Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.
In order to solve the problem of bad performance of a sampling algorithm based on Euclidean distance in a large meteorological dataset with an imbalanced characteristics,this paper proposes a lightning data sampling algorithm based on the Huffman tree.An approach to quickly calculate the number of cluster centers and the number of the samples of each cluster is designed by using the technique for building Huffman tree.According to two values attained,this algorithm can be used to generate non-lightning samples from the large meteorological dataset.Sampling testing on the given set with 27 552 records,results show that this algorithm sampling time is about 16 minutes,not only can reduce the amount of data,and can improve the time performance of this algorithm.
It has been proposed that children differ from adults in that children license a conjunctive inference to disjunctive sentences that lack any licensing expression. The proposal is that children infer “A and B” from sentences of the form “A or B.” Although children’s conjunctive interpretations of disjunction have been reported in some studies, they have not been observed in other studies. This study investigates one possible source of the different findings, which is the presence or absence of objects that are contextually introduced, beyond those mentioned in the test sentences. Using a Truth Value Judgment Task, we conducted three experiments with preschool Mandarin-speaking children and a control group of adults. Test sentences in Experiment 1 included disjunction and a deontic modal verb, and the contexts only included objects that were mentioned in the test sentences. In Experiment 2, the deontic modal verb was omitted from the test sentences. Experiment 3 presented the same sentences as Experiment 2, but the contexts included additional objects beyond those mentioned in the test sentences. Both children and adults assigned a conjunctive inference to the test sentences in Experiment 1. In Experiment 2, with no deontic verbs and no contextually introduced objects, a subset of children computed conjunctive inferences, whereas none of the adults did. In Experiment 3, neither group made a conjunctive inference. The findings reveal that entities in nonlinguistic contexts influence children’s understanding of logical expressions. Moreover, preschool children already have linguistic knowledge that modal verbs license conjunctive inferences for sentences with disjunction.
Abstract Distinct from English, Mandarin verbs are not inflected to encode Past Tense, but perfective aspect is typically marked by aspectual markers -le and -guo . Moreover, resultative verb compounds are often viewed as accomplishment verbs, denoting telicity of an event. This study attempts to examine whether such linguistic properties transfer to the acquisition of English. We tested 22 English learning Chinese adolescents in two experiments, respectively using a Story Restatements Task and an Elicited Production Task. Overall, the experiments generated three major findings. First, the participants marked irregular verbs 13 % higher than regular ones. Second, the participants used bare verbs to express English Past Tense 12 % of the situations. Third, the participants adopted Mandarin-like RVCs to denote English Past Tense 10 % of the cases. Taken together, the findings indicate that besides morphophonological transfer, English learning Chinese adolescents adopt Mandarin word-formation rules to encode English Past Tense, which is new evidence of cross-linguistic transfer. We discuss the implications of our findings.
Metaphor is a kind of rhetoric device as well as a pragmatic phenomenon.Based on the analysis,the author believes that the acceptance and perception of metaphor is a process of ostension to inference in which the hearer finally acquire the conversational meaning of metaphor by seeking the relevant ostension, activation,choice and inference of optimal shared cognitive environment.In addition,though relevance theory provides a new perspective of understanding metaphor,it has it limitations in interpreting metaphor.
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