大學(xué)思辨英語教程-精讀1課件Unit-13-Language-and-Media

Unit13

LanguageandMedia

TextAAreDigitalMediaChangingLanguage?

NaomiS.BaronLearning

Objectives

CommunicativeCompetenceCriticalThinkingAutonomousLearningInterculturalCompetenceCommunicativeCompetenceCriticalThinkingLearning

ObjectivesLearnthedifferencesbetweenmedialanguageandacademiclanguageGrasptherelationshipbetweenclaimsandsupportingevidenceLearnhowreportingverbsareusedinacademicwritingUnderstandtheintendedmeaningofthetextEvaluatethemeasuresadvocatedbytheauthorinresponsetolinguisticshiftsBeawareofthecomplexityofthelanguage-mediarelation-shipandavoidoversimplificationInterculturalCompetenceAutonomousLearningLearningObjectivesUnderstandhowsocialandpoliticalcontextsshapelanguageuseDevelopanawarenessoftheprescriptivetraditioninEnglishEvaluatecriticallymedialanguageinEnglishandinChinesecommunitiesUsereferencebooks/materialsSeekinformationfromlibrariesortheInternetSeeksocialassistance(frompeers,teachersorotheradults)DoyouthinklanguagewillbecorruptedbyInternetexpressions?Whataboutthewaywecommunicateviasmartphones?Willitaffecthowlanguagedevelopsastimegoesby?Doyouthinktherearedifferentformsoflanguagefordifferentmedia?Thetextsinthisunitwillprovidesomeanswerstothesequestionsasweexploretherelationshipsbetweenlanguageandthemedia.LeadinLeadinTextAdiscussestowhatextentdigitalmediachangeslanguageandhowpeoplereacttothesepossiblechanges.TextBlooksatthelanguageofbrandnamesandexploressomelegal,economicandsocialissuesrelatingtotheircreationanduse.Asyoureadthesetexts,youmaybeinspiredtoexploresometopicsrelatedtolanguageandthemediathattheyhaven'tdealtwith.BackgroundKnowledge1.AbouttheAuthor

NaomiS.BaronisProfessorofLinguisticsatAmericanUniversityinWashington,D.C.Shehasbeenstudyingtheimpactoftechnologyonlanguageforoverthirtyyears.Academicinterests:

electronically-mediatedcommunication,writingandtechnology,historyofEnglish,andhighereducation

MainPublications:Baron,N.AlphabettoEmail:HowWrittenLanguageEvolvedandWhereIt’sHeading.London:Routledge,2000.Baron,N.Alwayson:LanguageinanOnlineandMobileWorld.NewYork:OxfordUniversityPress,2008.Baron,N.WordsonScreen:TheFateofReadinginaDigitalWorld.Oxford:OxfordUniversityPress,2015.

BackgroundKnowledge2.PEW,NielsenandGallupPEW,NielsenandGalluparethreemajorinformationresearchcompaniesintheU.S.

PEW:PewstudiesU.S.politicsandpolicy;journalismandmedia;theInternet,scienceandtechnology;religionandpubliclife;Hispanictrends;globalattitudesandtrends;andU.S.socialanddemographictrends.

BackgroundKnowledgeNielsen:NielsenmeasuresthepopularityofU.S.televisionshows.Theyconductseparatesurveysformanylargemediamarketareas.Commercialtelevisionnetworksusetheirfindingstosetadvertisingratesforeachprogramaswellastodeterminewhichprogramstocontinueortocancel.

BackgroundKnowledgeGallup:Gallupworksoncustomerengagement,employeeengagement,organizationalcultureandidentity,leadershipdevelopment,talent-basedassessments,entrepreneurshipandwell-being.Theyworkwithscientistsandexpertstoservebusinessesinarangeofindustries,includingbanking,finance,healthcare,consumergoods,automotive,realestate,hospitality,education,governmentandbusiness-to-business(B2B).

BackgroundKnowledge3.GeoffreyChaucerGeoffreyChaucer(c.1343–1400)istheout-

standingEnglishpoetbeforeShakespeare.

Healsocontributedimportantlyinthesecondhalfofthe14thcenturytothemanagementofpublicaffairsascourtier,diplomat,andcivilservant.HisgreatworkwasTheCanterburyTales,whichisacollectionofstoriestoldbypilgrimsonapilgrimagetoCanterburyCathedral.

BackgroundKnowledge4.LordChesterfieldPhilipDormerStanhope,4thEarlofChesterfield(1694—1773),isafamousBritishstatesman,diplomatandwriter.HewaschieflyrememberedastheauthorofLetterstoHisSon.SamuelJohnsoncondemnedhiminafamousletterLettertoLordChesterfield(1755),attackingpatrons.BackgroundKnowledge5.MiddleEnglishMiddleEnglish,thevernacularspokenandwritteninEnglandfromabout1100toabout1500,isthedescendantofOld

English

andtheancestorofModernEnglish.BythetimeofChaucer,inthe14thcentury,wecanfindmanyphrasesandsentenceswhich－ifwemodernisethespelling－lookjustlikeanarchaicversionofModernEnglish.BackgroundKnowledgeAnexample:theopeningofTheCanterburyTalesWhanthatAprillwithhisshouressooteThedroghteofMarchhathpercedtotheroote,AndbathedeveryveyneinswichlicourOfwhichvertuengendredistheflour…[WhenthatAprilwithhisshowerssweetThedroughtofMarchhathpiercedtotherootAndbathedeveryveininsuchliquorOfwhichvirtueengenderedistheflower...]BackgroundKnowledgeMoreexamples:BackgroundKnowledgeMiddleEnglishModernEnglishtheefthiefgerlgirldeefdeafyevegivediscryvedescribeesilyeasilyfreendfriendfyrefiremoodermothermelodyemelody

1.TextStructurePartPara(s).MainIdeaIntroduction1-3

Minorshifts4-12

Attitudeshift113-20

Attitudeshift221-29

Responseneeded30-34Theseeminglyoverwhelminginfluenceofmediaonlanguageisnotasseriousandstudentsknowwhatappropriatelanguageis.Electronicmedia'sinfluenceonvocabulary,spellingandpunctuationisminor.Alaissez-faireattitudetowardslanguagerules.Ahigherdegreeofcontrolinlinguisticinteractionswithelectronicmedia.Strategiestocopewiththetwoshifts.TextAnalysisTextStructureDetailedAnalysisEvaluationandExplorationElectronicmediaaffectslanguageitselfinalimitedway,butitcausestwoattitudeshiftsconcerninglanguageuseamongpeople.TheThesis:TextAnalysisTextStructureDetailedAnalysisEvaluationandExplorationAsanacademicpaper,TextAcitesasevidenceacollectionofresearchfindingsandopinionsofothers.Readthetextonceagainandmatchthefollowingfindings/opinionswiththepeoplelisted.Examinethebackgroundsofthesepeopleandconsidertowhatextenttheylendsupporttothearguments.PartIComprehensionCheckDetailedAnalysisPartIPartIIPartIIIPartIVPartVa.InstantmessagesandtextmessagesA.Authorherselfarekillinglanguage.

b.CreativemediatedlanguagecanB.popularmedia/journalistscomeintoschoolessays.

c.Media’simpactonlanguageisnotasC.LordChesterfieldsignificantasdescribedbyjournalists.

d.MisspellingisaseriousmistakeandD.ConstanceHaleandJessiecancauselife-longharm.

Scanlon

e.Whenwritinge-mails,wecanuseE.DavidCrystalandotherlanguagefreelyandcreatively.experts

DetailedAnalysisPartIPartIIPartIIIPartIVPartV1.paucity(Para.1,line3):[N](formal)~(ofsth.),asmallamountofsth.;lessthanenoughofsth.少量；少許；貧乏e.g.apaucityofinformation信息的短缺Eventhefilm'simpressivefinalecan'thidethefirsthour'spaucityofimagination.PartIWordStudyDetailedAnalysisPartIPartIIPartIIIPartIVPartV2.bring...toitsknees(Para.1,line4):

使(組織、活動等)難以繼續(xù);使屈服e.g.

Theshortageofresourcecouldbringtheeconomytoitsknees.

Nothingcanbringhimtohisknees.3.sensationalize(Para.2,line1):[V](disapproving)toexaggerateastorysothatitseemsmoreexcitingorshockingthanitreallyis大肆渲染e.g.Localnewsorganizationsarebeingcriticizedforsensationalizingthestory.DetailedAnalysisPartIPartIIPartIIIPartIVPartV

4.lingo

(Para.2,line2):

[N](informal)

(1)(especiallyNAmE)expressionsusedbyaparticulargroupofpeople行話；術(shù)語SYNjargone.g.baseballlingo棒球術(shù)語

(2)aforeignlanguage,especiallyonethatapersondoesnotspeakorunderstand（尤指不會說或聽不懂的）外語e.g.Hedoesn'tspeakthelingo.DetailedAnalysisPartIPartIIPartIIIPartIVPartV5.abbreviation(Para.2,line3):[N](1)~(of/forsth.),ashortformofaword,etc.縮寫形式e.g.TheabbreviationforKansasisKS.(2)theprocessofabbreviatingsth.縮略；縮寫6.acronym

(Para.2,line3):[N]Anacronymisawordcomposedofthefirstlettersofthewordsinaphrase,especiallywhenthisisusedasaname.

首字母縮略詞e.g.NATOisanacronymforthe“NorthAtlanticTreatyOrganization”.

DetailedAnalysisPartIPartIIPartIIIPartIVPartV7.slip(Para.3,line1):[V](1)toputsth.somewherequickly,quietlyorsecretly

迅速放；偷偷放

e.g.Imanagedtoslipafewjokesintomyspeech.(2)~(over),toslideashortdistancebyaccident滑倒；滑跤e.g.Sheslippedoverontheiceandbrokeherleg.(3)toslideoutofpositionoroutofyourhand滑落e.g.Thefishslippedoutofmyhand.(4)togosomewherequicklyandquietly,especiallywithoutbeingnoticed悄悄疾行；溜SYNcreepe.g.Sheslippedoutofthehousebeforetheotherswereawake.DetailedAnalysisPartIPartIIPartIIIPartIVPartVThepopularmediasaythatahandfulofOMGs(ohmygod)andsmileyfaces,alongwithalackofcapitallettersandpunctuationmarks,aredestroyingEnglish.Tohearwhatthepopularmediasay,ahandfulofOMGs(ohmygod)andsmileyfaces,alongwithapaucityofcapitallettersandpunctuationmarks,mightbebringingEnglishtoitsknees.(Para.1)ParaphrasetheSentence.PartISentenceAnalysisDetailedAnalysisPartIPartIIPartIIIPartIVPartVAccordingtoBaron,whatistherelationshipbetweenmediaandlanguage/languageuse?Mediaaffectnotonlysuchaspectsoflanguageasvocabulary,spellingandpunctuation,butalsopeople'sattitudestowardslanguageuse.(Para.12)PartIIComprehensionCheck

DetailedAnalysisPartIPartIIPartIIIPartIVPartV1.incorporation(Para.5,line1):[N](1)consolidatingtwoormorethings;unionin(orinto)onebody合并，編入e.g.TheUSneverformallyrecognisedtheBalticstates’incorporationintheSovietUnion.(2)company公司e.g.articlesofincorporation

公司章程

PartIIWordStudyDetailedAnalysisPartIPartIIPartIIIPartIVPartV2.neologism

(Para.5,line4):[N](formal)anewwordorexpressionoranewmeaningofaword新詞；新語匯；新義e.g.Thenewspaperusedtheneologism“dinks”.3.putsth.intoperspective(Para.5,line5):Totakeaholistic/rationalviewofaproblem全面/正確看待某事e.g.Talkingtootherscanhelptoputyourownproblemsintoperspective.

DetailedAnalysisPartIPartIIPartIIIPartIVPartV4.nuanced(Para.6,line2):[Adj.]delicate,subtle,refined微妙的；具有細微差別的e.g.complicatedandnuancedproblemsPsychologiststendtoviewthingsasmorenuanced.

5.police(Para.7,line2):[V](1)tomakesurethataparticularsetofrulesisobeyed

監(jiān)督；管制

SYNmonitore.g.Theprofessionispolicedbyitsownregulatorybody.(2)(ofthepolice,army,etc.)togoaroundaparticularareatomakesurethatnobodyisbreakingthelaw

巡查；維護治安e.g.TheborderwillbepolicedbyUNofficials.DetailedAnalysisPartIPartIIPartIIIPartIVPartV6.handily

(Para.7,line4):

[Adv.](1)inawaythatishandy(=convenient)方便地；便利地e.g.We'rehandilyplacedforthetrainstation.(2)(especiallyNAmE)easily容易地；輕松地e.g.Hehandilydefeatedhischallengers.DetailedAnalysisPartIPartIIPartIIIPartIVPartV7.diminish(Para.9,line1):[V](1)tobecomeortomakesth.becomesmaller,weaker,etc.

減少；（使）減弱，縮減；降低

SYNdecreasee.g.Theworld'sresourcesarerapidlydiminishing.(2)tomakesb./sth.seemlessimportantthantheyreallyare.

貶低；貶損；輕視

SYNbelittlee.g.Idon'twishtodiminishtheimportanceoftheircontribution.DetailedAnalysisPartIPartIIPartIIIPartIVPartV8.anachronistic

(Para.9,line3):

[Adj.]outofdateorold-fashioned過時的e.g.Manyofitspracticesseemanachronistic.

9.chancesare

(Para.9,line5):belikelyto有可能e.g.Chancesarethattheywillnotcome.Thechancesareyouwon'thavetopay.DetailedAnalysisPartIPartIIPartIIIPartIVPartV10.inthesamevein

(Para.10,line1):

Similarly,likewise同樣地

e.g.Thehistoryofthiscountryprobablyoughttobewritteninthesamevein.Inthesamevein,thissystemcanalsocontributetothedevelopmentofourfactory.

11.havelittleregardfor

(Para.10,line1):paylittleattentionto不重視；很少考慮e.g.Theyhavelittleregardforenvironmentalproblems.DetailedAnalysisPartIPartIIPartIIIPartIVPartV12.takethelongview

(Para.11,line3):

Thinklong-term眼光放遠，做長遠打算e.g.Takethelong(term)view,that'sthebestwaytodoit.13.oddity(Para.11,line5):[N](1)apersonorthingthatisstrangeorunusual

古怪反常的人（或事物）

(2)thequalityofbeingstrangeorunusual古怪；怪異；反常

14.afoot

(Para.12,line2):

[N][notbeforenoun]beingplanned;happening計劃中；進行中e.g.Thereareplansafoottoincreasetaxation.Changeswereafoot.DetailedAnalysisPartIPartIIPartIIIPartIVPartVSimilarly,ifyoutypeamisspelledword(orphrase)intoGoogle,thesearchenginewillgiveyoualistofwebsites.Thelistislargelythesameaswhatyougetfromthesearchengineifyouareverygoodatspelling.1.Similarly,ifyoutypeamisspelledword(orphrase)intoGoogle,chancesarethesearchenginewilllandyouprettymuchatthesamelistofsitesyouwouldhavereachedhadyoubeenafinalistintheNationalSpellingBee.(Para.9)Paraphrasethesentence.PartIISentenceAnalysisDetailedAnalysisPartIPartIIPartIIIPartIVPartV2.Asforwordseparation,hyphenation,andspellingmoregenerally,ithelpstotakethelongview.(Para.11)

Paraphrasethesentence.Ifwewanttotalkaboutsuchissuesaswordseparation,hyphenation,andspellingmoregenerally,itwillbehelpfulforustothinkhistorically.DetailedAnalysisPartIPartIIPartIIIPartIVPartV1.WhydoyouthinkthatBaronusestheword“infamous”todescribe“redpen”(Para.15)?Andwhatdoesthephrase

“theinfamousredpen”referto?Shewouldliketoletthereadersrealizethesignificanceof"redpen",whichisaneutralthingitself.The"infamousredpen"herereferstotheprescriptiveideaoflanguage/languageuse,emphasizingaccurateadherencetocertain(man-made)standards.Theprescriptiveattitudewasnotonlyfoundinlanguageeducationbutalsoinmanyotherfields.(Para.15)PartIIIComprehensionCheckDetailedAnalysisPartIPartIIPartIIIPartIVPartV2.Para.17endswiththesuggestion“Whynotjustditchoneandlettheotherdodoubleduty?”.DoyouthinkBaronagreeswiththissuggestion?Whyorwhynot?No,shedoesnotagreewiththissuggestion.Shejustusesalaissez-fairetoneofstudents,inordertohighlighttheabsurdityofsuchpractice,becauseapparentlythesetwowordshavetoomuchsocialsignificancetomergeintoone.AdditionalevidencecomesfromPara.33,wheresheexpressesapprovalofteachinghandwritingbysomeschools.(Para.17)DetailedAnalysisPartIPartIIPartIIIPartIVPartV1.template(Para.13,line2):[N](1)athingthatisusedasamodelforproducingothersimilarexamples樣板；?？?；標準e.g.Ifyouneedtowritealotofsimilarletters,setupatemplateonyourcomputer.(2)ashapecutoutofahardmaterial,usedasamodelforproducingothers型板；樣板；模板e.g.Tracearoundyourtemplateandtransferthedesignontoasheetofcard.

PartIIIWordStudy

DetailedAnalysisPartIPartIIPartIIIPartIVPartV2.reference(Para.13,line6):[V](formal)torefertosth.;toprovideabook,etc.withreferences查閱；參考；給（書等）附參考資料e.g.Eachchapterisreferenced,citingliteratureupto2020.3.normative

(Para.14,line1):[Adj.]creatingorstatingparticularrulesofbehaviour

規(guī)范的；標準的e.g.Normativesexualbehaviourinoursocietyremainsheterosexual.DetailedAnalysisPartIPartIIPartIIIPartIVPartV4.prescrptive

(Para.14,line1):[Adj.](1)(linguistics)tellingpeoplehowalanguageshouldbeused,ratherthandescribinghowitisused規(guī)定的；規(guī)范的OPPdescriptive(2)(formal)tellingpeoplewhatshouldbedone指定的；規(guī)定的e.g.prescriptivemethodsofteaching灌輸式教學(xué)法(3)(technical)(ofrightsandinstitutions)madelegaloracceptablebecausetheyhaveexistedforalongtime

約定俗成的；相沿成習(xí)的e.g.prescriptivepowers相沿成習(xí)的權(quán)力DetailedAnalysisPartIPartIIPartIIIPartIVPartV5.edict

(Para.14,line1):[N](formal)anofficialorderorstatementgivenbysb.inauthority法令；命令；敕令e.g.Thegovernmentissuedanedictthatnoneofhiswritingsbedestroyed.DetailedAnalysisPartIPartIIPartIIIPartIVPartV6.concoct(Para.14,line2):[V](1)toinventastory,anexcuse,etc.虛構(gòu)，杜撰，編造SYNmakeupe.g.Sheconcoctedcertainelaboratestorytoexplainherabsence.(2)tomakesth.,especiallyfoodordrink,bymixingdifferentthings調(diào)制，配制e.g.Thesoupwasconcoctedfromuptoadozendifferentkindsoffish.

DetailedAnalysisPartIPartIIPartIIIPartIVPartV7.aconstellationof

(Para.15,line1):Agroupof一組，一群，一系列e.g.aconstellationofsymptoms/services/methods

8.pedagogy(Para.15,line2):[N](technical)thestudyofteachingmethods教育學(xué)；教學(xué)法e.g.Newteacherswillbetestedonbothcontentandpedagogy.Teachersshouldhavemoreknowledgeofpedagogyandpsychology.DetailedAnalysisPartIPartIIPartIIIPartIVPartV9.foster(Para.15,line4):[V](1)toencouragesth.todevelop促進；助長；培養(yǎng)；鼓勵SYNencourage,promotee.g.tofosterbetterrelations,tofosterglobaleconomicgrowth(2)(especiallyBrE)totakeanotherperson'schildintoyourhomeforaperiodoftime,withoutbecominghisorherlegalparents代養(yǎng)e.g.Theyfosteredover60childrenintheirwholelife.

DetailedAnalysisPartIPartIIPartIIIPartIVPartV

10.judgmental(Para.15,line6):[Adj.]toformopinionsveryquickly,whenitwouldbebettertowaituntilknowingmoreabout妄下結(jié)論的e.g.Sheistoojudgmentaltobeagoodtherapist.Wetriednottoseemcriticalorjudgmental.DetailedAnalysisPartIPartIIPartIIIPartIVPartV

11.obsess(Para.16,line1):[V](1)(usuallypassive)tocompletelyfillyourmindsothatyoucannotthinkofanythingelse,inawaythatisnotnormal

使癡迷；使迷戀；使著迷e.g.He'sobsessedbycomputers.She'scompletelyobsessedwithhim.(2)~(aboutsth.),tobealwaystalkingorworryingaboutathing,especiallywhenthisannoysotherpeople嘮叨；掛牽；念念不忘

e.g.Shestoppeddrinkingbutbeganobsessingaboutherweight.DetailedAnalysisPartIPartIIPartIIIPartIVPartV12.instill

(Para.16,line3):[V](1)teachandimpressbyfrequentrepetitionsoradmonitions逐漸灌輸e.g.Parentsshouldinstillintheirchildrenhealthyvaluessuchasrespect,responsibility,hardwork,andcompassion.(2)enterdropbydrop徐徐滴入e.g.instillmedicationintotheeyeDetailedAnalysisPartIPartIIPartIIIPartIVPartV

13.laissez-faire(Para.17,line4):[N](fromFrench)thepolicyofallowingprivatebusinessestodevelopwithoutgovernmentcontrol自由放任政策e.g.Theyhavealaissez-faireapproachtobringinguptheirchildren.DetailedAnalysisPartIPartIIPartIIIPartIVPartV14.ditch

(Para.17,line7):[V](1)(informal)togetridofsth./sb.becauseyounolongerwantorneedit/them擺脫；拋棄；丟棄e.g.Thenewroadbuildingprogrammehasbeenditched.Heditchedhisgirlfriend.(2)ifapilotditchesanaircraft,orifitditches,itlandsintheseainanemergency在海上緊急降落e.g.ThepilotwasforcedtoditchhisjetintheGulf.DetailedAnalysisPartIPartIIPartIIIPartIVPartV

15.awideswathof

(Para.18,line2):Agroupof;alargepieceofarea一組；一大片

e.g.Thepolicyhasafftectedawideswathofcompanies.PlastichasacutelyaffectedawideswathofthenorthernPacificOcean.

DetailedAnalysisPartIPartIIPartIIIPartIVPartV16.nicety(Para.18,line3):[N](1)(usuallypl.)thesmalldetailsorpointsofdifference,especiallyconcerningthecorrectwayofbehavingorofdoingthings細節(jié)；細微差別e.g.thenicetiesofdinnerpartyconversation(2)thequalityofbeingverydetailedorcarefulaboutsth.

精確；準確；嚴密；仔細SYNprecisione.g.thenicetyofargument/calculationDetailedAnalysisPartIPartIIPartIIIPartIVPartV17.admonition

(Para.19,line7):[N](alsolessfrequentadmonishment)(formal)awarningtosb.abouttheirbehaviour警告；告誡e.g.Sheignoredtheadmonitionsofhermother.

18.predate(Para.20,line1):[V]beearlierintime（日期上）早于；先于e.g.Histroublespredatedtherecession.

他的麻煩早在經(jīng)濟衰退前就出現(xiàn)了。DetailedAnalysisPartIPartIIPartIIIPartIVPartV19.latitude

(Para.20,line8):[N](1)(formal)freedomtochoosewhatyoudoorthewaythatyoudoit選擇（做什么事或做事方式）的自由SYNlibertye.g.Hewouldbegiveneverylatitudeinforminganewgovernment.(2)(abbr.lat.)thedistanceofaplacenorthorsouthoftheequator,measuredindegrees緯度

經(jīng)度longitude

DetailedAnalysisPartIPartIIPartIIIPartIVPartVAtschool,theteachersnolongeremphasizetheimportanceoflinguisticrulesorevenlinguisticconsistency.PartIIISentenceAnalysisDetailedAnalysisPartIPartIIPartIIIPartIVPartV1.Schoolisnolongernecessarilyaplacetoinstillasense

thatlinguisticrules(orevenlinguisticconsistency)matter.

(Para.16)

Paraphrasethesentence.2.However,computerandmobile-phonetechnologiesaddfueltothelinguisticfire.(Para.20)

Paraphrasethesentence.

However,computerandmobile-phonetechnologiescausepeopletocareevenlessaboutlanguagerulesandconsistency.DetailedAnalysisPartIPartIIPartIIIPartIVPartV3.Sincethe1960s,aconstellationoffactorshavecombinedtoalteroursenseof“good”languageuse.Revolutionsinschoolpedagogybeganreplacingteacher-directedclassroomswithpeerreviewandactivitiesdesignedtofostercollaboration.Theinfamousredpenwasnowusedmoretoencourageintellectualexplorationthantocorrectsentencemechanics.(Para.15)Translatethesentence.二十世紀六十年代以來,許多因素共同發(fā)揮作用,改變了我們對"良好語言使用"的看法。學(xué)校里的教學(xué)法發(fā)生過若干次革命,將教師主導(dǎo)的課堂改變?yōu)橥呍u議以及各種培養(yǎng)協(xié)作的活動。曾經(jīng)“惡名昭著”的紅筆更多地用于鼓勵學(xué)術(shù)探索，而不是用于糾正句子結(jié)構(gòu)。DetailedAnalysisPartIPartIIPart