, confidence and practice in conjunction with some affective factors, which is called“affective filter”As Nunan (1991) wrote, “success is measured in terms of the ability to carry out a conversation in the (target) language.” So if students do not learn how to speak or do not get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. Then the students will be put in the vicious cycle gradually: Having no motivation results in the less practice of it and little practice leads to little progress and little progress makes them lose confidence of learning and feel nervous inwardly.1.3the problems faced by teachersTeachers are the teaching practitioners. So teachers are the key factor in teaching speaking. Whether they have high oral English level, advanced teaching methods, and professional ethics will be very important.2.The strategies in dealing with the above problemsFirst of all, making sure of implementing the objectives set in the Syllabus of College English in practical teaching and making more oral tests included in the important examinations is a must.On the other hand, teachers should do a lot to help students build up their confidence by lowering students’“affective filter”. Teachers can try to encourage students to express their ideas instead of worrying about making any grammatical mistakes. During this course, teachers should not attempt to correct frequently. At the same time, providing students with some interesting topic will make them eager to open their mouths. Also, teachers should help students realize their important role in learning and make them become aware of their potential of developing oral skills. In addition, the attitude of hard working will let them practice more. All the teachers’ efforts should be made to coordinate the four aspects of students’ motivat ion, confidence, practice and mental state.Furthermore, teachers should keep developing their own oral skills and teaching methods. For example, they can apply the teaching of lexical chunks, a mode of teaching English in context, and interactive approach of language teaching to impro ve students’ discourse competence.3.ConclusionTeaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learners in schools and success later in every phase of life. Therefore, it is essential to find out the problems holding upstudents’ oral skills development and help them to overcome those problemsReferences:[1]Xu Qiang, 2000. The Communicative Approach To English Teaching And Testing. Shanghai Foreign Language Education Publishing House.[2]Wei Liming & Sun Changshun, 2001. Principles and Practice in TEFL: Developing Theory Through Practice. Ji Lin People’s Publishing House。
Pricing strategies in dual-online channels based on consumers' shopping choice
P rocedia Computer Science 60 ( 2015 )1377 – 1385Available online at 1877-0509 © 2015 The Authors. Published by Elsevier B.V . This is an open access article under the CC BY-NC-ND license(/licenses/by-nc-nd/4.0/).Peer-review under responsibility of KES Internationaldoi: 10.1016/j.procs.2015.08.212ScienceDirect1378J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 13853PEP is often the first stop that people learn to shop online,on which they know how to search for aimed goods, make a purchase,and evaluate a purchased good.With the accumulation of shopping experience online,people become more and more experienced and sensitive about price.So when discovering an OWM,they prefer to compare it with the3PEP,and choose a cheapest sale channel to purchase.To avoid being eliminated by consumers and the channel price conflict,OWM’s managers and3PEP’s retailers usually have to make price strategies reasonably.In this paper,we consider two online-selling channels with a direct channel named by OWM and a retail channel located on3PEP.Then we study three kinds of price strategies that OWM’s managers and3PEP’s retailers might adopt,and analyze how consumers with different experience make their final decision under the three strategies.Finally,we aim to characterize what types of pricing strategies are optimal for OWM’s managers and3PEP’s retailers in their market competition.The rest of this paper is structured as follows.Section2provides a brief review of the related pricing literature.Section3shows the basic model and donations of dual online channels.Section4describes the competitions and pricing strategies between these two online channels.Finally,Section5draws the conclusion and discussion.2.Literature reviewMulti-channel operation tends to make companies to face dilemmas,for it not only helps them to expand the market share and brand influence,but also bring channel conflicts and confused management.Economists have given lots of study on multi-channels pricing and production strategies.Channel optimization in multiple-channel systems is a basic problem in marketing(Corstjens and Doyle1979,Jørgensen and Kort2002)1,2Xu(2009)3 explores the optimal pricing and product quality decisions in a distribution channel.Rodríguez and Aydın(2015)4 characterizes the pricing decisions in a dual-channel structure.With the development of the electronic commerce, some researchers gradually pay attention to the online channel.Brynjolfsson and Smith(2000)5compare pricing behavior at41Internet and conventional retail outlets,and conclude that there is lower friction in many dimensions of Internet competition.Chiang et al.(2003)6point out that the online direct channel can increase the manufacturer’s negotiated share of cooperative profits.Overby and Forman(2015)7study how the diffusion of an e-channel affected the geographic trading patterns and price dispersion of the wholesale.When a manufacturer try to expand her market through two online channels,she meets the same questions in these traditonal researches.One of key questions is to price simutaneously in two online channels.Up to now,there are two wide-applied methods for pricing:one is cost-based pricing,the other is value-based pricing,and the latter is usually much better for companies(Nagle et al.2008)8.Consumers’behavior is another critical factor that managers consider in pricing decision.Strategic consumers wish to maximize individual utility.At each time point,they may purchase the product at current price,remain at a cost to purchase later,or exit9.Understanding the difference and similarity among consumers in diverse regions is significant for businesses to sustain in the competitive market(Lim and Cham2015)10.Effective retail management strategies are often linked to the creation of consumer experience(Rose et al.2012)11.We can get that manufacturers’pricing strategies are closely dependent on consumers’behaviors.In this paper,we try to find the optimal pricing strategies for manufacturers setting two online channels based on consumers’behavior.Economists have realized the difference and relationship between online and traditional channels,and mainly discuss some hybrid channel design problems when a company introduces the online direct channel,such as consumers’behaviors,managers’strategies,and channels’competition(Moon et al.2010,Vinhas and Heide 2015)12,13.But most of them usually overlook the conflicts of online channels.Actually,before a company set a direct channel on the internet,a lot of retailers have sold their products on the3PEP.Besides the OWM,these retail stores are also important sale channels for companies.This paper extends the literature related to the manufacturers’dual-online-channel problems by addressing following questions.How do consumers with different online shopping1379 J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 13851380J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 13851381 J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 13851382J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 1385Fig.3.Feasible regions for the OWM’s price and wholesale price.The manufacturer can acquire the valuation of the product V,the ratio of affected consumersθand the minimum and maximum price differential acceptance:a and b through investigations or other methods.Then she can set P d less than V-f-a,and control the wholesale price less than P ly,she sets her pricing strategies in R1.Likewise, she can also set her pricing strategies in R2-R4.Different strategies regions make the retailer change his pricing decision.When the manufacturer set her pricing decision in R1and R2,the retailer wants to maximize his profit by adjusting P r,so his optimal pricing decision is P r* =V-f,which is independent on W and P d.In this case,all affected consumers prefer to buy the product in the OWM.And the unaffected consumers would buy the product when the retail price P r≤V-f.When the manufacturer chooses her price strategies in R4,nobody will be glad to buy the product in the OWM because the price P d is too much higher than P r.So the retailer can set the price at P d-b to attract all of online consumers and maximize her profit.At that time,the optimal price P r*is related to P d,and independent on the wholesale price.Finally,when the manufacturer makes price decisions in R3,the optimal price of the retail depends on the wholesale price and the OWM’s price.Thus,we need to analyze the manufacturer’s strategies further.4.2.Manufacturer’s pricing strategiesAnticipating the retailer’s choices,the manufacturer will maximize her total profits by choosing the wholesale price W and the OWM’s price P d subject to W≤P d.Meanwhile,W cannot be higher than P r because the retailer will not buy the product with a negative profit.There are three feasible figures of R1,R2R3and R4,which are shown as Fig.3(a),(b)and(c).In R1and R2of Fig.3(a),the retailer sets his price as V-f(see Eq.(6)).The OWM’s price,relative to P r,is so low that all the affected consumers prefer to buy the product in the OWM.Theorem1.The manufacturer’s optimal prices in R1are located at point“m”in Fig.3(a),where the optimal wholesale price and the OWM’s price are equal.That is,P d*=W*=V-f-a.In R2,the manufacturer’s optimal prices are located at point“n”in Fig.3(a),where the wholesale price and the OWM’s price are equal.That is,P d*=W*=V-f.Moreover,the price strategies at point“n”are better than them at point“m”.The proof of Theorem1is given in Appendix A.The manufacturer knows the retailer’s optimal price when she makes the price decision in R1.So she wishes to find the optimal price combination of W and P d in R1to maximize her profit.In fact,“m”is the optimal price combination point in R1which has been proved in Appendix A.Similarly,“n”is the optimal price combination point in R2.So when the manufacturer wants to attract all of the affected consumers to buy the product in the OWM,she will compare the profit of these two point:“m”and“n”,and then choose her optimal decision:P d*and W*.It is proved that price strategies at point“n”could gain more profit for the manufacturer.In region R3of Fig.3(a),the manufacturer adjusts her OWM’s price P d and wholesale price W,where the retailer’s optimal price P r*=[P d+W+(b-a)/θ-b]/2(see Eq.(6)).In fact,the adjustment causes the OWM to lose some affected consumers who prefer the retail store due to his lower price.So in R3,the manufacturer wants to find the combined optimal wholesale pricing W*and OWM’s pricing P d*to maximize her profit.Substituting P r*into manufacturers’profit Eq.(5),we find the optimal pricing strategies.Theorem2.In region R3,The manufacturer’s optimal prices are located at point“k”in Fig.3(a),where the optimal wholesale price is W*=V-f-2a+b-(b-a)/θ,and the optimal OWM’s price is P d*=V-f.1383 J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 13851384J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 13851385 J ieyu Lei et al. / P rocedia Computer Science 60 ( 2015 )1377 – 1385。
Learning styles and strategies in the ESL classroom
Selective listening: listening for key information without ery word
E.g. Listen to a conversation and identify the topic
Learning styles and strategies in the ESL classroom
David Nunan
The English Centre University of Hong Kong
Overview
Defining styles and strategies Examples of styles and strategies in language learning Learning strategy research A case study
Diary extract
I wasn‟t able to spend much time studying the last couple of days, and seem to have forgotten most of what I‟ve learned. Perhaps one doesn‟t have enough brain cells left after fifty to learn another language – or anything else for that matter!
Diary extract
I speak Thai to a lower-intermediate level of proficiency, and there is a surprising number of cognates and false-cognates between Cantonese and Thai. Often a word will have the same pronunciation but a different tone. For example, I live at 23 Sha Wan Drive. Twentythree in Thai is “Yee sip sahm” (voiced „y‟ in „yee‟ rising tone on „sahm‟). In Cantonese, it‟s “Yee sup sahm” (devoiced „y‟ in „yee‟ mid tone on „sahm‟).
Learning Goals and Strategies in the Self-regulati
US-China Education Review A, ISSN 2161-623XJanuary 2013, Vol. 3, No. 1, 46-50 Learning Goals and Strategies in the Self-regulation of LearningMartha Leticia Gaeta GonzálezUniversidad Popular Autónoma del Estado de Puebla, Puebla, MéxicoIn order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate theirlearning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitionalstrategies). Students’ effectiveness in their self-regulated learning process also varies depending on the academicenvironment and students’ personal goal orientations. In this study, the author analyzed the interactions betweenthese cognitive, volitional, and motivational variables in late adolescence. To achieve this goal, the author proposeda model by means of SEM (Structural Equation Modeling). The investigation was developed with 268 4th-gradesecondary school students, from public and private schools, in a northwestern city in Spain. Analysis of theproposed model showed the following results: the perception of a classroom learning goal structure relatessignificantly to a personal learning goal orientation, and the latter relates positively to the use of meta-cognitivestrategies, the use of volitional strategies has a mediating effect between a learning goal orientation and the use ofmeta-cognitive strategies. Results are discussed in detail in the document.Keywords: learning goals, meta-cognitive strategies, SRL (self-regulated learning)IntroductionIn the academic context, teachers face the challenge of promoting students’ integral development, through the acquisition of knowledge and skills that can be adapted throughout the different stages of their life. For which education is viewed as a process, in which students must become more self-regulated as learners. SRL (Self-Regulated Learning) should not be viewed as a mental ability or an academic performance skill, but rather as a self-directed process in which students transform their mental abilities into academic skills. It refers to self-generated thoughts, affect and behavior that are oriented towards the achievement of their goals, with the interaction of environmental conditions (Zimmerman, 2002).In this context, meta-cognitive processes, such as planning, monitoring, and evaluation promote students’ SRL. Conceptually, meta-cognition consists of the personal awareness, knowledge, and regulation of one’s cognitive processes (Brown, 1987). While, cognitive strategies are used to help an individual achieve a particular goal (e.g., solving a problem), meta-cognitive strategies are used to ensure that the goal has been reached (e.g., evaluating one’s understanding of that problem).Moreover, between the intention of achieving a goal and implementing activities to achieve it, there are a number of cognitive and meta-cognitive factors, related to the control of these activities, which may facilitate or impede its implementation. So, students’ abilities to use strategies that help them to direct their motivation towards action, in the set-goal direction, are a central aspect of SRL (Wolters, Pintrich, & Karabenick, 2003). Specifically, volitional strategies for maintaining motivation and effort towards goals, as well as for controllingMartha Leticia Gaeta González, Ph.D., professor, researcher, Universidad Popular Autónoma del Estado de Puebla.ll Rights Reserved.LEARNING GOALS AND STRATEGIES IN THE SELF-REGULATION OF LEARNING 47negative emotions, are interrelated and jointly involved in the self-regulation of learning (Boekaerts, 1995).Also, students’ effectiveness in the process of SRL varies depending on the academic environment and their personal goal orientations. Specifically, perceptions of a learning-oriented classroom structure arepositively related to more adaptive learning patterns, such as the use of effective learning strategies, as well asto involvement in the class, motivation, effort, affective states, and eventually academic achievement (Sideridis,2005). In contrast, a performance-oriented classroom structure has been associated with negative learningpatterns (Ryan, Gheen, & Midgley, 1998).Based on the above, this paper proposes a model, using SEM (Structural Equation Modeling) to examine the interactions between the classroom goal structure, personal goal orientation, and the use of volitional andmeta-cognitive strategies in 4th-grade secondary school students.MethodParticipantsA total of 268 4th-grade secondary school students, ranging in age from 15 to 16 years, from public (n =129) and private (n = 139) schools, participated in this investigation. Stratified random sampling was used inthe study.InstrumentsStudents’ perceptions of their classroom goal structure and their goal orientation were assessed by means of the corresponding questionnaire sections from the PALS (Patterns of Adaptive Learning Survey) (Midgley etal., 2000). This instrument contains three subscales that measure students’ perceptions of the meaning ofacademic tasks and achievement that are emphasized in the classroom. The questionnaire also provides an ll Rights Reserved.evaluation of three general types of personal academic goals.Volitional variables were measured by means of the AVSI (Academic Volitional Strategy Inventory) (McCann & Turner, 2004). This instrument measures the extent to which students engage in motivationalregulation strategies for controlling their motivation and emotional states, as they initiate and attempt tomaintain action on academic requirements.The use of meta-cognitive strategies was evaluated through the corresponding scale from the MSLQ (Motivated Strategies for Learning Questionnaire) (Pintrich, Smith, García, & McKeachie, 1991). This scalemeasures the extent to which students use strategies to control and regulate their own cognition.Procedure and Data AnalysesAll the assessment instruments were administered to the students in their classroom, in one session, during the normal academic schedule. Students were assured that their answers would be kept confidential.SEM was utilized to determine how well the proposed theoretical model fit the research data. For the analyses, the author used the LISREL (Linear Structural Relations) 8.80 computer program (Jöreskog &Sörbom, 2006).Model to Be InvestigatedThe proposed model and the relationships between the corresponding variables are displayed in Figure 1.From a general perspective, in the research model, it is hypothesized that:(1) Classroom performance-approach goal structure and classroom performance-avoid goal structurewould positively relate to performance goal orientation;LEARNING GOALS AND STRATEGIES IN THE SELF-REGULATION OF LEARNING48(2) Performance goal orientation would be positively related to volitional strategies and to meta-cognitivestrategies;(3) Classroom mastery goal structure would be positively associated to mastery goal orientation;(4) Mastery goal orientation would positively relate to meta-cognitive strategies;(5) Volitional strategies would mediate the relationship between mastery goal orientation andmeta-cognitive strategies.Figure 1. Graphic representation of the proposed model.Resultsll Rights Reserved.Based on the fit indices, the hypothesized model fit the data quite well. The RMSEA (Root Mean Square Error of Approximation) = 0.053(0.034, 0.069) shows an appropriate value. Data provided by other indices alsooffer support for the acceptance of the model proposed in this study: NNFI (Non-Normed Fit Index) = 0.93;CFI (Comparative Fit Index) = 0.97; GFI (Goodness-of-Fit Index) = 0.94; AGFI (Adjusted Goodness-of-FitIndex) = 0.90. Furthermore, the SRMR (Standardised Root Mean Square Residual) = 0.06 indicates anacceptable mean residual correlation. Finally, the x2/df = 1.74, that provides information on the parsimony ofthe model, shows an excellent level.Despite the good fit of the tested model, the results suggested that there was room for improvement. A close examination of the estimated parameters’ significances and the hypothetical relevance of those notestimated (observed through modifying indexes and standardized residuals) led us to modify the proposedmodel: the path showing the hypothetical association between the classroom performance-approach goalstructure and the performance goal orientation was deleted (γ = 0.05; t = 0.74), also the path showing therelationship between the performance goal orientation and volitional strategies (β = 0.01; t = 0.15) waseliminated, since they both were not significant. Also, a path showing the link between volitional strategies andthe performance goal orientation was included for its estimation (β = 0.18; t = 2.23).The new tested model was both conceptually meaningful and provided good results on the model fit(RMSEA = 0.052(0.035, 0.068), NNFI = 0.96; CFI = 0.97; GFI = 0.94; AGFI = 0.91; SRMR = 0.06; x2/df = 1.71)and at the specific parameters’ estimation level. The obtained results (standardized data) regarding the specificrelations between the different variables are shown in Figure 2.LEARNING GOALS AND STRATEGIES IN THE SELF-REGULATION OF LEARNING 49Figure 2. Path coefficients of the proposed relationships in the model (standardized results).The obtained results confirm totally or partially the hypotheses used for the construction of the model.First, classroom performance-avoid goal structure significantly relates to performance goal orientation (γ = 0.70;t = 8.47), however, this is not the case for the classroom performance-approach goal structure and performancegoal orientation (γ = 0.05; t = 0.74). Second, performance goal orientation is significantly associated tometa-cognitive strategies (β = 0.14; t = 2.14), but not to volitional strategies (β = 0.01; t = 0.15). Third,classroom mastery goal structure is significantly related to mastery goal orientation (γ = 0.55; t = 5.39). Fourth,mastery goal orientation significantly relates to meta-cognitive strategies (β = 0.19; t = 2.08). Fifth, volitional ll Rights Reserved.strategies have a significant mediating effect between mastery goal orientation and meta-cognitive strategies(standardized indirect coefficient = 0.33, p 0.05). Additionally, volitional strategies influence performancegoal orientation (β= 0.18; t = 2.23).ConclusionsThe analyses of the relationships between the model variables reveal the following results: classroom mastery goal structure predicts mastery goal orientation; classroom performance-avoid goal structure andvolitional strategies explain performance goal orientation; mastery goal orientation and performance goalorientation explain meta-cognitive strategies; volitional strategies mediate the relationship between masterygoal orientation and meta-cognitive strategies.From the above, it can be concluded that students’ perception of the classroom structure is an important factor for the development of their personal goal orientation (Ames, 1992). Goal orientation, in turn, appears todefine the strategies that students use to take responsibility (or not) for persevering towards their goalsattainment, by controlling their motivation and emotion (Wolters & Rosenthal, 2000). This effort andpersistence for goal achievement has a positive effect on the use of strategies to control and direct their mentalprocesses for the SRL.Contrary to the author’s expectation, a classroom performance goal structure does not influence students’performance goal orientations, which indicates that the students in this study perceive that the goal for engagingin academic work is not to prove competence (for example, get good grades), but to avoid demonstrating lackLEARNING GOALS AND STRATEGIES IN THE SELF-REGULATION OF LEARNING50of competence (for example, not to be the worst in class), which leads them to compare themselves to othersand to avoid demonstrating any lack of ability (performance orientation).According to the proposed model, volitional strategies have an important mediating role between mastery goal orientation and meta-cognitive strategies. This indicates that learning-oriented students are more likely tofind a link between their efforts and their results, and work to reduce or avoid both internal and externaldistractions (Pintrich & Schunk, 2006), showing higher levels of persistence, compared toperformance-oriented students. This use of motivational and emotional control strategies will produce, as aresult, a greater commitment to learning and to the use of cognitive control strategies.Based on the results of this study, the author emphasizes the importance of helping adolescents in the acquisition of a greater sense of independence and self-confidence, through building classroom environmentsthat empower learners to regulate their learning experience. As it is seen, students’ perceptions of alearning-oriented classroom structure are positively related to a greater academic involvement (Sideridis, 2005),through a mastery goal orientation. Moreover, it can be emphasized that teachers should promote the use ofvolitional strategies to help students maintaining their interest and focus on learning, as well as their emotionalbalance in order to become cognitive engaged.ReferencesAmes, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between meta-cognitive and meta-motivational theories.Educational Psychologist, 30(4), 195-200.Brown, A. (1987). Meta-cognition, executive control, self-regulation and other more mysterious mechanisms. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale, N. J.: Erlbaum.Jöreskog, K. G., & Sörbom, D. (2006). LISREL 8,80. Chicago, I. L.: Scientific Software International Inc..ll Rights Reserved.McCann, E. J., & Turner, J. E. (2004). Increasing student learning through volitional control. Teachers College Record, 106(9), 1695-1714.Midgley, C., Maehr, M. L., Hicks, L., Roeser, R., Urdan, T., Anderman, E. M., & Kaplan, A. (2000). The patterns of adaptive learning survey (PALS). Ann Arbor: University of Michigan.Pintrich, P. R., & Schunk, D. H. (2006). Motivación en contextos educativos (M. Limón Trans.). Madrid: Prentice Hall (Trabajo original publicado en 2002).Pintrich, P. R., Smith, D., García, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: University of Michigan.Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social-emotional role, and the classroom goal structure. Journal of EducationalPsychology, 90(3), 528-535.Sideridis, G. D. (2005). Goal orientations, classroom goal structures, and regulation in students with and without learning disabilities: Should we alter student’s motivation, a classroom’s goal structure, or both? In G. D. Sideridis, & T. A. Citro(Eds.), Research to practice: Effective interventions in learning disabilities (pp. 193-219). Boston, M. A.: LearningDisabilities Worldwide.Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003). Assessing self-regulated learning. Paper presented at the Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity, March 12-13, 2003.Wolters, C. A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820.Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.。
Research on English Reading Teaching Strategies in
Research on English Reading Teaching Strategies in Junior Middle School from the Perspective of Deep LearningXu ZhuYili Normal UniversityAbstract: Reading is an important way to get information and understand the world. Reading a sentence, browsing a text or reading an article is reading. Reading is everywhere. English deep reading emphasizes that reading should not only stay on the surface of the language, but should go beyond the surface information, excavate the cultural connotation behind the language, grasp the emotional attitude of the article, and pay attention to the readers’ in-depth thinking and self construction in the reading process, so that the readers can really obtain the development of thinking quality and spiritual sublimation in reading. English reading teaching has long occupied an important position in English teaching and has a great impact on students’ English learning. The focus of English reading research is on the practice of reading teaching. Reading teaching stays at the surface of the text and ignores the dominant position of students in reading. This paper discusses the performance and value of deep reading based on deep learning theory and reading related theory, and puts forward some suggestions on English deep reading teaching combined with the problems existing in current English reading teaching and students’ reading learning.Keywords: Deep Reading; Junior Middle School English; Teaching Strategies DOI: 10.47297/wspiedWSP2516-250031.202105101. IntroductionReading is accompanied by our life and has an indelible role and value for everyone’s growth and development. From the most basic level, reading is one of the important ways for us to obtain information. Through reading, we can quickly grasp the information we need. Especially in today’s era of rapid development, the speed of information updating is faster and faster. In order to keep pace with theAbout the author: Xu Zhu (1995-06), female, Han nationality, native place: Yanchuan County, Yan’an City, Shaanxi Province, Yili Normal University, master’s degree, research direction: English Teaching in junior middle school.172173times and not be divorced from the development of the times, we need to read a lot. From a deeper perspective, reading is not only an essential way for us to obtain information, but also an important way to improve our ability. In order to obtain effective information and correctly understand the meaning of information, we need to have the ability of information collection, sorting, analysis, screening, reasoning and judgment, which is just an embodiment of our reading ability. The research on English deep reading can further excavate the value of reading to individual growth and development, enable students to obtain the development of thinking quality in English reading and better realize self construction.2. Deep English ReadingEnglish deep reading is a way of reading that goes beyond the surface and goes deeper step by step. It aims at the sustainable development of students. It emphasizes that English reading should not only stay on the surface of the language, not just the simple acquisition of information or the memory and mastery of factual knowledge, but also need to be deeply extended and invested, and pay attention to the meaning and value behind the language, Feel the emotions conveyed by the article, understand the cultural phenomena reflected in the article, cultivate students’ multicultural awareness, consciously develop students’ thinking mode in the process of reading, improve students’ thinking quality, guide students to think critically, encourage students to fully express their thoughts and thoughts, and truly enable students to achieve all-round development in reading. The comprehensive quality has been improved. In essence, reading is a practical activity to realize people’s self construction based on text dialogue. It is an active process of meaning construction. It is a process in which individuals combine new knowledge with original experience on the basis of understanding the text, and constantly transform the original cognitive structure to form a new knowledge structure. The process of English in-depth reading is a process of combining multiple senses, improving multiple abilities and cultivating multiple qualities. It does not blindly pursue the difficulty of reading content, but pays attention to the significance and value of reading for individual growth and development.3. Problems of English Deep Reading in Junior Middle School(1) The reading Content Stays on the Surface Reading content is an important part of reading. What kind of content to choose determines the effect and harvest of reading to a great extent. English Reading Teaching in junior middle school is one of the main aspects of English teaching, and the choice of its content is very important. The deepening of basic education curriculum reform puts forward higher requirements for English teaching,Research on English Reading Teaching Strategies in Junior Middle School from the Perspective of Deep LearningJournal of International Education and Development Vol.5 No.10 2021and the pursuit of English reading teaching is naturally improved accordingly. Guiding students to carry out in-depth reading is a direction for the improvement of English reading teaching, and the choice of reading content should be more in-depth. However, according to the results of classroom observation, the current content of English Reading Teaching in junior middle school mostly stays on the surface.(2) The Reading Process Stops at a Shallow LevelReading process is the specific implementation and expansion of reading, and it is the main element of reading. It is a dynamic process, which completely and in detail reflects how reading is carried out, from which aspects, what activities are included, what requirements are there, and so on. Reading content and reading process are closely related and complement each other. In order to achieve in-depth reading, only in-depth reading content is far from enough. The reading process should also be progressive layer by layer, guide students to think and touch students’ hearts. Only when the process and content promote each other, can students’ reading really go deep and students’ development be more lasting and comprehensive. The reading development process in junior middle school English reading classroom is not deep enough. Some teachers do not pay attention to the expansion process after language knowledge teaching. The reading implementation process in many classrooms only stays in text teaching or problem solving, without in-depth thinking and cultural input. The superficial situation of reading process is mainly reflected in the lack of in-depth expansion of the process, the isolation of reading from other language abilities and so on.(3) The Reading Effect is Limited to the PresentReading effect mainly refers to the harvest and growth of students after reading, including the acquisition of knowledge, the improvement of ability, the sublimation of emotion, the absorption of culture and so on. The reading effect in the classroom mainly emphasizes the development of students in this class, which is mainly reflected in the students’ performance in the classroom and the teachers’ evaluation of reading effect in the classroom. Junior middle school students are still in a critical period of development in their life. Teaching should pay attention to the long-term development of students, not just patronize the immediate effect, so should reading teaching. At present, most of the teaching process of junior middle school English reading classroom still focuses on the students’ current learning effect, without setting up a long-term vision and excavating the value of reading to students’ future growth and development. Students’ performance in class also reflects that students do not have in-depth investment, and their learning mostly stays on the surface of knowledge.1741754. Teaching Strategies of English Deep Reading in Junior Middle School(1) Deepening the Process of Reading Teaching The traditional English reading teaching only pays attention to the teaching of language knowledge, ignores the cultural connotation contained in English, desalinates the value of the reading process to students’ thinking development, and does not really pay attention to students’ emotional attitude, which leads to the shallow state of English Reading Teaching in junior middle school and can not develop in depth. The development of the times and the needs of students’ growth show that the current situation of shallow reading needs to be changed urgently. In order to truly realize the teaching of deep reading in junior middle school, we need to pay attention to all links in reading, start with the specific process, and run the thought of deep reading through the reading process. Generally speaking, reading teaching can be divided into three parts: before reading, during reading and after reading. The three parts are closely related and promote each other, forming an organic whole. The introduction link before reading can lay the tone of a class and pave the way for the specific development of the reading process. Under the guidance of the thought of deep reading, teachers should think and change from these three links in teaching, break through the disadvantages of the original reading teaching, and truly realize the in-depth development of reading teaching in junior middle school.(2) Improve English Reading Quality Depth is the degree of touching the bottom or essence of things. Deep reading is a way of reading that emphasizes touching the essence of reading. The essence of reading is not simply to impart knowledge to students, but to touch students’ hearts, inspire students’ thinking, enrich students’ emotional and spiritual world, let students develop themselves and construct themselves in reading, and realize the value of reading for their own development. In order to ensure the implementation of deep reading, on the basis of deepening the reading teaching process, teachers also need to start from other aspects of reading, comprehensively improve the quality of junior middle school English reading and promote the realization of junior middle school English deep reading.(3) Changing Teachers’ Educational Ideas Correct theory can promote the development of practice. The effective implementation of in-depth reading needs the support of relevant ideas and concepts. Teachers’ educational concept is teachers’ personal understanding of education, reflects teachers’ understanding of all links in teaching activities, and is reflected in each specific work, such as lesson preparation, class, evaluation, class management and so on. What kind of educational concept will take corresponding teaching actions, and teachers’ teaching practice is inseparable from the guidanceResearch on English Reading Teaching Strategies in Junior Middle School from the Perspective of Deep LearningJournal of International Education and Development Vol.5 No.10 2021of ideas. On the other hand, teachers’ educational concept is slowly accumulated in Teachers’ theoretical learning and educational practice. It is not invariable. It should be constantly adjusted with the development of the times and the reform of education, adapt to the direction of educational development, and meet the requirements of the current educational reform.5. ConclusionThe concept of English deep reading is guided by students’ sustainable development, emphasizes the development and in-depth development of the reading process, and attaches importance to the development of students’ thinking quality and the construction of individual meaning in the reading process. In the later research and practice, schools, experts, teachers and other forces need to strengthen their attention to English in-depth reading, promote the development and improvement of English in-depth reading theory, and actively practice it in practical teaching, so as to make English reading more in-depth, English teaching more attractive and English learning more attractive.References[1] Doughty C J, Long M H.The handbook of second language acquisition.the UnitedKingdom: Blackwell Publishing Ltd.2003.[2] Hinkel E.Cultural in second language teaching and Learning. Shanghai: ShanghaiForeign Language Education Press, 2001.[3] Bu Guo Yuanxiang. The position of education [M]. Hefei: Anhui Education Press.2009.[4] Jason. Seven powerful strategies for deep learning [M]. Shanghai: East China Nor-mal University Press, 2009.[5] Wang Yuqiang. In depth Teaching - a method to build a high-quality and efficientclassroom [M]. Shanghai: East China Normal University Press, 2012.[6] Chen Yongfang et al. Strategy training in English Reading Teaching: experienceand improvement [M]. Hangzhou: Zhejiang University Press, 2014.[7] Lu Ziwen. Theory and practice of English Reading Teaching in primary and sec-ondary schools [M]. Beijing Chongguo electric power press, 2005.[8] Wu Yuanyue. On the connotation, characteristics and standards of in-depth teaching[M]. Educational research and experiment, 2017 (4): 58-65.[9] Cai Runpu, Zhang Jianmei. “Exploration and practice of Chinese deep reading insenior high school” [J]. Contemporary educational science. 2015 (4): 52-55. [10] LV Guozheng. “Several dimensions of English deep reading teaching” [J]. Teach-ing and management,2019 (13), 52-55.176。
第二语言习得概论-考研复习
★1. SLA (Second language acquisition)is the process by which a language other than the mother t o n g u e i s l e a r n t i n a n a t u r a l s e t t i n g o r i n a c l a s s r o o m.★2. Acquisition vs. Learning (Krashen1982)pay attention only to the meanings or contents rather than forms or grammars.Learning refers to the learning of a language consciously under educational settings where learners mainly pay attention to forms or grammars.3. Factors affecting SLASocial factors (external factors)Learner factors (internal factors)Social factors (external factors)Social contextLanguage policy and the attitude of the public sector;Social demandWith the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language is an indispensable quality of educated people Learner factors (internal factors)Motivation ,Age ,Learning strategy4.Behaviorist learning theoryBehaviorist learning theory is a general theory of learning (i.e. it applies to all kinds of learning, not just language learning).It views learning as the formation of habits. The association of a particular response with a particular stimulus constituted a habit. It is formed when a particular stimulus became regularly linkedwith a particular response.When applied to SLA, the process of second language acquisition is regarded as a process of habit formation.5. The causes of errors according to behaviorismDifferences between the first and second language create learning difficulty which results in errors. Behaviorist learning theory predicts that transfer will take place from the first to the second language. Transfer will be negative when there is proactive inhibition. In this case errors will result.Errors, according to behaviorist theory, were the result of non-learning, rather than wrong learning. The means used to predict potential errors by behaviorists is Contrastive Analysis.6. StructuralismLanguage was viewed as a coded system consisting of structurally related elements (phonemes, morphemes, words, structures and sentence patterns)7. What is contrastive analysis (CA)?Contrastive analysis is an inductive investigative approach based on the distinctive elements in a language. It involves the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them. It could also be done within one language. Contrastive analysis can be both theoretical and applied according to varied purposes. 8. Contrastive Analysis Hypothesis (CAH)Contrastive analysis is a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in an L2 situation.According to CAH, L2 errors are result of differences between the learner’s first language and the target language. The strong form of the hypothesis claims that these differences can be used to predict all errors that will occur. The weak form of the hypothesis claims that these differences can be used to identify some out of the total errors that actually arise.9.difference vs difficulty“Difference” is a linguistic concept, whereas “difficulty” is a psychological concept. Therefore, the level of learning difficulty cannot be inferred directly from the degree of difference between two language systems.10. Definition of Error analysis (EA)the study and analysis of the errors made by second and foreign language learners (Longman Dictionary of Applied Linguistics, p.96).It involves collecting samples of learner language, identifying the errors in these samples, describing these errors, classifying them according to their hypothesized causes, and evaluating theirs seriousness.11. Interlingual error: deviated forms resulting from the interference of one’s L1, or the negative transfer of one’s mother tongue.Intralingual error:①deviated forms in learner langu age that reflect learners’ transitional competence and which are the results of such learning process as overgeneralization.②confusion of L2 rules12. Factors causing errors1. Language transfer2. Overgeneralization3. Learner differences3. Strategies in L2 learning5. Strategies of L2 communicatione.g. The two students changed eyes and eyebrows in class.13. Types of learner strategyLearning strategy, Production strategy 表达策略Communication strategy:Communication strategies are employed when learners are faced with the task of communicating meanings for which they lack the requisite linguistic knowledge. Typical communication strategies are paraphrase and mime.14. Classifications of learning strategy(Cohen 2006)(2) By function: Metacognitive; Cognitive; Socio-affective(3) By skill: listening, speaking, reading, writing, vocabulary, or translation strategies.15. Meta-cognitive strategiesMeta-cognitive strategy is the planning for learning, thinking about the learning process, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed. 16. Cognitive strategiesCognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning material.Repetition, Resourcing, Directed physical response, Translation, Grouping, Note-taking , Deduction Recombination, Imagery, Auditory representation, Key word, Contextualization, Elaboration, Transfer, Inferencing17. Individual learner variablesPersonal factors:group dynamics; attitudes to the teacher and course materials; learning techniques General factors:age; aptitude; cognitive style; motivation; personality18. MotivationIntegrative motivation 融合型动机is present in learners who identify with the target culture, would like to resemble members of the target culture and who would like to participate in the target culture. It is assumed to be based in the personality of the learner.Instrumental orientation工具型动机refers to those cases where the learners are interested in learning the language for the possible benefits, that is, the learner’s goal is functional. Resultative motivation:因果性动机Learners’ motivation is strongly affected by their achievement. Intrinsic motivation:内在兴趣动机Motivation as intrinsic interest.Motivation as a multi-componential construct:Motivation = effort + desire to achieve goal + attitudesTask motivation: the interest felt by the learner in performing different learning tasks.★19. Definition –interlanguageInterlanguage is the approximate language system that the learner constructs for use in communication through the target language. (Larry Selinker)It is independent of both the learner’s first language and the target language.It suggests that learners’ language is between L1 AND L2 and that it is a continuum along which all learners traverse.★20.Definition of fossilizationFossilization refers to the state in which the second language learners stop to learning when their internalized rule system contains rules different from the target language. That is to say, the interlanguage stops evolving towards the TL.21. Classification of fossilizationTemporary fossilization: the phenomenon is alterable under certain conditions.Permanent fossilizationThis means the learne r’s language stops evolving for ever. Because stable stage is not real fossilization, so there is no real permanent fossilization.22. Causes of fossilizationInternal: Motivation; Communicative needs; Acquisition deviceExternal: Communicative pressureLack of learning opportunitiesFeedback:positive cognitive feedbacks cause fossilization ;(e.g. “Oh,I see”)negative feedbacks help to prevent fossilization.(e.g. “I don’t understand you” )★23. Definition of UGCook(1985) summarizing the Chomskyan position, defines ‘universal grammar’ as ‘theproperties inherent in the human mind’. Universal grammar consists of a set of general principles that apply to all language rather than a set of particular rules.24. MarkednessMarkedness refers to the idea that some linguistic structures are ‘special’ or ‘less natural’ or ‘less basic’ than others.Linguists working in the Chomskyan school suggest that linguistic rules can either be part of the core grammar (i.e. the universal rules) or be part of the periphery.Core rules are considered to be unmarked and therefore easily acquired.Periphery roles are considered to be and therefore different to learn.25.Krashen’s Monitor ModelKrashen’s monitor model mainly consists of the following five hypothses:(1) Acquisition-Learning Hypothesis:there are two kinds of ways of learning a second language ,i.e., acquisition and learning.(2) Natural Order Hypothesis:SLA follows a u niversal route that is not influenced by factors such as the learners’ first language, age, and the context (classroom or natural setting).Implications:Errors are developmental and are a natural byproduct of learning – tolerate them.Allow learners to make errors and do not correct them(3) The Input Hypothesis cIt laims a move along the developmental continuum by receiving comprehensible input.We acquire, only when we understand the structure that is “a little beyond” where we are now Comprehensible input is defined as L2 input just beyond the Learner’s current L2 competence, in terms of its syntactic complexity. If a learner’s current competence is i then comprehensible input is i+1. Input which is either too simple (i) or too complex (i+2/3/4…) will not be useful for acquisition.(4) The affective filter hypothesisSLA is affected by factors like Motivation, Self-confidence,Anxiety and so on.Learners who suffer from anxiety or lack of motivation or negative attitude somehow switch off their comprehension mechanisms and so even if they are provided comprehensible input, they will not be able to process the input. Therefore a low affective filter is important.(5) Monitor hypothesisBoth language learners and native speakers typically try to correct any errors in what they have just said. This is referred to as monitoring.Krashen uses the term Monitoring (with a big M) to refer to the way the learner used learntknowledge to improve utterances produced by means of acquired knowledge.26. language transferLanguage transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously( and perhaps imperfectly ) acquired. ★27. LAD (language acquisition device)The LAD is a system of principles that children are born with that helps them learn language, and accounts for the order in which children learn structures, and the mistakes they make as they learn.★28. critical age period hypothesisIt claims that there a period when language acquisition can take place naturally and effortlessly, but after a certain age the brain is no longer able to process language input in this. Researchers differ over when the critical period comes to an end.★29. field independent vs. field independentLearners are different in the ways of receiving, conceptualizing, organizing, and recalling information. Field dependents operate holistically (i.e. they see the field as a whole),Whereas field independents operate analytically (i.e. they see the field in terms of its component parts).★30. input vs. intakeInput refers to the language learners are exposed to.It serves as the data which learners must use to determine the rules of the target language.However, not all available input is processed by the learner, either because some of it is not understood or because some of it is not attended to.That part of input that is processed, assimilated and fed into the interlanguage system is referred to as intake.★31.attitudes vs. aptitude vs. intelligenceAttitudes refer to the learner’s beliefs about factors such as the target language culture, their own culture, their teacher and the learning tasks they are given.Aptitude refers to the specific ability a learner has for learning a second language.Intelligence refers to the general ability to master academic skills.32. competence vs. performanceWhen learners acquire a L2, they internalize rules which are then organized into a system. This constitutes their competence.The actual use of this system to comprehend and produce utterances is referred to as performance.33. OvergeneralizationIt refers to the extension of some general rule to items not covered by this rule in the target language.34. foreigner talk vs. teacher talkWhen native speakers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.When teachers address learners, they make adjustments in both language form and language function to facilitate understanding. These adjustments are referred to as foreigner talk.35. formulaic speech vs. patternsFormulaic speech consists of expressions which are learned as unanalysable wholes and employed in particular occasions.Patterns are one type of formulaic speech. They are unanalysable units which have one or more open slots, e.g. ‘Can I have a —’。
Marketing Strategies in the Clothing Industry
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The Importance of Learning Strategies in ELT(外语学习策略的重要性)
Learning strategies are steps taken by students to enhance their own learning.
Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.
• Understanding how to train your students to use them
III. Definition
Oxford, Rebecca. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle
Jun Liu Example Learning ategies
• Memorize. •Take risks. •Learn from your mistakes.
National English Speaking Competition Example Learning Strategies
•Set up goals and objectives.
•Evaluate how you are doing.
Social/Affective Strategies
When you use social/affective strategies, you are thinking about how you feel about your language learning and you are working with other people to learn.
营销策略 外文文献
营销策略外文文献"Developing Effective Marketing Strategies in Today's Competitive Landscape"In today's highly competitive business environment, developing effective marketing strategies is crucial for businesses to stand out and attract customers. With the constant evolution of technology and consumer preferences, organizations must constantly adapt and innovate their marketing approaches to stay relevant and successful.One key aspect of developing effective marketing strategies is understanding the target audience. By conducting market research and analyzing consumer behavior, businesses can gain valuable insights into their customers' needs, preferences, and purchasing habits. This information can then be used to tailor marketing campaigns and messages that resonate with the target audience, increasing the likelihood of capturing their attention and driving sales.Another important component of successful marketing strategies is choosing the right channels to reach and engage with potential customers. With the rise of digital marketing, businesses have a multitude of options at their disposal, including social media, email marketing, pay-per-click advertising, and search engine optimization. It is essential for businesses to carefully select the most relevant and effective channels for their target audience, and to create compelling and engaging content that will capture attention and drive action.Furthermore, building brand awareness and loyalty is critical forlong-term success. Creating a strong and recognizable brand identity, and consistently delivering on promises and values, can help businesses build trust and loyalty with their customers. This can be achieved through effective branding, storytelling, and customer service, which help to create a positive and memorable experience for consumers, encouraging repeat business and word-of-mouth referrals.Lastly, measuring and analyzing the effectiveness of marketing strategies is essential for continuous improvement. By tracking key performance indicators and adjusting strategies based on real-time data and feedback, businesses can ensure that their marketing efforts are delivering the desired results and staying ahead of the competition.In conclusion, developing effective marketing strategies requires a deep understanding of the target audience, the selection of the right channels, the building of brand awareness and loyalty, and the continuous measurement and improvement of efforts. By implementing these core principles, businesses can position themselves for success in today's competitive landscape.。
英语课标 情感管理策略
英语课标情感管理策略Emotional Management Strategies in English Curriculum.Emotional management is an essential aspect of learning, and it plays a crucial role in the English curriculum. In today's fast-paced and high-stress academic environment, it is important for educators to incorporate emotional management strategies into their teaching practices. By doing so, they can help students develop the necessaryskills to navigate their emotions effectively, ultimately leading to a more positive and productive learning experience.One effective emotional management strategy in the English curriculum is the promotion of self-awareness. By encouraging students to recognize and understand their own emotions, educators can help them develop the ability to regulate their feelings in challenging situations. This can be achieved through activities such as journaling, self-reflection exercises, and open discussions about emotionsand their impact on learning.Another important strategy is the cultivation of empathy and understanding towards others. In the English classroom, educators can incorporate literature and stories that highlight diverse perspectives and experiences,allowing students to develop a deeper understanding of different emotions and experiences. By fostering empathy, students can learn to appreciate and respect the emotionsof others, leading to a more inclusive and supportive learning environment.Furthermore, the integration of mindfulness practices can significantly contribute to emotional management in the English curriculum. Mindfulness activities, such as deep breathing exercises, guided meditation, and mindful writing, can help students develop the ability to stay present and calm in the face of academic challenges. By incorporating these practices into the curriculum, educators can empower students to manage their emotions effectively and enhance their overall well-being.In addition, the promotion of positive communication and expression of emotions is essential in the English curriculum. Educators can encourage students to express their thoughts and feelings through writing, speaking, and creative activities. By providing a safe and supportive space for students to communicate their emotions, educators can help them develop effective communication skills and build confidence in expressing themselves.In conclusion, emotional management strategies are integral to the English curriculum, as they contribute to the overall well-being and academic success of students. By incorporating self-awareness, empathy, mindfulness, and positive communication into the curriculum, educators can create a supportive and nurturing learning environment where students can effectively manage their emotions and thrive academically. Ultimately, these strategies can help students develop essential life skills that will benefit them beyond the classroom.。
英语作文-销售中的竞争对手分析与应对
英语作文-销售中的竞争对手分析与应对Competitive Analysis and Response Strategies in Sales。
Understanding and effectively managing competition is crucial for any business aiming to thrive in today's dynamic market landscape. In the realm of sales, competition serves as a pivotal force that shapes strategies, influences pricing decisions, and drives innovation. This article delves into the nuances of analyzing competitors and devising appropriate responses to maintain a competitive edge.Identifying Competitors。
The first step in crafting an effective competitive strategy is to identify who your competitors are. Competitors can be broadly categorized into direct and indirect competitors. Direct competitors are those who offer similar products or services to the same target market. Indirect competitors, on the other hand, may offer different products or services but still compete for the same consumer budget.Analyzing Competitive Strengths and Weaknesses。
Instructional Strategies in School
Instructional strategies are essential components in the educational process, providing teachers with the tools to effectively convey information and engage students in learning. These strategies encompass a range of approaches, techniques, and methods that educators use to facilitate learning and promote understanding inthe classroom.One commonly used instructional strategy is direct instruction, which involves the teacher presenting information to the class in a structured and systematic manner. This may include lectures, demonstrations, and guided practice, with an emphasis on clear explanations and explicit teaching of concepts and skills.Another effective instructional strategy is cooperative learning, where students work together in small groups to achieve a common goal. This approach fosters collaboration, communication, and problem-solving skills, while also promoting social interaction and peer learning.Differentiated instruction is another important strategy that recognizes and accommodates the diverse learning needs and styles of students. Teachers adapt their instruction to meet the individual needs of students, providing varying levels of challenge, support, and resources to ensure that all students can access and engage with the curriculum.Inquiry-based learning is a strategy that promotes student-driven exploration and investigation. Students are encouraged to ask questions, seek answers, and engage in critical thinking andproblem-solving, fostering curiosity and a deeper understanding of the subject matter.Technology integration is also a key instructional strategy in modern education, leveraging the use of digital tools and resources to enhance learning experiences. This may include the use of educational software, multimedia presentations, online research, and interactive learning platforms to engage and motivate students.In addition to these strategies, there are numerous other approaches that teachers may employ, such as project-based learning, hands-on activities, flipped classroom models, and formative assessment techniques.Ultimately, effective instructional strategies are tailored to the needs of the students and the specific learning objectives of the curriculum. By employing a variety of instructional strategies, teachers can create dynamic and engaging learning experiences that support student growth and achievement in the classroom.。
Narrative Strategies in Araby
Narrative Strategies in Araby专业:英语语言文学姓名:刘云学号:20050491 Abstract: Gerard Genette’s Narrarive Discourse is an invaluable systematic theory of narrative. This paper will analysize James Joyce’s famous short story Araby according to Genette’s narrative thoery, thus revealing the perfect combination of narrative strategies and paralysis theme in this story.Key Words: Genette Araby narrative strategies paralysis theme Gerard Genette’s narrative Discourse is a major work of naratology. By analyzing Marcel Proust’s novel A la recherche du temps perdu, Genette forms a systematic theory of narrative process, including point of view, focalization, iterative, norm and anomaly. He also defines some new terms like mood, voice, order, duration and frequency. The publishing of this book exert an impact to the western narrative theory, and every reader of Genette find that he becomes a more acute and perceptive analyst of fiction than before.The short story Araby is one of fifteen stories written by James Joyce in a collection called "Dubliners". Joyce's early life, family background, and his catholic background appear in the way he writes these stories. James Joyce in his letter to Grant Richard writes: “My intention was to write a chapter of the moral history of my country and I chose Dublin for the scene because that city seemed to me the center of paralysis. I tried to present it to the indifferent public under four of these aspects: childhood, adolescence, maturity and public life. The stories are arranged in this order.” (Ingersoll) The main theme of Araby is paralysis. James Joyce believes that the Irish society and culture, as well as the country’s economy, has been paralyzed for centuries. The story is about the feelings a young boy has for a neighborhood girl, and his despair when he goes to a fair with the intention of buying the girl a present and finds he is too late. The disappointment directly leads to his epiphany that he sees himself “as a creature driven and derided by vanity.”In this story Araby, James Joyce adopts some devices and techniques of narrative to create the effect of rhythm and to reveal the theme of paralysis. This thesis will analsize the short story from the following aspects: shifts of point of view, three moods of “I” and time analysis.1. Shifts of Point of ViewIn the first paragraph of Araby, the third person narrator describes North Richmond Street as vacuous, joyless, and stagnant. The house in which the young boy lives seems equally cold and gray and the street is “blind” and “quiet”. The narrator's description depicts a close and stifling environment: “An uninhabited house of two stores stood at the blind end, detached from its neighbors in a square ground. The other houses of the street, conscious of decent lives within them, gazed at one another with brown unperturbable faces.”According to Gerard Genette, the third person narrator is called heterodiegetic narrator who is not, and never was a character in the world of the story, but typically he assumes a power of omniscience –know everything- as if it were the most natural thing in the world. The fact that a heterodiegetic narrator who is outside the world of the story makes it easy for the reader to accept what the reader never accept in the real world. He has an unlimited knowledge and authority. But in the following paragraphs the point of view changes into first person narrative. The reader can find that the narrator has become a character in the story and he is telling his personal experience. We can find the presence of “Experiencing- I”in the plain action sentences in the text. Genette calls it homodiegetic narrative which refers to that the story is told by a narrator who is also an acting character in it. According Stanzel’s typical narrative situation, the Experiencing- I narrator tells an autobiographical story of a set of past experience. In addition, the reader also see some signal words of “experiencing-we” narrative, like “our house”, “we played”“our shouts”“we ran” and “we waited” and so on. By using the word “we”, the first person plural pronoun, the author encourages the reader to see themselves and play together as if in a “team” with the narrator. So the point of view always shifts from the single first person narrative to plural first person one.Focalization is a means of selecting and restricting narrative information, of seeing events and states of affairs from somebody's point of view, of foregrounding the focalizing agent, and of creating an empathetical or ironical view on the focalizer.There are three kinds of focalization - internal focalizition, external focalizition and zero focalizition. With regard of focalization, James Joyce handles his opening paragraph in external focalization or zero facalization. External focalizers are also called 'narrator-focalizers’; here the narrator describes the North Richmond Street as a gloomy and grim world vividly just like a camera. Look at another paragraph.She held one of the spikes, bowing her head towards me. The light from the lamp opposite our door caught the white curve of her neck, lit up her hair that rested there and, falling, lit up the hand upon the railing. It fell over one side of her dress and caught the white border of a petticoat, just visible as she stood at ease.…In this paragraph, James Joyce adopts internal focalization to describe what the hero sees. The technique of presenting something from the point of view of a story-internal character is called internal focalization. The character through whose eyes the action is presented is called an internal focalizer or reflector, a focalizer is somebody who focuses his or her attention and perception on something. Here, the focalized is the appearance, clothing and actions of the young girl, and the focalizer is the young boy who focuses his attention on the pretty girl through his thoughts and his perceptions. Let’s look at another example.When the short days of winter came dusk fell before we had well eaten our dinners. When we met in the street the houses had grown sombre. The space of sky above us was the colour of ever-changing violet and towards it the lamps of the street lifted their feeble lanterns. The cold air stung us and we played till our bodies glowed. Our shouts echoed in the silent street.According to Genette, there are three patterns of focalization -fixed focalization, variable focalization and multiple focalization. Stanzel provides a fourth one - collective focalization in which the focalizer is either plural narrators ('we narrative') or a group of characters ('collective reflectors'). Here, we can see the narrator describes the events and atmosphere in which the children play together happily through the collective focalization.By shifting of point of view and focalization, James Joyce use the narrativetechniques skillfully. The external focalization can describe the environment objectively so that it portrays a grim world in which the young protagonist live. The internal focalization can reveal the thoughts and perceptions of the characters in detail, thus helping show the spiritual paralysis of Dubliners.2 Three Different Moods of the “I”In Genette’s exposition, the term “mood” invokes a kind of the grammatical verb category. Strictly speaking, the mood categorizes verb form according to whether they express a wish, a command, a fact, or a possibility. Metaphorically Genette let the term “mood” captures “the degree of the affirmation” or “the different point of view”which the action is looked at. (Genette 161) The first person narration of short story Abary has three different moods of the “I”: immature “I”, romantic “I”and critical “I”.2.1 Immature Mood of “I”Firstly, the immaturity of the young boy is shown through the narrator’s choices of words and syntax, especially some small words and simple grammatical structure, like “I found a few paper-covered books,”“I liked the last best because its leaves were yellow”, “The cold air stung us and we played till our bodies glowed”, “If my uncle was seen turning the corner we hid in the shadow until we had seen him safely housed”. Secondly, the innocence of the protagonist is also displayed in world view of a child. Among the three books The Abbot, The Devout Communcant and The Memoirs of Vidocq, he likes the last one only because its cover is yellow. He states the fact of death of the priest without any personal comments. When he describes the wild garden behind the house, he mentions apple-tree and bushes even the late tenant’s rusty bicycle-pump according to a child’s point of view.Another example to imply the boy to be extremely immature is his blind love to Managan’s sister. So much so that it would be difficult for such a person to appreciate true love and have an emotional breakthrough. He would go so far as to peer between the blind and windowsill to catch a glimpse of his lover. When he catches sight of her, he would bolt outside to follow her. This seems to be very immature activity, which would be fitting for a boy his age. He is self-absorbed. He doesn’t even seem to knowthe girl’s name. To be in love with someone you hardly know is very irrational and juvenile.2.2 Romantic Mood of “I”The romantic mood of “narrator I”is firstly shown at the usage of figures of speech in the text, like “the fine incessant needles of water playing in the sodden beds,”(metaphor), “All my senses seemed to desire to veil themselves and, feeling that I was about to slip from them”(personification), and “her name was like a summons to all my foolish blood”, and “my body was like a harp and her words and gestures were like fingers running upon the wires.”(Simile). In addition, the juxtaposition of more than two adjectives also implies the romantic mood of the first person narrator, like “dark muddy lanes”“dark dripping gardens”“dark odorous stables” and so on.Also, James Joyce creates a mysterious atmosphere in which the protagonist acts as a romantic cavalier of middle ages, for example, “her image accompanied me even in places the most hostile to romance”, “I imagined that I bore my chalice safely through a throng of foes”, “One evening I went into the back drawing-room in which the priest had died. It was a dark rainy evening and there was no sound in the house.” Moreover, another way you can see the young boy’s romantic emotion for the girl is through his actions. Every morning, he waits for the girl to appear, and then he follows her. On a rainy evening, the object of his fascination speaks to the boy as he stands, hands clasped, and murmurs, "Oh love! Oh love!" (Joyce, 31) Her address must seem almost miraculous to him. When she mentions how much she would love to go to Araby, his promise to bring her something from the bazaar seems to imply his feeling that this might somehow bring about a reciprocation of his love. His anticipation of the trip "cast an Eastern enchantment" over him as he looks forward to his trip to what his love describes as a "splendid bazaar" (Joyce, 31), which sets him up for the disappointment that lies ahead.2.3 Critical Mood of “I”Besides the immature and romantic moods, there is still a third mood of “I” who serve either as a neutral narrator or as commenter in the text. Although James Joyce's story "Araby" is told from the first person viewpoint of its young protagonist, we donot receive the impression that a boy tells the story. Instead, the narrator seems to be a man matured well beyond the experience of the story. The text is written in past tense so it is retrospective narration whose events and action units have all happened in the past. The mature man reminisces about his youthful hopes, desires, and frustrations. More than if a boy's mind had reconstructed the events of the story for us, this particular way of telling the story enables us to perceive clearly the torment youth experiences when ideals, concerning both sacred and earthly love, are destroyed by a suddenly unclouded view of the actual world. After analyzing the text in detail, we can find that the voice of critical “I” pervades everywhere in the story. Let’s look at an example.Her name sprang to my lips at moments in strange prayers and praises which myself did not understand. My eyes were often full of tears (I could not tell why) and at times a flood from my heart seemed to pour itself out into my bosom. I thought little of the future. I did not know whether I would ever speak to her or not or, if I spoke to her, how I could tell her of my confused adoration.Here, the voice of a narrator retreats gradually in the text, but the voice of a commenter becomes clearly. The critical “I”seems to serve as a commenter who examines and analyzes the thoughts and emotions of the immature “I” and romantic “I”. Another example is the ending of the story:Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger.…The story culminates in an epiphany. An epiphany is a moment when the essence of a character is revealed, when all the forces that bear on his life converge, and the reader can, in that instant, understand him. "Araby" is centered on an epiphany, and is concerned with a failure or deception, which results in realization and disillusionment. The theme of paralysis is revealed in a young boy's psychic journey from love to despair and disappointment, as narrator comments here “I saw myself as a creature driven and derided by vanity”.3. Time AnalysisTime analysis is to study the possible relationships between the time of story ofplot and the time of the narrative. Genette determines that they may be classified in terms of order, pace or duration and frequency. Here we can apply the theory of time analysis to study the structure of the short story Araby.3.1 OrderOrder refers to the handling of the chronology of the story. The basic question here is whether the presentation of the story follows the natural sequence of events. If it does, we have a chronological order. If not, we are facing a form of 'anachrony'. Anachrony is a deviation from strict chronology in a story. The two main types of anachrony are flashbacks and flashforwards. Flashback, is also called retrospection or analepsis by Genette, is the presentation of events that have occurred before the current story-now.Flashforward is also called anticipation or prolepsis by Genette is the presentation of a future event before its proper time. The short story Araby is narrated in the natural chronological order according to the story time. We cannot find any flashbacks or flashforwards in this story because it is a story of an immature adolescent who has not any experience in the world. When he has begins to confuse obsession with love, he realizes that his dreams of love are fantasy and he awakens to the grim reality of the world.3.2 durationAs for duration, we need to distinct between story time and narrative time. Narrative time refers to the time it takes an average reader to read a passage or the whole text.Story time refers to the fictional time taken up by an action episode or by the whole action. The duration of a narrative passage or the text involves the term speed or tempo. To compare story time and narrative time, there are five major types of relationship between them:1.Equal duration/ Isochronous presentation/ Congruent presentation isochrony.Story time and narrative time are approximately equal or rhythmically mapped.2.Speed-up/ Acceleration an episode's narrative time is considerably shorterthan its story time.3.Slow-down/Deceleration an episode's narrative time is considerably longerthan its story time4.Ellipsis/Cut/Omission A stretch of story time which is not textuallyrepresented at all5.Pause During a pause, narrative time elapses on description or comment,while story time stops and no action actually takes place.(Genette, 95, 99-106) According to Genette, there are four basic forms of narrative movement: ellipsis and descriptive pause, scene and summary. Scene, which presents a continuous stream of detailed action events, most often appears in dialogue; and summary refers to “the narration in a few paragraphs or a few pages of several days, months, or years of existence, without details of action or speech.”(Genette 95). It is a telling mode in which the narrator condenses a sequence of action events into a thematically focused and orderly account and it involve with one of durational aspect “speed-up”. We can understand them well with following formulas (ST stands for story time and NT stands for narrative time)Pause: NT = n, ST = 0.Scene: NT = STSummary: NT< STEllipsis: NT = 0, ST =n.( Genette, 95)Now, let us examine from this point of view the narrative pacing of the Araby. The effect of rhythm of Araby is mainly created by turns of scenes and summaries. The first five paragraphs are summaries in which no events and actions are described in detail. We do not know the exact length of time clearly but we can guess that it maybe includes the whole winter. In addition, paragraph12, 14, 15, 23 are also summaries in the text. Let us look at one example of summary in the text: My uncle said he was very sorry he had forgotten. He said he believed in the old saying: All work and no play makes Jack a dull boy. He asked me where I was going and, when I had told him a second time he asked me did I know The Arab’s Farewell to his Steed. When I left the kitchen he was about to recite the opening lines of the piece to my aunt.Here, events are condensed into a series of account rather than detailed action and speech. The narration follows the pattern of speed-up relationship between story time and narrative time. The narrative time is considerably shorter than the story time. Look at one example of scene:At last she spoke to me. When she addressed the first words to me I was so confused that I did not know what to answer. She asked me was I going to Araby. I forget whether I answered yes or no. It would be a splendid bazaar, she said; she would love to go.Here it is a scenic presentation in which narrative time is equal to story time. The narrator describes the speech and action of the characters in exact detail, as if a true record of what happens in a real world. It is similar to a scenic performance in a drama or a film so that the reader can see what the characters act and hear what they speak instantaneously. Besides, all the dialogues between characters belongs to scene no matter they are direct speech, indirect speech or free indirect speech. For example, “I pressed the palms of my hands together until they trembled, murmuring: O love! O love! Many times.” This is an indirect speech of the young boy, and it shows that he is completely mystified by the girl. “These noises converged in a single sensation of life for me: I imagined that I bore my chalice safely through a throng of foes.” This sentence is written in free indirect style. The grim world has a great effect on the boy and the rest of the people from this city. Dublin is referred to as the "center of paralyses," and "indeed sterile."(Joyce), where there is no fun, no love and no dream. This plays a huge role in the forming of this boy's life.3.3 FrequencyFrequency analysis investigates a narrator's strategies of summative or repetitive telling. Repetition is a common form of frequency which has emerged as the central technique in most novels. Genette calls it iterative in which the narrative tells once that something happened frequently. There are three main frequential modes:1. singulative narrative narratting once what happened once.2. repetitive narrative narrating n times what happened once.3. iterative narrative narrating once what happened n times.( Genette,115-116)In Araby, We can find many indicators of iterative narrating like “every morning” “on Saturday evenings” “at night” “by day” “When I came downstairs again”. Genette calls this type as generalizing iterations or external iterations. These events happen to the young protagonist many times but they are generalized by the narrator by a single sentence. The iterative narrating in Araby has a function of emphasizing the boring life of the young boy and his passionate love to the girl.One evening I went into the back drawing-room in which the priest had died. It was a dark rainy evening and there was no sound in the house.…Here the narrator tells about his first date with his lover. It belongs to singulative narrative in which the event is recounted one ti me and it happened one time. “This form of narrative, where the singularness of the narrative statement corresponds to the singularness of the narrated event, is the most common and normal.”(Genette114) Besides, the event that what happened to the young protagonist in Araby also belongs to this type. It is the climax of the story, when he realizes that his dreams of holiness and love are inconsistent with the actual world, his anger and anguish are directed, not toward the Church, but to-ward himself as "a creature driven by vanity." ConclusionJames Joyce is one of the most important writers in the twentieth century. He is famous for his masterpiece Ulyssess which is considered as one of the greatest novels in the world. Together with Virginia Woolf, he becomes the representation of novels of streams of consciousness. But in his first work Dubliners, he does not handle this technique of narrative. Dubliners appeared in 1914 and the style of this work belongs to realism in literature. These stories describe sharp realistic sketches of Dublin and paralyzed spiritual world of people. To portray the society and the people as real, Joyce uses a lot of other devices of narrative, such as shifts of focalization, free direct style, symbolic devices and epiphany and so on. It is the narrative techniques that makes the short story Araby become the most popular in the literature. Bibliography[1] Gerard Genette, Narrative Discourse [M]. Cornell University Press, New York, 1980[2] James Joyce, Dubliners [M]. Penguin Books, New York, 1979[3] 吴伟仁,英国文学史及选读[J],外语教学与研究出版社,北京,1988[4] 章联,“我”的自述与自省—乔伊斯短篇小说《阿拉比》叙事策略探析[J]福建外语2002年第3期[5] 凌海衡,《阿拉比》—一种叙事学的阐释[J].华南师范大学学报.1997年第3期。
strategies 造句
strategies 造句strategies 造句如下:1、To improve the quality of life through work, two complementary strategies are necessary.要通过工作提高生活质量,两个互补的策略很必要。
2、The ostensible purpose of these meetings was to gather information on financial strategies.这些会议声称旨在收集金融策略方面的信息。
3、Here are six practical strategies that work.这里是六种行之有效的实用策略。
4、Second ingredient of the game are strategies.博弈的第二要素是策略。
5、How did you align strategies throughout the company? 你是如何加强整个公司的策略创新的?6、Please teach him the tricks and strategies of survival.请教他生存的技巧和策略。
7、Strategies to be used in each can be planned beforehand.每一种要使用的策略都可以事先规划好。
8、The downturn is making companies rethinktheir strategies.经济衰退使得企业重新考虑自己的战略。
9、Have you taught him the tricks and strategies of survival?你教过他生存的技巧和策略吗?10、But the downturn is making companies rethinktheir strategies.但经济衰退使得企业重新考虑自己的战略。
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a Center
for Statistics, Limburgs Universitair Centrum, Universitaire Campus, Building D, BB3590 Diepenbeek, Belgium b Eli Lilly & Company, Mont Saint Guibert, Belgium Received 1 August 2003; accepted 5 December 2003
Abstract Hierarchical models are common in complex surveys, psychometric applications, as well as agricultural and biomedical applications, to name but a few. The context of interest here is meta-analysis, with emphasis on the use of such an approach in the evaluation of surrogate endpoints in randomized clinical trials. The methodology rests on the ability to replicate the e ect of treatment on both the true endpoint, as well as the candidate surrogate endpoint, across a number of trials. However, while a meta-analysis of clinical trials in the same indication seems the natural hierarchical structure, some authors have considered center or country as the unit, either because no meta-analytic data were available or because, even when available, they might not allow for a su cient level of replication. This leaves us with two important, related questions. First, how sensible is it to replace one level of replication by another one? Second, what are the consequences when a truly three- or higher-level model (e.g., trial, center, patient) is replaced by a coarser two-level structure (either trial and patient or center and patient). The same or similar questions may occur in a number of di erent settings, as soon as interest is placed on the validity of a conclusion at a certain level of the hierarchy, such as in sociological or genetic studies. Using the framework of normally distributed endpoints, these questions will be studied, using both analytic calculation as well as Monte Carlo simulation. c 2003 Elsevier B.V. All rights reserved.
1. Introduction In applied sciences, one is often confronted with the collection of correlated data. This generic term embraces a multitude of data structures, such as multivariate observations, clustered data, repeated measurements, longitudinal data, and spatially correlated data. Instances of this type of research can be encountered in virtually every empirical branch of science. Di erent areas of research will refer to the same or similar concepts with di erent terminology. For example, multilevel modeling (Goldstein, 1995) is a frequently encountered term in sociological applications, whereas in classical experimental design research one often refers to variance component models (Searle et al., 1992). A hierarchical structure can consist of more than two levels and examples also abound in practice. Schooling systems, for instance, present an obvious multilevel structure, with pupils grouped into classrooms, which are nested within schools which themselves may be clustered within education authorities. Often in sample surveys, for cost-related reasons or administrative considerations, multistage sampling schemes are adopted. In multistage sampling, the sample is selected in stages, with the sampling units at each stage being sub-sampled from the larger units drawn at the previous stage. Thus, it immediately becomes apparent that a sample obtained by multistage sampling is hierarchical in nature and, therefore, we need to analyze such data using appropriate hierarchical techniques. Sometimes, not only the design is hierarchical, but in addition, the formulation of the research question involves a particular level of such a hierarchy. There might then be clear dangers associated to misspecifying the hierarchical structure. In surrogate marker evaluation, one may be interested in association between the true endpoint and the surrogate endpoints at di erent levels (individual-level and trial-level) but on the one hand data may have more than two levels while on the other hand one may have to resort to an alternative for the level of trial if not enough trial-level replication is at hand. This particular problem has motivated this research. The aim of this paper is to evaluate the performance of di erent modelling strategies which allow us to tackle the problems described above. An overview of the methodological steps that have led to the multi-level setup in surrogate marker evaluation is given in Section 2. Two clinical studies in schizophrenia, where di erent units of analysis can be considered, are introduced in Section 2.1. An alternative area of application is found in survey research. Data from the Belgian Health Interview Survey are described in Section 3. The meta-analytic setting, to be used throughout the paper, is introduced in Section 4. The di erent analytic approaches are presented in Section 5. A simulation study is reported in Section 6. With the results of the simulation study in mind, the data are analyzed in Section 7. 2. Surrogate marker validation Surrogate endpoints are referred to as endpoints that can replace or supplement other endpoints in the evaluation of experimental treatments or other interventions.