آموزش زبان انگليسي معرفي روشهاي نوين تدريس نقد ادبي شاهكارهاي ادبيات انگليسي
SYNTAX II: EMPTY CATEGORIES Sentences sometimes contain missing elements or gaps which speakers must fill either from information elsewhere in the sentence or from some general principles. Examples of sentences with gaps are the following: (1) a. You can come if you want to ____. b. He shrugged ____. Native speakers know intuitively that the gaps in the above sentences should be filled as follows: (2 ) a. You can come if you want to come. b. He shrugged his shoulders. One of the major difficulties in parsing concerns the manipulation of such gaps or “empty categories,” as they are called. Since a user does not type in empty categories into the input string, the parser must insert them in the appropriate places. There are two major types of empty categories in language: [e], a bound anaphor that has a referent somewhere inside the same sentence, and [u], an understood element. Consider the following examples, where [1] is the sentence the user types in, where [2] is the representation given by the parser, and where the subscripts indicate which two elements are bound (refer to each other): (3) a. [1] You can come if you want to. [2] You can come b. [1] What did he eat today? [2] What c. [1] He shrugged. [2] He shrugged [u]. (The [u] indicates some understood phrase.) On motivation and college English learning LI Yu-mei (College of Foreign Languages, Daqing Petroleum Institute, Daqing 163318, China) Abstract: maintain a proper strength in English, learning motivation is very necessary for the teachers in the daily teaching procedure. This paper discusses the issue of motivation in foreign language learning in four main sections. Finally, some suggestions are offered to the teachers. Key words: 1. Introduction about motivation As we all know, motivation is one of the most important factors that will influence students’ English achievements. It has a close relationship with students’ success or failure in English teaching in college. Therefore, teachers must pay more attention to this aspect. As Gardner (1985) emphasized that motivation constructed the primary factor to influence students on English learning. He believed that motivation for language learning can not only include goal orientation but the combination of effort, desire to achieve the goal of learning the language and favorable attitudes toward learning the language. And the core of his motivation is the dichotomy of integrative and instrumental orientations. There exists a great dispute about the effect of the kinds of motivation on the English study performance. Gardner gives a great impetus to the motivation theory development. Based on this, Graham divided motivation into integrative motivation and assimilative motivation. However, not all researchers in the world agree with Gardner’s theory. Hungarian psychologist Dornyei brought forward a three-level mode: language level; learner level and situation level. Differently Brown divided the motivations into three types: global motivation, situational motivation, task motivation. Besides, there are other different voices on this subject at home. WEN Qiu-fang (2001) explained motivation as the reason for studying English and the aim of learning English. She divided the motivation of learning English into two groups: surface motive and deep motive. People with surface motive tend to get a degree, a good job or a higher pay; people with deep motive tend to study English for great interest and for extension of their knowledge. In her research, she finds out to know about one’s own motivation type will do good to further study. 1.1 Instrumental and integrative motivation The most wide-ranging research into the role of motivation in second language learning was conducted by Gardner and Larmbert. Over a period of twelve years, they extensively studied foreign language learners in Canada, several parts of the United States, and the Philippines in an effort to determine how attitudinal and motivational factors affect language learning success. Motivation was examined as a factor relating to different kinds of attitudes, and two different clusters of attitudes are divided into two basic types of motivation: instrumental and integrative motivation. Instrumental motivation refers to the desire to acquire a new language for structure-dependency: Structure-dependency is a restriction on movement in human languages that makes it depend on the structure of the sentence, rather than on its linear order. A principle of Universal Grammar Vivian Cook let's see other definitions about linguistics by vivan cook It is very difficult to see ones own faults; only a man who loves himself can see them. Don’t listen to the others, what they say about you. See yourself. who you are, where you are what your faults are. And the miracle is that seeing a fault, through your own awareness, dissolves it. مشکل بتوانی لغزش های خود را ببینی، تنها کسی که خود را دوست میدارد میتواند این لغزشها را ببیند. به حرف های سایرین درباره ی خودت بها مده. خودت ببین که هستی ، کجا هستی ، لغزش هایت کجایند. و معجزه آن است که خطایی را ببینی با تکیه بر آگاهی خودت و سپس بتوانی این خطا را از میان برداری Introduction There are several people involved in the whole process of education, namely, administrators, policy makers, curriculum planners, teacher educators, textbook writers, and teachers (Kumaravadivelu, 2003). However, the most important one who shapes and reshapes the learning outcome is the teacher. Thus, teachers should know their noteworthy and supreme roles in education and try to improve in their profession (Richards and Renandya, 2002; Kumaravadivelu, 2003). l As Prabhu (1990) and Richards and Rodgers (2001) argue, in post-method era teachers are encouraged to formulate their own methods of teaching based on their classroom situations. Although they may be based on other approaches or methods, these new ones reflect the teachers’ beliefs, values, and experiences. In fact the teacher adds, revises or adjusts the methods and approaches based on his own real classroom, students and the situations. In this article, the writer is going to elaborate on reflective teacher. http://teachenglish.persianblog.ir جای مردان سیاست بنشانید درخت تا هوا تازه شود سهراب در تشبیهی بعید اگر حجم سبز را به قران یا کتابی آسمانی تشبیه کنیم سوره تماشا زیباترین سوره این کتاب خواهد بود.این سوره قلب قرانی به نام هشت کتاب است که بر محمد دین نیما نازل شده است. در جلالت و فضیلت این سوره همین بس که با قسمی شروع می شود که یادآور قسم های فخیم قرآنی و وحیانی است به تماشا سوگند و به اغاز کلام و به پرواز کبوتر از ذهن واژه ای در قفس است حرفهایی که در سوره تماشا مطرح شده اند روشن است و شاعر با کسانی صحبت می کند که غایب اند ولی واگویه کردن آنها برای حاضران و مخاطبان نیز جالب است حرفهایم مثل یک تکه چمن روشن بود من به انان گفتم : افتابی لب درگاه شماست To: those whom I love ”my students” Within you is a spirit Capable of teaching the stars Within you is the ability to achieve your goals And make your dreams come true Don’t listen to others Or fear competition Or worry about wrong choices In every experience There is wisdom To be gained Have faith in yourself And move ahead with confidence Believing that you will fulfill Your potential As the unique person Some M.A sample tests about culture. You can read the below article and easily answer these tests Please note down your answers in comment part and also present your reasons,thank you .............-the term biculturalism is incorrect because a-each person is only capable of adopting one culture. b- people are multicultural even in their own environment c-the native culture is always dominant. d-most people are usually not willing to accept any other culture. the process of learning one’s own culture is called .- 1-assimilation 2-enculturation 30acculturation d- self-actualization culture in anthropological term is defined as the way people 1-think 2-communicate with each other 3-live 4-perform different tasks
Teaching culture What is culture? (the way people live. (Small c culture Experts feel that the term biculturalism is inaccurate because most people are multicultural even in their own culture and many now have some cross-cultural experiences. 2-Another definition of culture focuses on the major products and contributions of )the society.(large C culture Small c culture is taught in the beginning language classes and large C culture in advanced classes. As students begin the course, they expect to gain some functional ability the culture as well as in the language Language AND culture language and culture are inseparably bound. Language is used to convey meaning and maening is determined by culture. So language must be culture-bound and culture specific, because the particular patterns of social interactions are specific to each culture. Enculturation & acculturation Enculturation:the process of one’s native culture is called enculturation which usually gets complete, whereas acculturation is the process of learning the second culture which is never complete. Acculturation ranges from: -information to insight, -perception to identification, - and awareness to interaction. Note: Immigrants desire acculturation and assimilation. Some Factors influencing students’ attitudes toward culture -society or the environment 2-the attitude of the teacher: if he attempts to indoctorine students with attitudes toward the second culture,he will most likely be rejected , or vice versa. So,the teacher’s task is to make students aware of cultural differences,not to pass value jugements on these differences;he is to acquaint, not to indoctorine لطفا به سوالات چهارگزینه ای پاسخ دهید. And under the shade of that great green Banyan I well recall the phrase which entered the country of mind: Be vast , solitary ,meek ,and firm سفر مرا به زمین های استوایی برد. و زیر سایه آن بانیان سبز تنومند چه خوب یادم هست عبارتی که به ییلاق ذهن وارد شد: وسیع باش و تنها و سر به زیر و سخت
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The boy who is sleeping was dreaming.
The boy who can sleep will dream.
if I want to make a question out of the first sentence then I should move the auxiliary of the top most sentence ( The boy was dreaming) to the beginning
(Was the boy who is sleeping dreaming?).
Now, is the following (who is sleeping) an embedded sentence?
And if it is, is who considered a complement?
Is the tree diagram of the sentence correct?
S = The boy who is sleeping was dreaming
NP = det.(The) + n. (boy) + CP (who is sleeping)
CP = c. (who) + embedded sentence ( NP + VP)
NP of embedded sentence = NONE
VP of embedded sentence = aux. (is) + v. (sleeping)
VP = was dreaming
How do we represent (sleeping) and (dreaming) in the tree diagram, as adverbs or as verbs
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