1、【请大家提交一份电子文稿，一份纸质打印稿】中文读书报告格式和范文标题个人信息：班级，姓名，邮箱，电话【必要时另起一页】提纲I 。 。 。1.2.摘要关键词正文一，引言【本文所选课题为什么值得研究】二，文献综述【关于这个选题，别人都做过什么研究，都有什么发现，或者，都是从那些视角研究的。如：1. 历史视角， 2. 男女关系，3.女性地位， 4. 革命中的人物，5. 个性解放，6.话语风格，幽默，冷峻，讽刺 7. 相关课题的不同见解， 等等】关键点： 不可以报流水账，简单罗列每个学者的研究和发现，用自己的话语进行综合分析整理。 】三，我的分析【视角：定性还是定量，宏观还是微观】四，结语五 参考文献
2、尤其要注意，每一个字母和标点都有其独特含义，不能省略，不能混淆 ：（一）专著文献著录示例： 1杨先举.孔子管理学M.上海：上海人民出版社，1990：117.2辛希孟.信息技术与信息服务A. 国际研讨会论文集C.北京：中国社会科学出版社，1994.（二）专利文献著录示例：3 杨林.移动电话机：中国，CN99115146.1P.2001-03-28.（三）专著中析出文献著录示例： 4 马克思.关于工资、价格和利润的报告札记 M/马克思，恩格斯. 马克思恩格斯全集：第 44 卷.北京：人民出版社，1982：505.（四）连续出版物中析出文献著录示例： 5 曹凤岐，姜华东. 中国发展股指期货研究 J.
3、 北京大学学报：哲学社会科学版，2003（6）.6 谢希德. 创造学习的新思路N. 人民日报，1998-12-25（10）.（五）电子文献著录示例： 7 江向东.互联网环境下的信息处理与图书管理系统管理J/OL.情报学，1999.18.（2）:4 .2000-01-18.http:/ Teachers Responsibilities in CALL Environment Student:He QianProfessor: Stephen Hoyle IntroductionIn the recent decades, the computer, as a tool used to assi
4、st language learning, has received a great amount of attention among researchers and language teachers. It is used both inside and outside of classroom. It is believed that computers could be regarded as tools promoting independent learning, and thus autonomy. Based on this belief, a large amount of
5、 computers are provided in the language centers. However, in the process of CALL (Computer Assisted Language Learning), computer software alone is not able to help students acquire second language. Language teachers influence is still inseparable. At present, some language teachers complain about th
6、e effectiveness of computers. However, they are not aware of their own responsibilities in the CALL environment. They are not in a position to make computers effective with their efforts. This paper aims to emphasize the importance of the teachers role in CALL environment. Teachers responsibilities
7、are separately discussed in three aspects through drawing the related SLA theories.Literature ReviewWith the development of society and technology, CALL has played an important role in language learning and teaching and has aroused many researchers interest and attention. The term of CALL has been d
8、efined by Longman Dictionary of Language Teaching and Applied Linguistics (Richards, Platt J. it is supposedly unlearnable, unteachable, and untreatable (Mackey & Philip, 1998:340). Secondly, the teacher should design or select a certain task for students to complete. If learners are left to wander
9、aimlessly in the CALL environment, they may get totally lost. Therefore, certain tasks are required. The chosen tasks should include some need for real information gaps for learners so as to generate the need for genuine communication. Ellis has pointed out that giving beginner learners opportunitie
10、s for meaningful communication in the classroom helps to develop communicative abilities (1999: 604). Thirdly, without teachers arrangement and monitoring, students communication may come to a chaos without any order or it may go on in the native language rather than the target language. The teacher
11、 needs to arrange the communication in an appropriate order. Students who are not familiar with computer skills may not be able to have chances to respond. Teachers should adjust the amount that each student communicates so that the communication could go on effectively. And the teacher also needs t
12、o monitor students output so that the target language is used in students communication. And computers also provide learners a lot of entertainment programs as well as learning activities. Without teachers proper guide and monitor, learners, especially the young students may spend much time on playi
13、ng computer games without learning the language. Few improvement and efficient interaction could be made in that case. Therefore, the teacher plays a significant role in facilitating interaction.5.3 Developing Learning StrategiesCALL software and Internet could provide facilities for learners indepe
14、ndent learning. However, some learning strategies must be developed before they could study on their own successfully. There are different types of learning strategies. OMalley and Chamot define cognitive strategies as learning strategies that operate directly on incoming information, manipulating i
15、t in ways that enhance learning (1994:40 cited in Ellis, 1999: 696). These strategies include operation like repetition, deduction, inference, guessing, etc. In the CALL environment, students need to think, evaluate, infer, etc. Therefore, the teaching of the specific learning skills is needed. Bran
16、dle states that some instructional practice is needed to support the development of high-order skills (2002). Metacognitive strategies are also one type of learning strategies. They involve planning learning, monitoring the process of learning and evaluating how successful a particular strategy is (
17、Ellis,1999). Teachers also have responsibilities to help learners make use of such strategies because these strategies enable learners to manage their learning process. When using CALL program, teachers need to give students some explanations about the course structures, aims and objectives because
18、all the information and processes students will be operating with are concealed in non-linear fashion behind a single screen (McCarthy, 1999). Students are able to and willing to make use of the CALL program if they have a clear idea about the system and the lesson plan. Besides, the cognitive strat
19、egies and metacognitive strategies, instructors need to help students develop navigational skills so that they could use the computer and Internet tools more effectively. Some students who have poor ability of navigating will fail to search for the appropriate resources they need. It is the teachers
20、 responsibilities to develop students navigational skills and provide facilities for their choosing materials. ImplicationsThrough the above analysis about the teachers responsibilities, it could be found that the teachers role is still important in CALL environment. Computers, as tools used to assi
21、st language learning, could not replace the teacher. They could be used to complement the teachers work. The instructor should take on their responsibilities to integrate CALL into their daily lessons in an appropriate way. Some careful considerations are needed in order to achieve the effectiveness
22、 of CALL.One thing to be noted is that the teacher should base their responsibilities on students need and their language levels. Identifying students correct level and interest is very important for facilitating language acquisition. Through the above discussion about input and interaction, we coul
23、d find that the instruction should follow the students developmental stage so as to make positive effects on the acquisition process. Therefore, teachers should know his learners well. Since computers could share some of teachers work and lessen the teachers burden, the teacher could pay more attent
24、ion to his or her students needs. Support for individuals could be given as much as necessary. The other implication is that the teacher should make good use of computers and Internet to provide opportunities for genuine communication as much as possible. In the genuine communication, learners could
25、 acquire the language naturally. Therefore, the activities or tasks should be designed or chosen to facilitate interaction among learners. And the authenticity also needs to be considered. ConclusionCALL has brought a great reform in language teaching field. Teachers could make use of the boundless
26、Internet resources to integrate authentic materials into their lesson plan. It is both a benefit and a challenge. Teachers should be aware of both the facility computers provide and the responsibility they should take. This paper mainly draws on the input, interaction and learning strategies theorie
27、s to demonstrate teachers responsibilities in CALL environment. They still play an important role in selecting input, facilitating interaction and helping students develop learning strategies. The computers make teachers role somewhat different from that in traditional teaching mode. For example, th
28、e navigational skills need to be taught by instructors. Such responsibility never exists in traditional teaching mode. Therefore, teachers should be clear about the changes and apply the computers and Internet appropriately.SLA theories provide some principles for language teaching. This paper draws
29、 several of them to discuss the teachers responsibilities in CALL practice. Language teachers could draw more SLA theories to guide their teaching and thus also help students in second language acquisition.References:Bax, S. (2003). “CALLpast, present and future”. System, 31, 13-28.Chapelle, C. (199
30、8). “Multimedia CALL: Lessons to Be Learned from Research on Instructed SLA”. Language Learning & Technology. Vol. 2, No. 1, 21-39.Ellis, R. (1999). The Study of Second Language Acquisition. Shanghai Foreign Language Education Press.Jones, J. F. (2001). “CALL and the Responsibilities of Teachers and
31、 Administrators”. ELT Journal, Vol. 55, No. 4, 360-367.Mackey, A., & Philip, J. (1998). “Conversational Interaction and Second Language Development: Recasts, Responses and Red Herrings?” The Modern Language Journal, Vol.82, No.3, 338-356.McCarthy, B. (1999). “Integration: the sine qua non of CALL”.
32、CALL-EJ Online, Vol.1, No.2. On-line.Richards, J. C., Platt, J., & Platt, H. (1992). Longman Dictionary of Language Teaching and Applied Linguistics. Longman Group UK Limited.Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.Stevens, V.
33、 (1992). “Humanism and CALL: A Coming of Age”. In Pennington, M. C. & Stevens, V. (Eds.) Computers in Applied Linguistics: An International Perspective. (pp. 11-38). Multilingual Matters Ltd.从社会学角度解读蜗居折射的生存焦虑陈莲洁210014 南京孝陵卫 200 号，南京理工大学外国语学院E-mail: 摘要本论文通过分析蜗居的故事情节，从时间危机、自我认同危机、生存意义的迷失等三个方面去了解现代都市平民
34、生存焦虑的表现或根源。长期以来城乡的二元对立，造成了城乡之间、大城市和小城市之间的巨大差别。 蜗居中的主角来自小城市，在大城市面临着各种困难造成的生存焦虑。更值得关注的是当面临生存焦虑时，不同的人做出的选择，从另一个侧面反映了当今世界价值多元化和传统道德面临的挑战。关键词 都市平民，生存焦虑，危机感，价值多元化Sociological Interpretation of Survival Anxieties Reflected in Dwelling NarrownessCHEN Lian-jie（School of Foreign Studies, Nanjing University of
35、 Science and Technology）Abstract This paper analyzes major plots in Dwelling Narrowness, with the intent to reveal the survival anxieties experienced by modern city dwellers in terms of time crisis, self-identity crisis and loss of meaning in existence, and to disclose inherent social and economical
36、 causes of these anxieties. For a long time, the polarized existence of city and countryside has caused huge differences between the city and the countryside, between the big city and the small city. All the chief characters in Dwelling Narrowness come from small cities and experience ubiquitous sur
37、vival anxieties caused by various difficulties. What worth more of our attention is the different choice by different people in face of these anxieties, which, to a certain extent, reflects currently multi-faceted social value systems and corresponding challenges exerted on traditional ethics and pr
38、inciples. Key words: city dwellers, survival anxieties, crisis, multi-faceted social value systems一、 问题的提出2009 年根据女作家六六的小说蜗居改编的电视剧不仅成为影视热门，更成为社会话题。该剧以都市“房奴”话题为切入点，讲述一对年轻夫妇为在江城买一套城市而经历的艰辛故事，展现了都市人面临诱惑时做出的不同选择。尽管针对蜗居的各种议论褒贬不一，但有一点几乎是一致的：那就是该剧对现实中城市人口生存焦虑的关注引起了强烈的认同感。同时，当今世界，价值观日趋多元化，不同的人面临生存压力和权力诱惑时的选
39、择也折射出现代人的道德困惑。二关于焦虑的研究（一）焦虑的定义“所谓焦虑是一种担忧的期待, 即人们面对将要发生的、与己密切相关的事情时产生的一种焦躁( fretful ) 、不安( anxious 、discomforted ) 、忧虑 (worried) 、抑郁( depressed) 等感受交织成的复杂情绪状态” 1。焦虑与害怕不完全一样 ,害怕是对某种实在对象的恐惧 ,而焦虑则是一种恐惧和不安的不愉快的心理状态,常包含着为避免危险、威胁等而做出的努力和期待,但是对这种危险和威胁往往无能无力，不在自己能力掌控范围。焦虑来自并非真实的危险情境,是一种心理反应 2。(二) 焦虑的分类除了神经过敏
40、性焦虑，即不仅对特殊的事物或情境发生焦虑性反应，而且对任何情况都可能发生焦虑反应， 我们通常指的是现实性或客观性焦虑。改革开放三十多年使得人们的求学、就业、社会活动方式都发生了重大的变化。人们的日常活动日益突破原来的时空局限，在获得前所未的自由的同时, 也出现了一些问题, 潜伏着一些危机，生存焦虑就是其中之一。而现代都市居民生存焦虑中最受关注的就是女性生存焦虑和异乡人生存焦虑。女性的生存焦虑集中表现在三个方面：首先，女子面临求学就业歧视。由于女性的生理和心理特点，很多学校女生比男生的录取分数高很多，或者在专业选择上对女生设置障碍，使得女生从中学起就面临着不平等竞争和很高的心理压力。 蜗居中郭海
41、萍和郭海藻两姐妹都是复旦大学毕业，大学期间还是“文学青年”，但是仍然面临着毕业后没有稳定职业的危机。第二，复杂的社会关系对女性带来了严峻的挑战，比如，如何处理好微妙的男女上下级关系和同事关系。商品化社会里，老板关心的是利益如何最大化，不惜牺牲女性员工的利益甚至尊严。为了保住工作，没有额外的薪酬，海萍也不得不每天加班，外加周末加班。而海藻则按老板要求陪客人喝酒，唱卡拉 OK，甚至忍受客人的调戏。第三方面是更深层次的焦虑，来自传统伦理亲情观念在现代商品经济时代的利益冲突。在蜗居中海藻与海萍的姐妹情也是导致生存焦虑的一大因素。海萍决心买房子，自己的钱不够，她想到的三个办法就是：命令丈夫苏淳回家和公婆
42、要两万，停止给父母寄孩子的生活费，让父母暂时替他们抚养，动用海藻和小贝的存款。海藻内心一直视海萍如母，当海萍急需用钱时，海藻想尽办法给她借钱，不惜和小贝闹翻，卷入与宋思明的不伦婚外恋：“人情债，我肉偿啦从此我就步入职业二奶的行列啦” 【注】 。海萍对于海藻的选择更是投射出都市平民的矛盾和无奈：她警告海藻和宋思明的关系不能比社会接纳，也不会有好结果，同时又强烈依赖这种畸恋带来的现实好处，似乎生活中每一次重大事件都离不开宋思明的权力庇护：借钱支付房屋首付，给美国学生 Mark 教汉语，拆迁后借房子临时过渡，拿回自己的年终奖，把苏淳从被捕的危险中解救出来。在母亲斥责她没有看管好妹妹时，她不得不承认“
43、他有恩于我们家” 。异乡人的生存焦虑来自长期以来的城乡二元对立：城市代表着文明、权力、金钱、繁华与享乐，而农村和小城市意味着落后、偏僻、贫穷和单调。农村青年和小城市居民要想改变自己的命运、出人头地，就必须到大城市去。对于这一代农民来说，土地已经不能承载他们的所有梦想，困守土地成为了这个时代不折不扣的悲剧一方面，城市给他们带来美好的梦想。另一方面，当大量农民工离开土地，在城市寻求发展和生存机会时，社会歧视、就业压力和子女入学困难给他们带来无法克服的焦虑 3。海藻把自己比作小蜗牛，其实就隐喻了异乡人的生存写照“它这么慢，这么小，这么弱，随便谁一个无意的脚步都会把它踏扁了。” 海萍曾对自己家乡的小街嗤之以鼻：“就那么一条破街，十分钟就逛遍了。 ”但是，在大都市生存的压力却是活生生的：“每天一睁开眼,就有一串数字蹦出脑海：房贷六千 ,吃穿用度两千五,冉冉上幼儿园一千五,人情往来六百,交通费五百八,物业管理三四百。每天不吃不喝，也必须进帐四百，这就是我生存在这个都市的代价”。苏淳月薪七千，和妻子生活在租来的十平方米的小屋。为了买房，只能在吃挂面和方便面之间选择，所以只好自欺欺
