新课程模式下英语教师信念体系的构建

通过分析英语教学改革中新课程模式的特点和CALL（计算机辅助语言学习）的发展阶段,并结合国内外有关教师信念研究的现状,提出从社会建构主义视角构建新课程模式下的教师信念体系的理念。新构建的教师信念体系包含四个方面的内容：新技术、语言教学观、学习者和教师。该信念体系处于开放、变化的状态,它在与外界进行交互的过程中,将不断地进行自我丰富和完善。     

军校学员使用英语猜词策略情况研究

信息化的迅猛发展对军校学员的英语水平提出了越来越高的要求。在英语教学中,阅读能力的培养向来是一个重要目标,而提高学员英语阅读能力的一个有效途径,就是培养学员使用猜词策略。分析了军校学员英语学习中猜词能力的现状以及存在问题的原因,提出一些相应的对策和几点建议。     

跨性别交际失误研究及其对大学英语教学的指导

跨性别交际是社会语言学的一个重要分支。本文从话题的选择、会话功能的判断、对沉默的反应以及最小应答四个方面,分析了跨性别交际中存在的交际失误现象。基于这些交际失误,提出了相应的解决办法,如：教师在课堂教学中尽量使用中性词语,教师要通过言传身教使性别平等的观念深入人心,等。     

ARCS动机模型在初中英语语法教学中的应用

语法学习能在一定程度上保证语言的地道性、流畅性和实用性。但就目前来看,英语学习者学习语法的积极性普遍不高,不少英语学习者抱怨英语语法项目琐碎繁杂、语法学习枯燥无聊。针对此现状,本文尝试将ARCS模型的四类动机策略整合于初中英语语法教学,以期有效激发并维持学习者的语法学习热情,提高语法教学效果。     

大学英语文化教学初探

大学英语教学在贯彻提高大学生英语知识水平的同时,必须把外语教学与文化教学紧密地结合起来。语言是文化的载体,又是文化的重要组成部分,文化对语言的产生和发展起着重要作用。大学英语教学要有目的、有计划地实施文化教学,通过掌握英语国家的历史背景、文化内涵来指导外语学习,培养学生对西方文化的了解,为今后顺利使用外语和胜任跨文化交际打好基础。     

The British army,information management and the First World War revolution in military affairs

Information Management (IM) – the systematic ordering, processing and channelling of information within organisations – forms a critical component of modern military command and control systems. As a subject of scholarly enquiry, however, the history of military IM has been relatively poorly served. Employing new and under-utilised archival sources, this article takes the British Expeditionary Force (BEF) of the First World War as its case study and assesses the extent to which its IM system contributed to the emergence of the modern battlefield in 1918. It argues that the demands of fighting a modern war resulted in a general, but not universal, improvement in the BEF’s IM techniques, which in turn laid the groundwork, albeit in embryonic form, for the IM systems of modern armies.     

The practice and theory of British counterinsurgency: the histories of the atrocities at the Palestinian villages of al-Bassa and Halhul, 1938–1939

This article details two largely unreported atrocities by British forces operating against Arab rebels during the Arab revolt, 1936–9, at the Palestinian villages of al-Bassa and Halhul. It then examines the military-legal system that underpinned and authorised British military forces operating in aid of the civil power, suggesting that the law in place at the time allowed for a level of reprisals and punitive actions, such as happened at al-Bassa and Halhul. The article does not conclude that the law allowed for atrocities but it does argue that it gave a basic form and understanding to an operational method that was brutal and could lead to atrocities. It thus tests the idea in much of the literature on counterinsurgency that the British were restrained and used minimum force when compared to other colonial and neo-colonial powers fighting insurgents.     

Myth and the small war tradition: Reassessing the discourse of British counter-insurgency

In recent years a number of commentators have posited that the British reputation for conducting small wars has suffered in the wake of setbacks in Iraq and Afghanistan. The argument here contests whether such a tradition can be truly said to have ever existed. A close examination of this supposed tradition reveals it to be a myth. In fact, rarely have the British armed forces claimed a facility for counter-insurgency or small war. Invariably, commentators outside the Army have ascribed the tradition to them. Most notably, commentators in the United States keen to discern practices of minimum force or rapid institutional learning generated the narrative of British COIN expertise. Ultimately, what this myth reveals is that, when deconstructed, it is political will, not an ingrained understanding of fighting insurgencies, that has determined Britain's success, or otherwise, in so-called small wars.     

Colonial violence and its ‘Small Wars’: fighting the Kuki ‘guerillas’ during the Great War in Northeast India, 1917–1919

ABSTRACT

This paper concerns the lesser known British counterinsurgency (COIN) operations in Northeast frontier of India during the First World War. Officially known as the ‘Kuki Operations’, it was considered as part of the Great War. Carried out in isolation from press and public, and shelved in colonial archives, the event remained invisible until today. Yet, it registers a critical case of colonial COIN doctrine where the ‘moral effect’ doctrine was employed without being questioned. It unleashed enormous amount of organized violence, ranging from shoot at sight to indiscriminate burning of villages, wholesale destruction of property and livestock, prevention of cultivation and rebuilding of villages, forced mass displacement in jungles or in ‘concentration camps’, and collective punishment (communal penal labour and payment of compensation) after the war. This paper argues that the theory of ‘minimum force’ and the practicability of the ‘moral effect’ doctrine as applied by the Empire, sit oddly with each other at the frontier, where violence was seen both as a natural and moral orders. Violence as an ‘imperatively necessary’ method to bring order in a disorderly frontier, in the opinion of colonial state, informs and registers Northeast India as geography of violence.     

创新型英语人才培养与基础英语教学改革

培养创新型人才是新时期建设创新型国家的迫切需要,也是高等学校自身改革和发展的需要。本文论述了创新型英语人才的内涵,论证了培养创新型英语人才是新时期英语专业的人才培养目标,进而重新确立基础英语课程的定位与功能,并提出了该课程教学改革的思路与措施。