剑桥语言教学混合学习指南

IF 0.4 3区 文学 0 LANGUAGE & LINGUISTICS
Zhong Jun
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引用次数: 21

摘要

“生活”(第183页)。在此之后,我们被吸引到“传达新故事”(第185页),以关注生态问题,而不是迷失在修改语言的难题中。这里有一个语言学术语表,非常有用。我们对这本书唯一的批评是它对中国传统生态哲学的少量信息,中国传统生态智慧以其丰富的生态智慧和对东亚生态文化的长期影响而闻名。我们非常感谢Stibbe希望有更多的声音。。。来自世界各地的传统文化和土著文化”(p.193),这表明了他在进行生态语言学分析时的开放态度。本书理论深度和实践深度,内容条理分明,语言画面生动耐人寻味,是一本理想的生态语言学教材。此外,非语言学家读者可能会觉得它很有吸引力,因为它包含了有趣的故事和鼓舞人心的论点。每一种生物都有它的故事,这本书通过适当使用语言工具,鼓励我们倾听它们。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Cambridge Guide to Blended Learning for Language Teaching
to live by’ (p. 183). Following this, we are drawn to ‘conveying new stories’ (p. 185) for ecological concern, rather than being lost in the difficult problem of modifying languages. There is a glossary of linguistic terms, which is very helpful. The only criticism which we would make of this book concerns the small amount of information that it has on traditional Chinese ecosophy, which is well known for its abundance of ecological wisdom and its long influence on East Asian ecoculture. We do appreciate Stibbe’s wish for more ‘voices... from traditional and indigenous cultures from around the world’ (p. 193), which shows his open attitude in doing ecolinguistic analysis. Due to its theoretical and practical depth, its well-organized contents and its vivid and thought-provoking language and pictures, this book would be an ideal textbook for a course in ecolinguistics. Moreover, non-linguist readers may find it appealing, since it contains interesting stories as well as inspiring arguments. Every creature has its stories, and this book, by means of its appropriate use of linguistic tools, encourages us to listen to them.
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来源期刊
CiteScore
1.10
自引率
0.00%
发文量
10
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