无题？还是懒惰？

总是不想释放自己的感情

文章标题，我也懒得去花费脑细胞

这几天，天气很好

晴朗的天空下，竟然随处可见无法抹去的伤感

快乐的生活不会远去

幸福的时光不会老去

工作的迷茫

我同样担心

你的快乐，我同样在乎

你的微笑，掩盖了悲伤

也许我真的不懂你此刻的心情

你来了一个星期了，我觉得很幸福

很明白，你有很多的不适应

你的境地，也很难堪

远离了你最亲近的人

来到一个陌生的地方

没有朋友，没有工作

一个人在家里，除了上网，没有其他有意义的事情

有时候，我很恨自己

我想拥有你想要的一切

可是，现在我就是一个活人

其他的一无所有

我们走的对不对，我无从知晓

我知道我很爱你

也会永远爱你

我不会后悔，永不后悔

爱情，让人感觉越来越不懂

希望我们变得越来越好

而不是成为爱情的牺牲品

    真是好久没有更新了!!!!

    不过也没有几个朋友来访问了,我的博客'疲软'了啊

    开学快一个月了,搬了家,好爽啊...空闲时间可以做自己喜欢的菜肴...哈哈

生活虽然可以让人享乐,不过学校的生活还是让人感到无比的压抑...转眼间,我已经是研二的学生了,也许在别人眼里,应该是很成熟、稳重的男子汉，可是我除了一点点成熟、稳重以外，还不乏孩子气，感觉自己还是长不大的孩子...

    自从进入研究生的生活以来,一切都是自己操理...虽然,周末姐姐可以给我准备一些好吃的,日常用的东西...其他的一切开支都是我一个人来付...很有成就感噢...没有周末的我,是有点忙碌,不过我觉得很充实,毕竟我可以独立的生活,不依靠别人...以后啊更不会饿到自己...哈哈...想想周末忙碌的样子,我觉得自己好可怜啊...星期天要早早地起床,还要整吃的...然后做一个小时的公交车到省委家属院给我的一个学生补习功课,其实脑子昏昏的...只有上完课去姐姐家的路上在车上稍微休息一下...当时,真的感觉受不了了...连死的感觉都有...草草的吃过饭,小憩一下,然后又到另一个学生家补习功课...一天下来四个半小时,二百块钱...不过好累啊...挣钱真是不容易啊...

    研究生的重要阶段已经来临了...研二,论文要开题,还要发表论文...还要任务繁重的课程...天啊...研究生真是不好混啊...最近在努力发表我的一篇论文,也收到了录用通知,不过要交1400元的版面费...也不是核心期刊还要收这么高的费用...真是要命啊...再等等吧...

总之呢,最近日子过的有点忙...充实\累\快乐...哈哈

The summer vacation is just around the corner. At the end of the term, I have thesis to write. It is very difficult to search related resources, but I have to write it. During the coming holiday, I have four students to tutor: one for three times weekly, three twice.Though it will be very hard for me, I will try my best to do it well, then I will never feel lonely, and my life will be full of happiness and smile. Besides, I have two opportunities to be volunteers as translator. Quite interesting! It is a challenge for me.  Just do it!

Evaluation and Assessment

    In general, evaluation refers to the systematic gathering of information for purposes of decision making. Evaluation may use quantitative methods, qualitative methods, and value judgments. In language planning, evaluation frequently involves gathering information on patterns of language use, language ability, and attitudes towards language. In language program evaluation, evaluation is related to decisions about the quality of the program itself and decisions about individuals in the programs. The evaluation of programs may involve the study of curriculum, objectives, materials, and tests or grading systems. The evaluation of individuals involves decisions about entrance to programs, placement, progress, and achievement. In evaluating both programs and individuals, tests and other measures are frequently used.

    Assessment refers to a systematic approach to collecting information and making inferences about the ability of a student or the quality or success of a teaching course on the basis of various sources of evidence. Assessment may be done by test, interview, questionnaire, observation, etc. For example, assessment of the comprehension ability of an immigrant student may be necessary to discover if the student is able to follow a course of study in a school, or whether extra language teaching is needed. Students may be tested at the beginning and again at the end of a course to assess the quality of the teaching on the course. The term “testing” is often associated with large-scale standardized tests, whereas the term “assessment” is used in a much wider sense to mean a variety of approaches in testing and assessment.

Reference:

Richard, J.C. 2005.Longman Dictionary of Language Teaching and Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.

以为可以当作预习爱的功课
明应该学以致用,公式全都出错
看着你擦身而过,都呆了

交卷前一分钟答案都还空着
应该怎么组合两个人的几何
理论和现实不同从来不曾想过
面对爱情的学测
我应该是坏还是乖
你喜欢彩色或黑白
你的笑代表拒绝,还是等待
答案我解不开
我应该被动或耍赖
或许爱来得太快
忘了所有对白

Context

Hu Jichang

S.N.: 2007021355

Grade 2007

M. A. Program in Linguistics and Applied Linguistics

College of International Studies

Guizhou University

March 12th, 2008

Definition of Context:

Context refers to what comes before and after a word, phrase, statement, etc. helping to fix the meaning; or refer to circumstances in which an event occurs. (Oxford Advanced Learner’s Dictionary of Current English with Chinese Translation, 3rd edition, 1984)

Context is a general term used in LINGUISTICS and PHONETICS to refer to specific parts of an UTTERANCE (or TEXT) near or adjacent to a UNIT which is the focus of attention. It also refers to the features of the non-linguistic world in relation to which linguistic units are systematically used. (A Dictionary of Linguistics and Phonetics, 1985)

An English dictionary of Collins Co build (New Edition) gives four meanings of context:

      A. The context of an idea or event is the general situation that relates to it, and which helps it to be understood.

      B. The context of a word, sentence, or text consists of the words, sentences, or text before or after it which help to make its meaning clear.

      C. If something is seen in context or if it is put into context, it is considered together with all the factors that relate to it.

      D. If a statement or remark is quoted out of context, the circumstances which it was said are not correctly reported, so that it seems to mean something different from the meaning that was intended.

From the above definitions, we can say that context here refers to all the factors, linguistic and non-linguistic, that influencing communication.

Classification of Context:

According to our textbook Pragmatics and Discourse (Joan Cutting,2002), there are three typical sorts of context:

1. Situational context: what speakers know about what they can see around them, i.e. the immediate physical co-presence, the situation where the interaction is taking place at the moment of speaking.
2. Background knowledge context: what they know about each other and the world. This can be either cultural general knowledge that most people carry with them in their minds, about areas of life, or interpersonal knowledge, specific and possibly private knowledge about the history of the speakers themselves.
3. Co-text context, what they know about what they have been saying, i.e. the context of the text itself.

In 1987, He Zhaoxiong gave us his classification of context:

Linguistic context is internalized context included co-textual context which allows learners to refer back and forth through the unfolding text itself.

a. Phonological context refers to intonation, stress, pause which is used to determine different meanings.

b. Lexical context refers to the lexical items combined with a given polysemous word. It contributes to the co-locative meaning of a word or phrase.

c. Grammatical context refers to either syntactic or lexical, and in some instances rhetorical context.

Non-linguistic context is also named extra-linguistic context which constrains and regulates the application of the shared “ground-rules” for communication.

a. Situational context refers to the background knowledge, actual speech setting, and types of discourse.

b. Social context is any kind of relation among human and any contact. It concerns the historical background and the background characteristic of times.

c. Cultural context refers to the cultural background. It includes beliefs, customs, ideas, value system, religious and history and etc. 

今天感到很轻松,也许是因为放假了吧!

是啊,这个学期很忙碌,不象以前一样蛮无目的的生活.

生活有了支点,就有乐趣,就有意义!

现在我也算是半个老师了,呵呵

每个星期都要忙着备课,上课,做作业

感觉很累,但很充实!

初一、初三、高一、高三

一共五位学生，呵呵，也许我很贪婪

但是，我也是迫不得已啊

本来是想挣点生活费，可是现在帮忙吧

不单单是为了挣钱，更是为了锻炼自己的能力

以后也许就是作老师的料，现在啊就是积累经验

很自信的说，我很负责，很负责的老师

别人说，做家教不用备课

可是，那样我感觉不塌实，总觉得对不住别人

呵呵，所以啊，每次都要专心备课，准备资料

让学生能够真正地学到东西才是目的！！！！