编号
学院
2012届毕业论文
题目
The Application of Body Language in Middle English Classroom Teaching
学生姓名
学号
系部外语系
专业商务英语
班级商务英语【二】指导教师【】【讲师】
二零一二年四月
Acknowledgements
Firstly, my special and heartfelt gratitude goes to my respectable supervisor****Without his encouragement and guidance, the completion of the present thesis would be impossible.
Secondly, my sincere gratitude goes to all my teachers in the ****University, whose lectures has broadened my knowledge and are very helpful for my research.
Finally, I would like to express my thanks to my classmates for their consistent assistance with my thesis. Meanwhile, I would like to express my thanks to my family for their continuous encouragement, wholehearted support and endless love
Abstract
With the continual reform of language teaching and learningmethods, teachers of in middle school are in great demand to organize the classes in English learning circumstances. However, withthe limitation of students’vocabulary, teach ers have to simplify their teaching language with the help of facial expressions and body movements. English teaching is a kind of https://www.doczj.com/doc/b913057659.html,ing somebody language appropriately can arouse the students’interest and improve their learning quality.The article presents that using body language is an essential teaching method by explaining the application of body language in middle English classroom teaching.
Key words: body language; Middle English classroom teaching; application; method
Contents
1 Introduction
………………………………………………………………………III
2 Definition of Body Language (2)
2.1 Repeating (2)
2.2 Contradicting (3)
2.3 Substituting (3)
2.4 An Insight into Body Language (4)
3 Facial Expressions and Their Application in Middle English Classroom Teaching (6)
3.1 Application of Eye Contact in Middle English Classroom Teaching错误！未定义书签。
3.2 Touching and Its Application in Middle English Classroom Teaching错误！未定义书签。
3.3.1 Function of Touching .......................................................... 错误！未定义书签。Conclusion (8)
1. Introduction
When we think of language, we tend to consider it in terms of the words we say or write. To look at language in the way, however, is to ignore the importance of the role that is played by body language. Abereomile says:" We speak with our vocal organs ,but we converse with our whole body." In other words, consciously or unconsciously,we express ourselves or show our attitudes towards the person with body language,we observe others' facial expression、eye contact、gesture and so on to make judgements about their personalities and mental states.
Classroom teaching, as an important social interaction, in essence, is an activity of transmitting message through a double channel and a process of naturally influencing and promoting between the teacher and students by means of information transmission. In other words, the teacher and students by means of both the words they said or writes and body language. The type of most body language we used in classroom are considered in terms of facial expression、eye contact、gesture and so on .
Western scholars believe that body language in classroom plays a more important role in the study than that of a regular teaching itself. Most researches state that it is necessary for teachers to learn to use body language to enhance the quality of classroom teaching. Like the words of Coorper:" Body language is quite important for teachers. Researchers have shown that the relationship between teachers and students can be improved if teachers learn how to use body language in classroom teaching." The linguists Stevick and Bavnell(Alasteir Pennycook) stated that effective body language can be a great asset to teachers in managing classroom interaction through lessening the inhibitions which often plague students and reducing teachers' talking time.
New teaching textbook brings new teaching idea for the teachers of middle school, also brings challenges. Under the guidance of the new curriculum concept, the teaching way of middle school teachers is changing. Teachers are in a great demand to create an interesting English-learning circumstance, which aims to teach the English
better to students. Especially in the Middle English classroom, teaching used by body language is a great choice. Using lively, infectious body language will have a interesting, practical, effective class. What's more, we can say that the force of power, control, influence, motivation, self-esteem, and interpersonal understanding are all related to the interplay of body language exchange in the classroom.
2. Definition of Body Language
What is body language? It should be the Nonverbal social intercourse and the Nonverbal behavior. In human social intercourse process, especially in the oral communication, people make some body movement while talking, such as body posture, countenance, gesture and so on. They are also delivering the information by making a set of system, which is equal to the language signal and using the nonverbal method to communicate with others. Body language is expressing how one feels by the way one sits, stands, moves,etc rather than by words body language is a medium through which people express their feelings by facial expression, eyes contact, gesture,body action,decent look, body distance, silent action, drawing, objects showing and so on. It can widen the range of communication, show or conceal feelings and enrich languages to make them more vivid and active. At the same time, it can provide more information and deepen the content.
2.1 Function of Body Language
Although it is obvious that body language is a beneficial tool, which helps teachers in middle English teaching, the most important thing is how to function body language well while combining verbal language in class. As long as teachers apply it efficiently, they can probably achieve the teaching aim as expected. It is widely held that body language serves six primary universal functions: repeating, contradicting, substituting, complementing, regulating and accenting.
2.2Repeating
Teachers often use body language to repeat a point they are trying to make. If you want to stress two points about what you are talking, for instance, vocabularies or
grammar, you will use two fingers at the same time.
2.2.2 Contradicting
In the classroom, teachers can use body language opposite from the literal meaning conveyed by verbal messages. When you explain a word like snake to your student, keeping your eyes widening, slack-jawed and surprised-looking, however, you may say:" I am not frightened." Then, the students will finally get a deep impression for the word.
2.2.3 Substituting
Teachers can use body language to supplant verbal messages. In English class, the teacher often meets students who do not want to speak. For example, when the teacher wants to teach grammar about present perfect tense, which is difficult to understand. There will be some students who are not confident and they dare not to speak out the answer you asked. At this time, the teacher can come to the students and use warm-hearted expression to take the place of the some words with courage. There will be a better effectiveness in the class.
2.2.4 Complementing
Teachers can use body language to add more information to verbal messages. As a English teacher firstly, you may feel nervous. Your students may have a same feelings and never forget this point. There is no doubt that they need to introduce themselves in English , the teacher should use vivid expressions and gestures as many as possible when greeting students. The teacher should smile while saying "Nice to meet you." and shake their hands, in this way, which totally express your friendliness to their students. Bit by bit, the students lost the sense of fear at the beginning. The body language can combine the hearts of students and teachers, so students feel the teacher is gentle and easy-going.
2.2.5 Regulating
Teachers often regulate and manage communication or action by using some form of body language. Face some students having a quite wrong answer, you can nod your hand with a appropriate expression in agreement to indicate to the participants
that you agree and they should continue talking. In class teaching, teachers should regulate successively the size and the speeds of the voices. Pay attention to the use of eyes and gestures when using body language. Body language is the best choice if the voice loses its appeal to the students. If students are paid tribute erected thumb, gently pat the shoulders of the students maybe ten times worth than saying "you are so great".
2.2.6 Accenting
Teachers can use body language to accent part of the spoken message. The linguist Franklin once said:"Tell me, I will forget; teach me , I will remember; involve me and I will learn." In order to teach English better, teachers need to accent something more important what they said. You can accent the important message through the changing sound, some performance and so on. The student will have more deeper impression to this information.
Nevertheless, these functions of body language are not isolated from one another, and many of the teaching action can serve two or more functions—sometimes simultaneously.
2.3 An Insight into Body Language
Body language is the non-verbal behavior related to movement, either of any part of the body, or the body as a whole. In short all communicative body movements are generally classified as body language. Body language communication is probably one of the most talked about, and most obvious nonverbal communication form.Studies have revealed some fascinating facts about our use of body language communication. For example, the majority of our communication is expressed through body language. Albert Mehrabain, a communication professor, discovered that "only about 7 percent of the emotional meaning of a message is communicated through explicit verbal channels. About 38 percent is communicated by paralanguage, which is basically the use of the voice. About 55 percent comes through nonverbal, which includes such things as gesture, posture,facial expression,etc."
2.3.1 Classification of Body Language
In language history, each linguist always have their unique classification of body language.
Genelle Morain (Chen Yongpei) divided body language into movements, gesture, posture, facial expression, touch, gaze and distancing.
Yang Ping identified body language as the principal part of nonverbal communication, which studies the meaning conveyed through movements of any parts of the body.
Bi Jiwan developed the contents of body language into basic posture,gesture, basic manners and movements of any part of the body.
Based on the above classification of body language and the intention of applying body language to middle English classroom teaching, we can divides into four categories: facial expression, eye contact, gesture, touching.
2.3.2 Implication of Body Language
With the opening policy to the outside world, English study has become more and more common today. To some extent, English is most everywhere. There is no doubt that English is already a necessary part of students' learning. Classroom teaching is one of the most important ways by which the students learn English. As far as the English teaching in the middle schools is concerned, teachers have to arouse the students' interest so that they may learn English better. There are many ways to arouse the students' interest and help them to learn English better, body language used in English teaching is one of them.
However, for a long time, middle English classroom teaching has focused largely on the skills of listening, speaking, reading, and writing and so on in spite of so many research that indicates that body language of communication are more potent than that. That is,teachers like others teach in middle school that the written and spoken word is supreme and the impact of body language has been largely ignored. In many developed city, multimedia teaching has already been put into use the middle English classroom teaching, students learn English with vivid dynamic picture. On the contrary, the teacher still using old-fashioned way like using a chalk, a book to
teaching in some area. However, as long as teachers can make full use of their own body language into their abundant emotion, love students' love,enjoy students' enjoy,even a chalk or a book can also build a harmonious and active classroom atmosphere and stimulate students' curiosity. Therefor, using body language in the middle English classroom teaching is practical, which is to improve teaching efficiency and improve students' ability.
As we all know, body language plays an important role in our communication everyday, so does it in middle English teaching. Body language can lead to the level of effectiveness of teaching directly. Teachers' smile, nod and pat on students' shoulders can indicate praise, while frown, head-shaking and confusing look can mean "no", and students' body language can convey their affection to the teacher and their attitudes toward the courses that they learn and toward school's rules.
In order to arrive at a better understanding of body language applied in classroom, we will look into some of the factors and functions of body language in middle English classroom teaching. As a result, in the following chapter we will look into some of the more significant messages of body language from the four areas in greater detail. Body language in middle English classroom occurs with facial expressions, eye contact, gesture, touching.
3.1 Facial Expressions and Their Application in Middle English Classroom Teaching
A facial expression results from one or more motions or positions of the muscles of the face. They are closely associated with our emotions. All humans are capable of faking a happy or a sad face, a smile or a frown. We can not determine how long to keep it or how quickly to let it goes.
3.1.1 Function of Facial Expressions
The human face is the most complex and versatile of all species. For humans, the face is a rich and versatile instrument serving many different functions. It serves as a window to display one's own motivational state. This makes one's behavior more predictable and understandable to others and improves communication. A quick facial
display can reveal the speaker's attitude about the information being conveyed. Face is the most noted part of the our body. Facial expression is a look on a person's face and facial cues are the first information that we give to or receive from others. People also make predictions from the face about the person they meet.
The most important function of facial expression is to express emotions and feeling. A teacher also is a human being. They feel bad sometimes. So, the teacher need to mask their emotion such as anger,fear, disgust or sadness. They should try to stay calm and succeeds in controlling their face under any situation in class. Give your students a smile friendly, they will feel your kindness.
Facial expressions provide clues one's personal trait. As a teacher, we should never forget that most students have the ability to infer one's character from one's habitual facial expressions. So, less indifferent, more warmth; less melancholy, more sunshine. Facial expressions demonstrate approval or disapproval and register understanding. And moreover, in the middle school, girls always reveal their emotions more often than boys. Sometimes, some male students smile only when happy or amused and some female students even smile when there are negative message.
3.1.2 Application of Facial Expressions in Middle English Classroom Teaching
Nowadays, all people and thus certainly teachers and students use facial expressions to form impressions of another. Facial expression between teachers and students is one of the most important types of nonverbal signals in the classroom and facial cues are the first information that we give to or receive from others. However, Chinese middle English teacher are accustomed to controlling their emotions or even hiding their true feelings and emotions. Moreover, in Chinese traditions, the teachers dominated by Confucianism, are required to be serious before students. Otherwise, they feel their image of authority will be damaged. However, the American teachers' frequent eyebrow rising, head wagging and face making seem to be natural and popular to the students. In American culture, people are good at showing their feelings and emotions. Teachers regard the classroom as a stage and they themselves act like
actors to create relaxing atmosphere for good learning and teaching.
A teacher's facial expressions stand for the attitude to his students. A cold hard stare has long been in the repertoire of teacher's weapons. Similarly, a smile can be useful tool in reinforcing desired student behaviors. Nearly every student likes teachers with smile on their faces instead of those who wear frowns, scowls and grimaces. A smiling teacher is thought to convey warmth and encouragement to his students.
Smith thinks that such a teacher promotes a supportive and nonthreatening classroom atmosphere, which aids students' positive attitudes and corresponding achievement. That is, if a teacher smiles frequently, he will be perceived as more likable, friendly, warm, and approachable. On the contrary, frowning with a teacher can cause the student's confusion. What's more, a teacher can also use student's facial expressions as valuable sources of feedback. When, for example, delivering a lecture, a teacher should use student's expressions to determine whether or not to slow down, speed up, or in some other way modify his presentation.
Conclusion
Nowadays, traditional and rigid teaching way of middle English class is inappropriate for the development of modern education, teachers should explore more better teaching method to touch students' heart. It is difficult to teaching English very well in the middle school in spite of the context of English is easy. In middle English school, in order to improve the teaching effect, the teacher ought to choose vivid , novel, and interesting teaching methods based on the physical and mental characteristic of students. To activate the middle English teaching model by using body language, it is necessary to achieve three changes of middle English teaching. Firstly, the teacher ought to play a role who is different with usual. The teacher should be a person who is a learning guide and organizer instead of sole speaker. Secondly, the transformation should be happened to the status of students. The student should be a person with the character of active participation, accepting change, exploring bravely, not only
passive accepting. Last but not least, the teaching content must transform. The aim of teaching process is not only to impart knowledge of textbook, but also to increase the training of students' ability.
There is no doubt that middle English learning needs a lot of practice exercises, the teacher must adopt real effective teaching methods if they want to let the student to integrate the English class in a limited 45 minutes. The English class will deaden like a machinery if there is no body language to cooperate with teaching language. Using body language can strengthen language dynamics and add bright color and vitality in middle English class.
To sum up, the teacher should use body language properly as much as possible in middle English class.
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吴楠电子与通信工程2014309013 Signal processing Signal processing is an area of electrical engineering and applied mathematics that deals with operations on or analysis of signals, in either discrete or continuous time, to perform useful operations on those signals. Signals of interest can include sound, images, time-varying measurement values and sensor data, for example biological data such as electrocardiograms, control system signals, telecommunication transmission signals such as radio signals, and many others. Signals are analog or digital electrical representations of time-varying or spatial-varying physical quantities. In the context of signal processing, arbitrary binary data streams and on-off signalling are not considered as signals, but only analog and digital signals that are representations of analog physical quantities. History According to Alan V. Oppenheim and Ronald W. Schafer, the principles of signal processing can be found in the classical numerical analysis techniques of the 17th century. They further state that the "digitalization" or digital refinement of these techniques can be found in the digital control systems of the 1940s and 1950s.[2]
身体语言的含义 一、身体语言沟通的重要性 在沟通过程中，仅仅靠语言是远远不够的，我们还必须借助于自己的目光、面部表情、手势、身体动作等身体语言，以增强口头表达效果。身体语言沟通可以起到支持、修饰或否定语言行为的作用，有时可以直接代替语言行为，甚至表达出语言难以表达的情感内容，它是非常重要的沟通技能。 1．身体语言沟通是一种普遍的沟通方式 有人研究发现，人们每天的讲话时间平均仅占与人交往时间的 10％，而与人交往的其他时间，都在有意无意地进行着身体语言的沟通。 2．身体语言能够增强沟通的有效性 身体语言具有形象、生动、直观、个性化的特点。在沟通中，将身体语言和语言结合起来使用，能够使表达的含义更精彩、更准确。根据对方身体语言所表达的信息，我们也能够更准确地理解对方。 3．在有些情境中，身体语言比文字和言语更有影响力 据英国心理学家阿盖依尔等人的研究，当语言信号与非语言（体态语）信号所代表的意义不一致时，人们相信的是非语言信号所代表的意义，而且非语言交际的影响是语言的43倍。 4．身体语言在表达人类感情上起着重要作用 缕缕相思，点点离愁，满腔爱意，即使用千言万语也难以形容；然而，一个眼神，一个举动，或是相视一笑，便可将种种情感表达得淋漓尽致。 二、几种常见的身体语言 1．目光的作用 目光是人际沟通中重要的信息来源。在人际沟通过程中，与沟通对象保护目光的接触是十分必要的。 （1）目光接触表示对对方的注意。语言沟通是信息发送和信息接收的过程。信息接收方应注意向信息发送方提供有效的反馈。与对方保持一定的目光接触，就是一种重要的反馈方式，它表示你对对方的注意。 （2）目光接触可以实现多种情感交流。目光能准确地表达友爱和敌意、幸福和痛苦、快乐和悲伤以及惊奇、恐惧、厌恶等人类情感。有敏锐观察力的人可以从一个人的目光中感知其情绪、情感和态度的变化。 （3）目光接触可以表示彼此的距离。一般来说，沟通双方的关系越密切接纳程度越高，目光接触的次数就越多，每次接触保持的时间也就越长。目光还可以表现出对他人的不屑一顾，显示自己的优越感。有人用目光来“拒人千里之外”，表示自己与他人之间的社会距离。 2．面部表情 面部表情不仅可以展示自己良好的人格，还可以掩饰自己的一些缺点。善于利用自己丰富多彩的表情，可以在人际沟通的过程中给人留下良好的印象。 下面介绍一些常见的面部表情： （1）嘴部表情：张嘴露齿表示愉快；咬牙切齿表示愤怒；撇撇嘴表示藐视…… （2）鼻部表情：“嗤之以鼻”表示轻蔑；屏住呼吸是紧张小心；愤怒则张大鼻孔；奉承则“仰人鼻息”…… （3）眉毛：扬眉表示得意；皱眉表示愁苦；竖眉表示愤怒；眉毛完全抬高表示难以置信；半抬高表示大吃一惊；半放低表示大惑不解…… （4）微笑：微笑是最有益于人际沟通的面部表情。微笑表明你对人的尊重、友善、欣赏和赞同，也表明你心地善良，表明你有一个好心情。自然的微笑可打破僵局；轻松的微笑可淡化矛盾；坦然的微笑可消除误解；真诚的微笑会使你成为沟通中的常胜将军。
Helen Keller Zhang Chu (09yingjiao1-35) Abstract：This passage shows about a blind deaf author and educator—Helen Keller. When she was half a year old, an unexpected disaster happened to her which made her forfeit the instinct for living. After that, this little girl became isolated to the vivid and dramatic world. However, in the darkness and a lonely world, she didn't give up and never surrendered to fate. With the help and encouragement from her teacher Anne Sullivan, she overcame all the sufferings caused by the physical defects tenaciously. She learned to speak and study, and began to communicate with others. When she was 24, she graduated from Radcliffe College, Harvard University and became a knowledgeable famous writer and educator, who got hold of five languages. Helen’s life is extraordinary and she gave us great encouragement. She taught us to cherish our health and this wonderful time. Key words: Helen Keller, Anne Sullivan, love, encourage, breakthrough, success 1. Introduction The background of Helen Keller’s family and education did a beneficial foundation for Helen Keller’s success. 1.1Family Background Helen Adams Keller was born on June 27, 1880, in Tuscumbia, Alabama. Her family lived on a homestead, Ivy Green, which Helen's grandfather had built decades earlier. Helen's father, Arthur H. Keller, spent many years as an editor for the Tuscumbia North Alabamian and had served as a captain for the Confederate Army. Helen's mother, Kate Adams,was the daughter of Charles Adams. Helen's paternal grandmother was the second cousin of Robert E. Lee. In a word, hose in Helen’s family members had extraordinary position, which gave a superior foundation for Helen’s success in defeating the suff erings. Helen's father's lineage can be traced to Casper Keller, a native of Switzerland. Coincidentally, one of Helen's Swiss ancestors was the first teacher for the deaf in Zurich. It might be another helpful factor for her to overcome the troubles.(1998:1-2) 1.2Education background
商务英语论文题目 1、论文化因素对英汉翻译的影响 2、商务英语的特点及翻译技巧 3、商务函电翻译的用词技巧 4、商标名称的翻译与策略 5、汉语中新词汇的翻译技巧 6、商务谈判中的语言艺术 7、商务谈判的文化障碍 8、商务英语函电在对外贸易中的作用 9、商务英语函电翻译技巧 10、商务谈判中英语的重要性 11、浅谈商务英语写作时避免修饰语错位的方法 12、礼仪在商务谈判中的作用 13、浅谈涉外合同英语特色 14、电子商务对国际贸易的影响及对策 15、商务谈判的艺术性 16、跨文化的商务谈判 17、商务英语交往中的礼貌原则 18、如何翻译好日常商务文书 19、商务英语信函的语体分析 20、浅谈商务信函的文体特征 21、英语商务信函和合同中被动语态的语用意义及其翻译 22、商务英语汉英翻译中从句的运用技巧 23、论跨文化因素对商业广告英语翻译的影响 24、跨文化商务交际中的语言和非语言因素 25、浅谈英语告示语的语言特色与翻译 26、商务英语阅读研究 27、商务英语写作问题研究 28、商务英语考试技巧研究 29、商务英语听力策略研究 30、英语口语或语法在商务领域中的应用 31、商务函电交流研究 32、商务英语学习方法 33、跨文化交际与中西文化冲突 34、国际商务中的跨文化交际问题 35、商务谈判中的跨文化冲突 36、国际商务谈判中应注意的文化因素 37、国际商务谈判中的“文化壁垒” 38、广告英语的分类及分析 39、虚拟语气与商务英语表达 40、跨文化交际在商务英语学习中的运用 41、商务英语学习中跨文化交际能力的培养 42、商务英语在国际营销中的作用
43、术语在国际商务中的重要性 44、商务谈判语言技巧 45、浅析跨文化交际中的商务礼仪 46、例析论网络环境下商务英语的拓展学习模式 47、浅析商务英语汇商务英语中俚语的风格及翻译 48、商务英语教学中英语知识与商务知识的关系 49、商务英语中以谓语动词为中心的基本句型的翻译 50、商务英语的语言特色探讨 51、反译法在商务英语中的应用 52、奈达“等值”理论于商务英语翻译中的理解和应用 53、商务英语中的平行结构及其翻译方法 54、语用原则在商务英语应用中的度范畴 55、商务英语语篇文体特征分析 56、商务英语常用单词的多义现象例析 57、商务英语中的委婉表达及其翻译 58、商务英语翻译中的跨文化因素 59、商务英语中书面语言的文体特征及语用分析 60、社会文化迁移对中国式英语的影响 61、英语写作中常见中式英语分析 62、汉译英中遇到新词语的译法问题 63、美国英语习语与文化 64、中美日常交际中的文化差异 65、中西方文化差异及语言体现 商务英语论文题目|商务英语毕业论文题目参考 一、英语论文基本格式 1、毕业论文结构包括：主标题、论文摘要、正文（一般不少于5000字）、注释、参考书目，注释统一用尾注。 2、板式：毕业论文一律用计算机打印。（使用A4规格打印，每页30行） 二、阅读类参考题目以下参考题目对应的范文请到VIP留学生论文网下载，如需原创论文需与在线辅导老师沟通。 1、持续性交际法对商务英语学习者口语和写作能力提高的研究分析 2、商务英语文体学分析 3、语篇功能对等视角的商务英语翻译 4、高职商务英语专业实践课程开发 5、关联理论在商务英语阅读教学中的应用 6、成人商务英语教学中学生自主学习能力的培养 7、功能对等理论视角下的商务英语翻译 8、中职商务英语教学中跨文化交际意识的培养 9、论商务英语翻译中的文化转向 10、职前学生商务英语词汇教学法探索 11、商务英语中模糊语言的应用及其语用分析 12、从目的论角度看国际商务英语翻译的质量评估 13、高职院校商务英语精读教学中的任务型教学法 14、词典类型对翻译与习得商务英语新词作用的实证研究
《英美概况》教学大纲 课程编号：12307058 课程名称：英美概况 学时分配：36学时，2-19 学分：2分 考核方式：考查，闭卷 课程类别：专业限选课 面向对象：外事二年级学生 一、课程的任务和目的： 《英美概况》是介绍英语国家社会与文化入门的一门课程。开设本课的目的在于使学生通过学习，了解英美国家的历史、地理、社会、经济、政治、教育等方面的情况及其文化传统，内容庞杂、信息量大。 培养学生正确分析有关英美等国问题的能力，并能以正确的眼光看待世界上所发生的问题，提高学生对文化差异的敏感性、宽容性和处理文化差异的灵活性，培养学生跨文化交际能力。把学生培养成为高素质的人才，同时又能爱祖国、热爱社会主义，致力为祖国的繁荣、发达而努力的人才，培养学生树立正确世界观。 同时，通过课文的学习和各种练习的实践，达到提高英语水平的目的。通过比较学习不同文化中具有特殊文化涵义的词语与表达式，可以促使学生掌握一些特殊词语的深层次意义，是对词汇的学习以及翻译水平的提高的有益补充；通过开展中外文化的比较，让学生切身感受到成功的交际仅有语言是远远不够的，文化方面的因素有时所起的作用远远大于语言本身，必将为英语学习者成功地参与国际商务活动，更有效地进行国际合作与交流打下坚实的文化基础。
二、课程的基本要求： 要求熟悉英语国家的地理、历史、发展现状、文化传统、风俗习惯，具有较强的跨文化交际意识。 三、课程的主要内容： 主要包括英美两国的地理、历史、政体制度、教育、新闻媒体、风俗习惯等内容，目的在于开阔学生的视野，扩大他们的知识面，并注意借鉴最新研究成果，合理吸收最新知识，进一步增强其实用性。 四、课程教学内容与要求 第一章：美国简况（国家的组成、国土等）（2学时） 教学要求：通过教学使学生掌握美国地理简况：国家的基本组成，国土等。以及美国国家形成的基本历史发展过程。 教学重点：美国国家形成过程中产生的几个重要的历史事件。 教学难点：分析并了解American Revolution产生的原因。
A Absolutely integrable 绝对可积 Absolutely integrable impulse response 绝对可积冲激响应Absolutely summable 绝对可和 Absolutely summable impulse response 绝对可和冲激响应Accumulator 累加器 Acoustic 声学 Adder 加法器 Additivity property 可加性 Aliasing 混叠现象 All-pass systems 全通系统 AM (Amplitude modulation ) 幅度调制 Amplifier 放大器 Amplitude modulation (AM) 幅度调制 Amplitude-scaling factor 幅度放大因子 Analog-to-digital (A-to-D) converter 模数转换器 Analysis equation 分析公式（方程）Angel (phase) of complex number 复数的角度（相位）Angle criterion 角判据 Angle modulation 角度调制Anticausality 反因果 Aperiodic 非周期 Aperiodic convolution 非周期卷积Aperiodic signal 非周期信号Asynchronous 异步的 Audio systems 音频（声音）系统Autocorrelation functions 自相关函数Automobile suspension system 汽车减震系统Averaging system 平滑系统 B Band-limited 带（宽）限的 Band-limited input signals 带限输入信号 Band-limited interpolation 带限内插 Bandpass filters 带通滤波器Bandpass signal 带通信号 Bandpass-sampling techniques 带通采样技术Bandwidth 带宽 Bartlett (triangular) window 巴特利特（三角形）窗Bilateral Laplace transform 双边拉普拉斯变换Bilinear 双线性的
论主持人肢体语言的重要性 l前沿思考 .论主持人肢体语言的重要性 广南宁屯视台李军 电视节目主持人传情达意,不仅要运用有声语言,还要运 用主持人的主体形象和体态语言.体态语,是一种以主持人面 部表情,身体动作,空间距离及服饰等为手段传播信息,交流 感情并诉诸观众的无声语言,又称副语言. 一 ,肢体语言已经成为电视节目主持语言中不可缺少的一 部分 节目主持人的工作,从本质上说也是与受众之间的一种 审美对话.优美而富有个性的主持人形象和得体而富有表现 力的体态语,能增强受众的信任感,能帮助观众更好地理解主 持人所要表达的内容,也是给受众提供了一种审美的享受.虽 然主持人以有声语言为主要传播手段,但其屏幕形象作为图 像信息的重要组成部分,也越来越受到关注甚至挑刺.电视是 声像传播媒体,这就决定了电视节目主持人与广播节目主持 人根本的差异点,即除了用有声语言进行大众传播活动外,还 要通过无声语言传达信息,与受众进行交流.电视节目主持人 的语言,不管是有声语言还是无声语言,都是来源于生活,却 又高于生活的.正如我们在日常生活当中用语言进行交流的 时候,往往都会不自觉的配上手势,动作和表情等,这样就使 得我们的说话变得既有声,又有色,变得更加容易理解,而这 些肢体语言大多是来源于我们的真实思想活动,即便是在没 有任何准备的前提下所作出的下意识的肢体动作,都能够与
有声语言相对应,真实的反映出我们的心理活动. 二,肢体语言在电视主持中发挥着更积极的作用 有声语言是直接通过声音向受众传达内容,而一个电视 节目要求必须有单一的有声语言(过多的有声语言会使得节目变得嘈杂无序)和固定的节目时间,所以有声语言在电视节目的交流传达中就不可避免的具有一定的局限性.当今社会, 人们的认知欲望增强,这就需要增加信息含量.这时,肢体语 言的辅助是不可或缺的.有时候并不需要主持人喋喋不休的话语来进行表述,一个简单的肢体语言就可以囊括所有,同时,肢体语言可以与有声语言同时进行,对有声语言进行生动的解释说明,这样就使主持人的话可以变得更加简洁而不用担心表意不清.另外,肢体语言还可以解决一些有声语言的"难点",有时候有些内容不宜用言语表达或难以直接表达,肢体语言就可以凭借其可视性,模糊性来达到一些特殊的语境效果.肢体语言的这些特性如果脱离有声语言就毫无意义可言,但是与有声语言协作的时候,其产生的积极作用就表露无疑.也正是有了肢体语言在直接交际中的这些积极作用,才使得电视这门艺术在视听相结合这方面表现的更加淋漓尽致. 三,肢体语言蕴含着强烈的情感信息 人与人的交流当中,情感交流首当其冲.同样,在电视节目 主持中,与受众的情感交流也是极其重要的.而情感交流的一教育观察16 个主要手段就是肢体语言.心理学家弗洛伊德曾经说过凡人皆无法隐藏私情,他的嘴可以保持沉默,他的手脚却会"多嘴多舌".的确,人高兴的时候会手舞足蹈,人悲伤的时候会垂头丧气,人难过的时候会捶胸顿足,人慌张的时候会手忙脚乱,人狂喜的时候会手舞足蹈,这些肢体语言都蕴含着强烈的情感信息.情感交流在电视节目主持当中是一个重头戏,所以情感信息的传递方式就显得尤为重要.电视节目主持中的有声语言要
Contents Abstract (2) Key words (2) Introduction (2) Body (2)ⅠEnglish renaissance and humanism (2) A.English renaissance (2) B.English renaissance humanism (3) ⅡThree aspects influnenced by English renaissance (3) A.Drama (3) B.Architecture (4) C.Portraiture (4) Conclusion (5) Notes (6) Referances (7)
Influences of Renaissance in English History LI Siqi Abstract: The English Renaissance was a cultural and artistic movement in England dating from the early 16th century to the early 17th century. In this period, the most significant influence in English history is the spreading of humanism, which is reflected in the three main aspects: drama, architecture and portraiture through pouring humanism into works in those fields.. The greatly aroused creativity of human beings will create miracles. Key words: Renaissance Humanism Drama Architecture Portraiture "What a piece of work is a man, how noble in reason, how infinite in faculties, in form and moving, how express and admirable in action, how like an angel in apprehension, how like a god!" This sentence is abstracted from the book Hamlet written by Shakespeare, who is a representative figure in the period of English Renaissance. In this period, the most significant influence in English history is the spreading of humanism, which is a milestone in the development of English history, especially in art, and which is reflected in the three main aspects: drama, architecture and portraiture. This article is concentrated on how English renaissance puts influnence on these three aspects. ⅠEnglish Renaissance and humanism A. English Renaissance But first, what is English renaissance? “The English Renaissance was a cultural and artistic movement in England dating from the early 16th century to the early 17th
汲水门大桥有限元模型的分析 By Q. W. Zhang, T. Y. P. Chang,and C. C. Chang 摘要：本文提出的有限元模型修正的汲水门大桥的实施，是位于香港的430米主跨双层斜拉桥。通过三维有限元预测和现场振动测试，对该桥的动力特性进行了研究，。在本文中，建立的有限元模型的更新，是基于实测的动态特性。一个全面的灵敏度研究证明各种结构参数（包括连接和边界条件）的影响是在其所关注的模式进行，根据一组的结构参数，然后选择调整。有限元模型的更新在一个迭代的方式以减少之间的预测和测量频率的差异。最后更新的有限元模型，使汲水门大桥能在良好的协议与所测量的固有频率状态，并可以进行更精确的动态响应预测。 简介： 汲水门大桥（图1），位于大屿山及香港湾岛之间，是世界上最长的斜拉桥，是公路交通和铁路交通两用桥梁。为确保其结构的完整性和操作安全性，桥梁已经配备了一个相当复杂的监测系统，包括仪器参数如加速度传感器，位移传感器，液位传感器，温度传感器，应变计，风速仪（Lau and Wong 1997）。由Chang 等人通过有限元预测和现场振动测量对该桥的动力特性进行了研究（2001）。三维有限元（FE）模型，它是基于非线性弹性梁元件构建的塔和甲板上的桁架单元，电缆，和弹性或刚性连接的连接和边界约束[图1（d）]。桥面，包括钢/混凝土框架结构在大跨度和梯形箱梁的中心部分的剩余部分，是使用一个单一的脊柱通过剪切中心桥面的。由于截面的非整体性，通过一个虚拟的等效单片材料来表示复合甲板。这是通过等效的整体桥面的质量和刚度性能检核的复合甲板了。由Chang证明（1998），对截面模量的计算细节可以通过改变报告发现。电缆，另一方面，使用的是线性弹性桁架单元模拟。非线性效应由于电缆张力和下垂的电缆进行线性化，采用弹性刚度等效模量的概念考虑。有限元模型包括464个梁单元，176个桁架单元，和615个节点，总共有1536个自由度。 一般的有限元建模，给出了该桥的物理和模态特性进行详细的描述，而现场振动测试则是作为（理想化的）有限元模型评估基础信息的重要来源。有限元计算结果与现场振动试验表明在自然频率合理的相关性和桥的振型。然而，在预测
《英美概况》教学大纲 课程名称：英美概况课程代码：04213020 课程类别：公共基础课课程性质：必修 总学时：64 理论学时：64 先修课程：《综合英语》 适用专业：应用英语、商务英语开课单位：经管学院 一、课程性质、目的 课程性质：《英语国家概况》是英语专业的一门知识性基础课。本课程以英语为媒介，比较系统地向学生阐述世界主要英语国家的社会与文化背景，如地理、历史、政治、经济、社会生活和文化传统等方面的基本知识。它是英语专业学生学习英语专业其它语言基础课和在高年级阶段学习英语文学和翻译等课程的基础。 课程目的：本课程的教学目的是提高学生在跨文化语言运用过程中对文化差异的敏感性、宽容性和处理文化差异的灵活性，从而改善学生的跨文化语言运用能力。 二、课程内容和学时分配 第一章大不列颠与北爱尔兰简介 【教学基本要求】 对英国的社会及文化背景作全面概括，使学生了解英国社会和文化的过去和现在的情况。 【教学时数】 6 【教学重点和难点】 重点： 英国社会背景文化知识介绍。 难点： 英国的民族与宗教及政治体制。 【教学内容】 英格兰、苏格兰、威尔士的地理、语言发展和民族特点，以及北爱尔兰地理、宗教信仰及民族独立问题。 第二章英国政府与当代政治、经济 【教学基本要求】 使学生认识英国的政府统治体制和议会程序及选举制度，同时了解英国当代的政治经济情况。【教学时数】 6 【教学重点和难点】 重点： 英国政府体制的特色；民族等级制度对人民生活的影响；英国经济发展的原因。
难点： 英国政府议会选举程序。 【教学内容】 1、英国君主立宪制度议会制度及内阁 2、英国选举制度、政党制及政治发展趋势 3、英国经济概况、农业及飞机工业的发展 第三章英国的对外关系 【教学基本要求】 通过课文讲解使学生认识英国的发展历史、外交政策及英美两国的关系。【教学时数】6 【教学重点和难点】 重点： 英帝国的扩张历史； 难点： 对外政策的基础和对外关系发展。 【教学内容】 1、大英帝国的扩张历史及现状、英国对外政策的基础和立足点 2、英国与北约、欧盟等一些国际组织的关系 3、英美两个资本主义大国之间的关系 第四章英国社会文化与生活 【教学基本要求】 通过教学，让学生了解英国的教育体制和社会各阶层的生活情况。 【教学时数】 6 【教学重点和难点】 重点： 英国教育特点；传统节日。 难点： 英国各阶层和种族情况。 【教学内容】 1、英国社会各阶层、各种族概述 2、英国教育体系及特点和传统节日 3、英国新闻传媒机构简介 第五章英国文学 【教学基本要求】 使学生了解英国各时期文学的创作特色，能够欣赏相关文学作品。
Comparison of the Politics in Britain and United States Abstract: The system that British established in 19 century has a profound effect not only on its own country’s society developments of politics and history but also on other counties’ modern institution, politics and history. British is the mother of world capitalist constitutionalism. As a powerful capitalistic country, US’system is also based on the British’s system and set a prefect system after some reforms. Even so, the systems of the two countries still have many differences. Both of the two countries have powerful political systems in the world. Keywords: constitution, party systems, electoral system 1. Introduction: (political institution is superstructure, generally refers to the state power organs and the basic system which adapted with the social nature. "Political system, as same as the various systems of the human society, is the product of history development, branding with time and space.”) After the English bourgeois revolution, democratic politics was gradually established. The constitution was promulgated and constitutionalism was gradually be taken. Capitalism got a considerable development in Britain. Britain built the first set of the capitalist system, which is known as the source and model of Western political system. British and US political systems have the same theoretical basis: the principle of "separation of powers” and the theory of “human rights”; the concrete content includes the parliamentary system, the electoral system, the judicial system, and the political party system, etc; these are all considered to be the elements of "people's democracy", Regimes implemented the principles of separation of powers and check and balance and the "rule of law". And most fundamentally,as two typical representatives of capitalist countries’ political systems, Britain and USA have the same nature in the maintenance of bourgeois interests and the private capitalist system, the implementation of other aspects of bourgeois dictatorship. But in the specific political system level, they present different characteristics, the paper only compare British and American political system from three aspects of the Constitution, the party system, the electoral system. 2. Comparison of constitutions Britain is typical of countries with unwritten constitution, there is no unified, complete written form, and its constitutional system is extremely complex which is constituted by a variety of written and unwritten customary law, jurisprudence and constitutional practices constituted. British constitution can not be listed by one or several pieces of documents, nor strict distinct by the time, it lacks rigorous and explicit content, consistent and complete system。 The United States Constitution is the first written constitution in the world. In the course of its development, the United States Constitution formed the four main principles: the separation of powers and checks and balances, federalism, limited the powers of the government and judicial review. The US Constitution carried thorough the separation of powers which provide the separation of the legislative, judicial and administrative. Congress, the Federal Court and the President perform their respective duties, and the division of labor between federal, state and local governments is also very clear. Federal Court is an important weight in the separation of powers and checks and balances in the United States, in addition to the administrative function and legislative function, the most important function is the supervisory function and judicial function. Judges enjoy constitutional status and was appointed guardian to uphold the Constitution; the
天津师范大学考试试卷 2013 —2014学年第二学期期末考试答题纸（A 卷）科目：英美概况学院：外院专业： 2013 级英语副辅修 班级：姓名：学号： American’s role in the two World Wars Abstract:American experienced two world wars.Through two world wars American’s ecomomic，political have taken place great changes.Established the position in the international stage .The eassy discuss the time,development,result of two world wars and research the American’s role in the two world wars. Keyword: world ward；American；role 1.Introduction 1.1The significance of topic The eassy talk about the two world wars’ cause,development and the results.Thinking American’s role in two world wars.Researching the international
situation changes and Americ an’s state in the international changes. 1.2Research Method The main methods for the study are reading the relevant literature and querying the relevant information and combing with introduces the contents of the book.On the basis of this analysis and research,some history understanding are to be summarized.Put some context of myself. 2.American and World War I 2.1The cause of World War I World War I broke out in july 1914.The war was launch between two groups of imperialist powers,Allies and the Central European Power.The basic cause of the war lay in the political,economic and colonial rivalries of the great powers,stretching back into the late 19th century.First were the economic rivalries.Most of the European power competed the foreign market.The most serious economic rivalry taken place between Britian and Germany because of the latter’s rapidly developed of industrialization in the later 19th century and Germany’s industrial scale had beyond britian’s capacity and took the first place in economy in Europe by the 20th century.Economic rivalries brought colonial disputes.They were redividing the world according to their economic strength and the competition was restricted to Britain and Germany.The immediate cause of the War was the assassination of Archduke Franz Ferdinand of Austria at Sarajevo,Serbia on june 28,1914.It was use as an excuse for declared war on Serbia by Austria. 2.2American in World War I When the war began,American just to observe strict neutrality until 1917 Wilson was leading the country into the war.In general,there were there reasons for the us to join the war so late.First,America’s traditional distrust of standing armies,the military power was too slight to join the war.Although the navy was strong,the air force was slight can only national defense.Then the national Security League and