strategic competence
topic+10
“It is cold here”
The locution of an utterance is actually its literal meaning. The illocution of an utterance is the speaker’s communicative intention or the function it is intended to perform. The perlocution of an utterance can be as the same as the illocution when it is recognized and satisfied, or very different from it when it is not recognized or when it is ignored.
Discourse Competence
It is the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. While grammatical competences focuses on sentence-level grammar, discourse competence if concerned with intersentential relationship.
Perlocutionary act ♣ Perlocutionary act: the bringing about of effects on the utterance by means of uttering the sentence, such effects being special to the circumstances of utterance (言后行为指行为本身就是讲话的结束).
英语教学法教程PPTunit2
Strategic competence
Teachers need to help learners
To take risks in using the language; to use a range of communicative strategies; to learn the language needed to engage in some of these strategies, e.g. “what do you call a thing that\ a person who…”
Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.
Unit Two Communicative Principles and Activities
Part One: Communicative Language Teaching
Grammar Translation Direct Method
The Audio-lingual Method Total Physical Response
Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. It also includes one’s ability to initiate, develop, enter, interrupt, check, or confirm in a conversation.
英语教学法考试重点（1）
英语教学法考试重点（1）Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that process Four components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location theparticipants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined actsand badly behaving students(1)Act immediately(2)Stop the class(3)Rearrange the seats(4)Change the activity(5)Talk to students after class(6)Create a code of behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。
外语教学研究中的知识能力与运用能力
外语教学研究中的知识、能力与运用能力摘要：清晰具体的语言能力目标是语言教学和评价的基础，而界定语言知识、语言能力及其相关概念则是制定能力目标的前提。
通过对Chomsky,Hymes,Canale和Swain,Widdowson,Ellis,Bachman 以及Skehan等数位西方语言学者关于知识、能力、运用能力和能力表现的论述，我们可以进一步深入理解这些概念的主要涵义及其演变，并从语言教学的角度认识它们之间的异同。
作者综合各家对于知识、能力、运用能力以及行为表现的相关看法，提出了一个外语语言运用能力形成过程的模式，旨在帮助设计教学活动、确定教学评价的内容和选择恰当的评价学生语言能力的方式。
关键词：外语教学；知识—能力；运用能力；能力表现教育部颁布的《全日制义务教育普通高级中学英语课程标准（实验稿）》（以下简称《课程标准》）提出英语教学的目标是“培养学生综合运用语言的能力”。
究竟何为语言运用能力，它与语言能力、交际语言能力之间的关系是什么？国外外语教学界对此论述颇多。
但是，因为英语中knowledge, competence, ability, performance 等四个词都有“能力”的意思，在阅读文献时容易将这些概念混淆。
究竟这些词语的确切概念是什么，它们之间的关系如何阐释？为了更明确地理解这些概念，以便更好地理解《课程标准》提出的目标，笔者提出以下两个需要研究的问题。
1.国外语言教学界如何界定这些概念并论述它们之间的关系？2.如何理解知识、能力到运用能力形成的过程？一、国外语言教学界的讨论从词典的定义来看，美国《韦伯斯特词典》（2003），对于competence有如下解释：competence...【is】the knowledge that enables a person to speak and understand a language.[1]《朗文语言教学及应用语言学辞典》（Richards等，1998，中译本）关于competence的解释是：语言能力，（转换生成语法中）指一个人语言语法的内化知识，指人能够理解并说出句子，包括从来没有听过的句子。
小米公司战略成本管理研究
摘要在现代经济学理念里面，通过将自身环境与位置相结合，使用一些有价值性的方式来提升企业的创造价值，来提高企业竞争力的一种方式称之为战略。
对于战略来说，它的优势在于降低企业的成本与提高其核心竞争力。
就目前而言，绝大部分企业在战略艺术上进行成本控制的方式还处于初级阶段，并且绝大部分的企业经营方式依然为传统管理模式，这种方式不能满足当前市场的竞争需求，因此大部分企业急需转换管理模式。
目前，对企业成本管理方式的改进是企业的首要目标，通过考量自身价值链所带来的价值与影响力，分析市场竞争方式，运用合理的战略方式来提高自身核心竞争力，并结合会计学理念，将理论与市场环境相结合，研究分析小米公司对成本进行管理的战略方式。
关键词：战略：小米公司：价值链：AbstractLn the modern concept of economics, strategy refers to its resources and environment of enterprises, by using some effective means to enhance the value of the enterprise, a science and art enterprise strategic competence, strategic management is an essential part of modern enterprise management in the system. Because strategic cost management can reduce the cost of enterprises, but also enhance the competitive advantage of the main components. The management situation of China's current corporate, the majority of enterprises belonging to the initial stage in the implementation of the strategic cost management process, in addition to most enterprises still comply with the traditional mode of cost management mode of enterprises, in today's fierce market competition can not adapt to the market mechanism, but also unable to meet the needs of enterprise development. Therefore, for modern enterprises, must be the primary cost management to the enterprise achieve the goal of effective integration of the value chain of their own at the same time, the scientific analysis of the industry environment, looking for a long-term competitive advantage for the enterprise, this paper uses strategic management, accounting and other related knowledge, through the method of the combination of theory and practice, the strategic cost management mode of millet company has conducted the research andanalysis of deep.Key words: “Strategy: ”“millet company: ”“value chain: ”目录第1章绪论 (1)1.1 研究背景及意义 (1)1.2 研究内容 (2)1.3.文献综述 (2)第2章小米公司战略成本管理的概况 (3)2.1小米公司战略成本管理的目标 (3)2.1.1确定准确的市场定位和发展方向 (4)2.1.2有效管理与控制企业的成本动因 (4)2.2小米公司战略成本管理现状 (4)2.2.1小米公司的成本费用构成 (4)2.2.2战略成本管理观念陈旧 (5)第3章小米公司战略成本管理案例分析 (5)3.1小米公司竞争战略的选择 (5)3.1.1创新的低成本营销模式 (6)3.1.2实施成本企划与精选方案 (6)3.2小米公司价值链分析 (6)3.2.1小米公司价值链重构的分析 (6)3.2.2小米手机竞争对手的价值链分析 (7)3.3小米公司的成本动因分析 (8)3.3.1结构性成本动因分析 (8)3.3.2执行性成本动因分析 (9)第4章促进小米公司战略成本管理有效实施的措施 (9)4.1小米公司竞争战略定位方面 (9)4.2小米公司价值链方面 (10)4.3小米公司的成本动因方面 (10)4.4建立战略成本管理相关体系 (11)第五章结论 (11)致谢 (12)参考文献 (13)第1章绪论1.1 研究背景及意义随着21 世纪的到来，知识经济崛地而起，同时也伴随着科学技术的不断进步，信息的刷新与传播变得更加迅速，这使得信息产业的发展日新月异，全球经济也因此而受益。
英语课程教学论Unit Two
Principles of CLT(P20)
communication principle task principle meaningfulness principle
The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication
PPP (P31-32)
Presentation (of single new item) Practice (of new item: drills,
exercises, dialogue) Production ( Activity, role play or task
to encourage free use of language)
The five-step teaching method
Revision Presentation Practice production consolidation
TBLT/TBL (P31)
Task-based Language Teaching (TBLT) Task-based Learning (TBL) Pre-task: introduction to topic and task Task cycle: task/planning/report;
Fluens of speech together with fluency and without nervousness or inappropriate slowness or undue hesitation
《英语测试的理论与实践》
❖ 4、值得注意的是，较之往年，2002年的高考英语试题有了明显的变 动：它完全摒弃了诸如词汇与结构选择填空、句型转换、正误判断与 改错等传统题型，减少了翻译题所占的比重，增加了听力能力的测试。 这些变动并非偶然，而是我国中学阶段英语教学改革在测试领域的一 个具体体现，也是教育部《全日制义务教育、普通高级中学英语课程 标准》颁布后高考英语测试的一次变革。
第一阶段 前科学语言测试或传统语言测试阶段 (The Pre-scientific Language Testing 或
Traditional Language Testing Phase)
❖ 20世纪四十年代以前 ❖ 语言被当作是包括语法、词汇、语音的一套知识体
系。
❖ 测试中对技巧、技能的考查没有量度依据，测试结 果主要根据教师的主观判断。
❖ 试题常包括短文写作(Essay Writing)、翻译 (Translation)、语法分析(Grammatical Analysis)
❖ 忽视听力、口语 ❖ 测试法为短文写作-翻译法(Essay-writing
Translation Approach)
第二阶段 心理测量-结构主义语言测试或现代语言测试阶段 (The Psychometic-structuralist Language Testing 或
提出结构主义教学法，如听说法。结合心理语言学领域的心理测 量学(psychometrics)的方法。 ❖ 结构主义语言学：语言是一套符号系统，可以分解为语音、词汇、 语法等。 ❖ Lado – Language Testing：语言能力分为语音、句法、词汇、文 化；用听说读写方式可测试。 ❖ 可设计出分点式测试(discrete-point test)，认为试题应该每题只考 查一个考点，其主要题型有选择填空、词汇填空、语法填空、完 成句子、改错等。
英语教学法教程期末考试串讲稿
Unit 1 Language and language learning1.2 views on languagein the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
英语教学法考试重点(推荐文档)
❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。
《博弈与社会》第2次作业 (参考答案)
这种情况下只能作为寡头企业之一)。在这种情况下，企业 B 将在 t 0 期直至 t 10 期 (共 11
期) 作为寡头企业之一存在于市场中，在 t 11 期直至 t 25 期 (共 15 期) 作为垄断者存在于市
场中，其将获得的累计利润总额为：
tB1,L ,25
10 B
t 1 t
t2511%tB
求解这一博弈的子博弈完美 Nash 均衡 (Subgame Perfect Nash Equilibrium)。(3 分) 解：
首先容易计算：即使企业 A 作为垄断者独自留在市场中，它最多停留到 t 20 期；即使企 业 B 作为垄断者独自留在市场中，它最多停留到 t 25 期。以上分别是两家企业停留在市场中
问求出的间接需求系统和直接需求系统，分别求解当两家企业之间展开 Cournot 竞争和 Bertrand
第2页
竞争时的均衡，在过程中，分别在 qA,qB 空间和 pA,pB 空间画出当两家企业之间展开 Cournot
竞争和 Bertrand 竞争时的反应函数。(2 分) 解：
考虑两家企业之间展开 Cournot 竞争的情况。企业 A 选择产量 qA 最大化利润：
的最长可能期间，如果不是作为垄断者而是作为两家寡头企业之一，任何一家企业停留在市场中 的期间只会更少。
与企业 A 作为垄断者的获利期间相比，企业 B 作为垄断者的获利期间要长出 5 个期间。这 意味着只要能够坚持到 t 20 期以后，那么在自 t 21期直至 t 25 期之间的这 5 个期间，企业 B 将肯定能够获得累计利润：
退出 (否则在该期就将亏损)。
综上，本博弈唯一的子博弈完美 Nash 均衡是：企业 A 将坚持到 t 10 期，然后在 t 11 期 退出市场；企业 B 一直坚持到 t 25 期，然后在 t 26 期退出市场。
英语教学法教程PPTunit6
Example Two:
used to and be used to
1.They are derived from “use” (n.)习惯；惯例 e.g. according to an ancient use It is his use to take a shower every morning.
Summary Box
Adjeห้องสมุดไป่ตู้tive like boring and bored
Source or cause is –ing Things or people are Amusing, amazing, Astonishing, bewildering Frightening, horrifying Shocking, surprising Confusing, depressing Disappointing, disgusting
The party is really amazing. They are interested in the topic.
Mr.Smith is hard-working, though his work is a little boring. Sometimes he felt depressed when he could not finish it.
B. Inductive method Example One:
Discovering language:
Look at these two sentences. 1. Their guest’s name is Grolla. 2. Their daughters’ names are Hannah and Ella.
Teacher might be able to give greater emphasis to the –ed forms, providing or inviting examples in contexts where participants are affected(emotionally)by events. In this way, our learners might become more accurate when they decide to tell us how bored (or interested) they are in our classes.
语言学专业名词
Term 专业名词（中英文）acculturation 文化移入action research 行动研究affect 情感ambiguity 模糊性approach 方法behavioral psychology 行为心理学cognitive psychology 认知心理学communicative competence 交际能力communicative language teaching 交际语言教学constructivism 建构主义content-based instruction 基于内容的教学conversation analysis 话语分析cooperative learning 协作学习deductive learning 演绎式学习design 教学设计discourse 语篇discourse competence 语篇能力drill 反复操练elicit 诱导error 偏误extrinsic motivation 外在型动机first language 第一语言或母语flooding 泛滥法fluency-first instruction 流利度教学foreign language 外语form-focused instruction 形式训练fossilization 僵化freewriting 自由式写作generative linguistics 生成语言学或转换生成语言学gist 主旨grammatical competence 语法能力hedge 推诿illocutionary force/act 言外行为impulsive learner 冲动型学习者incidental feedback 偶然型反馈inductive learning 归纳式学习informed approaches “万能式”交际学习法interference 干扰interlingual transfer 语际迁移intralingual transfer 语内迁移intrinsic motivation 内在型动机L1 第一语言或母语L2 第二语言language ego 语言自我language function 语言功能learning strategy 学习策略learning style 学习方式metalinguistic feedback 显性反馈method 方式方法motivation 动机Natural Approach, The 自然教学法noticing 目标转移overgeneralization 过度概括paralinguistic features 副语言特征pattern practice 句型操练politeness 礼貌原则pragmalinguistic competence 语用能力pragmatics 语用学proficiency 水平或能力recast 重铸，又称隐性反馈reflective learner 思考型学习者reflective style 思考型register 语域repair 修正response 反应role-play 角色扮演school of thought 学派second language 第二语言second language acquisition (SLA) 第二语言习得、简称二语习得slip 失误sociolinguistics 社会语言学sociolinguistic competence 社会语言能力sociopragmatic competence 社会语用能力stimulus 刺激strategic competence 策略能力structural linguistics 结构式语言学sustained content 持久性内容syllabus 教学计划syntax 句法target language 目标语言task-based instruction 任务型教学theme-based instruction 主题式教学Total Physical Response (TPR) 直接式沟通教学法或完全生理反应理论variability 变异性whole language 整体语言教学法Explanation 英文释义the process of adapting to a different cultureteacher-initiated classroom research focusing on a specific classroom issue(n.) emotion or feeling; (affective, adj.)a situation in which the intended meaning is not clear(n.) beliefs about the nature of language and language learning based on well-known theories(n.) a branch of psychology that focuses on observable actions, particularly stimulus-response methodsa branch of psychology that focuses on human perception and learning, in contrast with behavioral psychology which focuses on observable behaviorthe ability to communicate in a second or foreign language, requiring knowledge of social, cultural, and pragmatic rulesan approach that emphasizes interaction as both a means and the goal of learning a new languagea school of thought which integrates psychological and linguistic principles and emphasizes social interaction and the discovery, or construction, of meaningwhen a subject, such as math or history, is taught in a second language or when texts from such content areas are used for learning a second languagestudying the ways people participate in conversations and how conversation works in different settingsa learning process in which learners work togetherlearning that starts with learning language rules such as grammar, before practicing those rules(n.) the organizing principle that reflects learning theories, teaching objectives, teacher and student roles, textbooks, and materialslanguage used in particular kinds of speech and writingthe ability to connect longer sentences coherently and to produce long pieces of talk or writing(n.) a technique for practicing language, involving guided repetition to ask careful questions in order to get students to give a specific answer; (elicitation, n.)a mistake learners make when trying to say or write something above their level of languagemotivation that does not come from the learnerthe language used at home, usually in the country or region where that language is spoken; also know as the mother tongue or native languagemultiple exposures to the same language form (such as the simple past tense) within a textan approach to teaching that stresses speakinga language learned in an environment where a different language is spokenexplicit or implicit teaching which is designed to draw students' attention to formwhen the student does not show signs of progress and continues to make the same mistakesa writing activity where the focus is on flow of ideas without concern for language accuracy(n.) a school of thought that views language as a set of fixed rules that can be used to create an unlimited number of sentencesthe main idea or meaning of a written or spoken textthe ability to use the grammar, syntax, and vocabulary of a languageavoiding directness in communication in an attempt to lessen a negative effectthe speaker's intended meaninga learner who has the tendency to respond quickly, responses sometimes involve risk-taking or guessingunplanned, on-the-spot feedback and correction of errorsusing known facts or patterns to form a general rulelanguage learning approaches based on the belief that all communication supports second language acquisitionmaking mistakes in the language being learned by using the same grammatical pattern from the first languagewhen a language learner applies a rule from the first language to the second language, first language interferencewhen a learner applies a rule to all situation such as putting -ed at the end of all verbs to for the simple pastself-motivationthe first language, also know as the mother tongue or native languagethe second or additional language that one learnsthe identity people develop in reference to the language they speak the reason or purpose for saying somethinga technique a learner consciously uses when learning or using languagethe way an individual learner naturally prefers to learnteacher comments or questions used to prompt the students to self-correcta systematic plan based on a set of principles used in presenting material for instructiondesire to learn or do somethinga language teaching method based on principles of first language acquisitionbringing a student's focused attention to something such as a grammar or pronunciation pointwhen a learner applies a rule to all situationsnon-word-based communication, such as intonation or stressan exercise based on practicing the same pattern; a drillan area of pragmatics that focuses on expressing in a manner that are correct for the social situationthe appropriate use of grammatical structures to respond to a speakerthe study of how meaning is expressed and understood in interactionsa student's general ability to use a language(v.) when a teacher says an ill-formed or incomplete sentence correctlya learner who tends to think carefully before responding, making a decision, or solving a problemthe tendency to think carefully before making a decision or solving a problemthe level of formality in speaking or writingany one of a number of strategies to keep a conversation going after communication has broken down, for example, because of a misunderstandingin psychology, any behavior that is caused by a stimulus(n) a classroom activity in which students act out roles in a given situationa way of thinking that is based on a particular theorya language one learns other than one's first, or native, language: target languagea collection of theories and principles about how foreign languages are learned(n.) a language mistake that students can correct on their owna school of thought that focuses on the relationship between language and culturethe ability to use and respond to language appropriately with specific topics, people, and situationsthe culturally appropriate use of the social rules of languagein psychology, an agent that directly causes a behavior; stimuli, pl.the ability to accomplish something, such as a request, through languagea school of thought popular in the 1940s and 1950s that focused on structural characteristics of human languagewhen students study the same subject matter throughout the coursea plan that shows students what they will be studying in a particular course or subjectthe way words are arranged to form sentences or phrasesthe language that is being learnedan approach in which the focus is on the completion of meaningful tasks rather than on the languagewhen students study different themes or topics throughout a course a way of teaching in which the teacher presents language items as instructions and the students have to do exactly what the teacher tells themchange in language use at different times and in different situationsa teaching approach without explicit focus on language rules or formsChinese Explanation 中文释义适应另一种文化的过程。
外企公司常用英文缩写.doc
:: 外企日常工作中常用的英语术语和缩写语 ::办公室职员（Office Clerk）加入公司的整个过程为例，引出在跨国公司(MNC-Multi-National Company) 工作中，日常人们喜欢经常使用的术语（Terminology）和缩写语（Abbreviation）。
[找工作Job Searching]我立志大学毕业后加入一家跨国公司。
我制作了精美的个人简历（Resume, cv）。
我参加了校园招聘（Campus Recruitment）。
我关注报纸招聘广告（Recruiting Ads）。
我也经常浏览招聘网站（Recruiting Website）。
我还参加人才招聘会（Job Fair）。
[参加面试Be invited for Interview] 我选择了几家中意的公司，投出了简历。
终于接到了人力资源部（Human Resources Department）邀请面试的通知。
经过几轮面试（Interview）和笔试（Written Test）我终于接到了XXXX公司的聘用书（Offer Letter）。
这是一家独资/合资企业（Wholly Foreign-Owned Company/Joint-Venture）。
[录用条件Employment Terms] 我隶属XX部门（Department）。
我的职位（Position）是XXXX。
我的工作职责（Job Responsibilities）是XXXX。
我的直接上司（Direct Supervisor）是XXX。
我的起点工资（Starting Salary）是XXXX。
我的入职日期（Join-Date）是XXXX。
我的试用期（Probation）是3个月。
首期劳动合同（Labor Contract/Employment Contract）的期限（Term）是3年。
[第一天上班 First day of join] 我乘坐公司班车（Shuttle Bus/Commuting Bus）来到公司。
战略是什么意思
战略(Strategy / Strategic)[ zhàn lüè]基本解释1. 指导战争全局的计划和策略2. 泛指指导或决定全局的策略详细解释1. 作战的谋略。
唐高适《自淇涉黄河途中作》诗之十一：“当时无战略，此地即边戍。
” 清叶名沣《桥西杂记·杨忠武公训子语》：“公一生战略，具载国史。
”2. 指导战争全局的计划和策略。
对战术而言。
洪深《戏剧导演的初步知识》上篇五：“兵书上说得好：战略与战术乃二个全异之行动。
战术是关于战斗诸种行动之指导法，战略乃连系配合各种战斗之谓。
战略为作战之根源，即创意定计；战术乃实行战略所要求之手段。
” 郭沫若《洪波曲》第七章一：“敌人最初的计划，据传是将采取大迂回的包围战略。
”3. 比喻在一定历史时期指导全局的方略。
毛泽东《在省市自治区党委书记会议上的讲话》：“调动一切积极力量，为了建设社会主义。
这是一个战略方针。
” 邓小平《高级干部要带头发扬党的优良传统》：“我们一定要认识到，认真选好接班人，这是一个战略问题。
”近反义词近义词战术计谋策略政策战略所要研究、解决的问题战略所要研究、解决的问题，主要是：对国内外形势的估量和对敌对双方军事、政治、经济、地理、科学技术等因素的分析；对战争可能爆发的时机、战争的性质、特点和发展趋势的判断；战略方针、战略任务、战略方向、战略阶段和主要作战形式的确定；战区划分；战场准备；武装力量的建设；军事思想和军事技术的研究；战略资源的开发、储备和战略后方建设；国防工业的布局和武器装备的研制、更新；动员体制的确立；国防工程的计划和实施；战略指挥系统的组建和完善；作战序列的确定；战略协同的组织；战略预备队的使用；战略后备的调配，以及如何抓好有关全局的枢纽和环节，适时实施战略转变，夺取战略主动权，等等。
中国古代常称战略为谋、猷、韬略、方略、兵略等。
西晋曾出现司马彪以“战略”命名的历史著作。
英语中与“战略”相对应的词strategy，源于希腊语strategos，原意是“将兵术”或“将道”。
交际性教学法和任务型教学法的对比分析
Keywords:communicativelanguage teaching(CLT); second language teaching (SLT);the task-basedlanguage teaching(TBLT)
CONTENTS
Introduction
Communicative Language Teaching（CLT, this article referred to as “Communicative language teaching”) originated in the early 1970s, in twenty years later, it becomes the mainstream of Language Teaching. However, even in the age which the CLT is very popular, people still have some questions to query it. After 1990s, a variety of new teaching theory appear constantly, especially the task-based language teaching (Task-based Learning, TBL for short), is becoming popular in second language teaching to be the new favorite gradually. Before the communicative method, second language teaching has experienced two stages: traditional stage and the stage of structuralism. Stage of language teaching in traditional Grammar-translation method is represented.
如何通过课堂活动教语法
He wrote music for 31 years.
How long did he/she…?
1975--2005
1904—1954
When Vs. in the morning, in 1993, 12 years ago, on Friday , 时间点 when he was 5 years old…
3)Make up 20 sentences using the present progressive within two minutes.
4)Which group can make the most sentences about the picture using the present progressive.
中，可适当增加显性教学的成分。
二、通过课堂活动教语法
• 语法教学的目标 • 语法教学的原则 • 语法教学的模式 • 语法教学的策略
一）语法教学的目标： 两个目标+三个阶段
高级阶段
能
过渡阶段
练
初级阶段 知
“知”：对英语语法规则的了解。
现
语境知识
说话人说话时正在发生的动 作或事情。
在 进 语义知识 动词所指动作或事情正在发生。
• 阅读理解 • 操练 • 调查 • 信息沟 • 语法听写或整体听写 • 游戏
2.中级学习者语法教学:
• 开始引导学习者不断由重复语言到创造 性的使用语言。
• 语言模仿练习 reproductive language exercise--- 创造性语言活动creative language activities
一、问题的提出:
• 语法究竟应不应该教? • 语法教学应以显性手段为主
2.CLT and TBLT 英语教学法
Activity 2
1. Draw students’ attention to the past events happening in real life by pictures. 2. Create a context in which students’ interaction by using past tense must be needed for accomplishing the task.
(4)
• Strategic competence
– the ability to use strategies when there is communication breaddown due to the lack of resources;
(5)
• Fluency
– the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation;
II.Stages of TBLT
Pre-task
preparing
Unit 2 CLT and TBLT
Part A Communicative Language Teaching
Two activities for reviewing past tense are offered. Which do you prefer? Why? Activity 1
1. Show the construction of past tense form ‘v.+ed’. 2. An exercise is given to review the –ed forms of some typical verbs.
unit-2-Communicative-----Principles-and-Task-based
• Fluency
（流利）
Linguistic competence
It is concerned with knowledge of the language itself, its form and meaning.
More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.
The differences between language used in real life and language taught in the classroom under traditional teaching pedagogy
1. In real life, language is used to perform certain communicative functions, e.g. to give directions, to exchange information, or to make a complaint, etc. In a traditional language classroom, the teaching focus is often on forms rather than functions.
3. In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.