人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

Referring as a Collaborative Process

https://www.pure.ed.ac.uk/ws/files/43186094/Long_Horton_Rohde_Sorace2017.pdf

Individual differences in switching and inhibition predict perspective-taking across the lifespan.

Languages employ different strategies to mark an utterance as a polar (yes–no) question, including syntax, intonation and gestures. This study analyzes the production and perception of information-seeking questions and broad focus statements in Dutch and Catalan. These languages use intonation for marking questionhood, but Dutch also exploits syntactic variation for this purpose. A production task revealed the expected language-specific auditory differences, but also showed that gaze and eyebrow-raising are used in this distinction. A follow-up perception experiment revealed that perceivers relied greatly on auditory information in determining whether an utterance is a question or a statement, but accuracy was further enhanced when visual information was added. Finally, the study demonstrates that the concentration of several response-mobilizing cues in a sentence is positively correlated with the perceivers’ ratings of these utterances as interrogatives.

/pdf/audiovisual-correlates-of-interrogativity-a-comparative-31v9fh4wvh.pdf

Audiovisual Correlates of Interrogativity: A Comparative Analysis of Catalan and Dutch

Speakers can adapt their speech and co-speech gestures based on knowledge shared with an addressee (common ground-based recipient design). Here, we investigate whether these adaptations are modulated by the speaker's age and cognitive abilities. Younger and older participants narrated six short comic stories to a same-aged addressee. Half of each story was known to both participants, the other half only to the speaker. The two age groups did not differ in terms of the number of words and narrative events mentioned per narration, or in terms of gesture frequency, gesture rate, or percentage of events expressed multimodally. However, only the younger participants reduced the amount of verbal and gestural information when narrating mutually known as opposed to novel story content. Age-related differences in cognitive abilities did not predict these differences in common ground-based recipient design. The older participants' communicative behaviour may therefore also reflect differences in social or pragmatic goals.

https://www.tandfonline.com/doi/pdf/10.1080/23273798.2018.1527377

Age-related differences in multimodal recipient design: Younger, but not older adults, adapt speech and co-speech gestures to common ground

Many communicative situations present interlocutors with the opportunity to use multiple modalities to establish shared perspectives on conversational referents, a process known as grounding. In the current study, we use a card-matching task to examine how conversational grounding in younger and older adults is influenced both by direct visual access to the conversation partner and by the relative abstractness of task referents. On the whole, mutual visibility failed to moderate more general age-related differences in task performance; overall, dialogues between older adults involved more talk and more explicit negotiation of perspectives. A detailed examination of gaze behavior revealed that use of the visual channel in both older and younger adults was greatly constrained by task-related demands, such as the need to attend to one's cards, particularly when they were more difficult to describe. Even so, individuals in both age groups gazed at their partners more frequently and displayed more mutual gaze ...

Katya Lysander

Papers

Conversational Grounding in Younger and Older Adults: The Effect of Partner Visibility and Referent Abstractness in Task-Oriented Dialogue