语言习得中的输入与交际能力

文章从语言学理论上分析了语言输入与语言吸收的关系以及语言能力与交际能力的关系，并指出有效的语言输入才会产生成功的语言吸收，进而提高语言的产出能力，以实现真正的语言交际。     

英语写作元认知训练与学生自主学习能力的培养研究

文章作者对35名非英语专业一年级学生进行了为期一年的英语写作元认知训练。训练证明，通过增强学生的元认知意识，开发学生的自主学习能力，不但对写作成绩的提高有积极的影响，而且还促进了语言水平的提高。     

社会语言学与中国的外语教学

社会语言学打破了语言学界历来只注重研究语言形式的传统,着重从语言与社会诸因素之间的相互关系来研究语言及其运用的规律。社会语言学的研究对外语教学,尤其是在培养学生的交际能力等方面发挥了作用。从社会语言学与外语教学的关系阐述社会语言学对外语教学产生的影响。     

管理者个体属性、管理能力与部门绩效

以中南地区5家国内前20位的冶金企业为样本,采用层级回归分析的方法,实证分析了冶金企业管理者的个体属性、管理能力与部门绩效间的关系,同时还检测了不同的个体属性与管理能力的交互作用对部门绩效的影响。研究结果表明,管理者的个体属性、管理能力对部门绩效有较显著影响;不同的个体属性与管理能力的交互作用对部门绩效有显著影响。     

对于虚拟经营的探讨

论述了虚拟经营的涵义、典型特征与法律特征，使用比较分析方法，把虚拟经营与小企业集群、传统合作、企业兼并、契约型企业集团、企业联盟、网络经营、外包等相关相近概念进行了比较、探讨。     

听说领先英语教学新模式的探讨

本文基于对TEM4听力测试的信度、效度研究,提出了重点旨在提高学生听说能力的大学英语教学改革设想,并进行了初步探讨和实践。     

企业核心竞争力与非核心竞争力的均衡选择

企业核心竞争力与非核心竞争力对立统一构成企业竞争力和形成企业竞争优势,核心竞争力与非核心竞争力在竞争力产出和竞争优势形成方面,各有相对优势和相对劣势,理性的企业将依据自己的资源条件,首先选择其均衡的有效市场产出和偏好的竞争力优势,然后在所选择的竞争力优势条件下,具体选择核心竞争力和非核心竞争力的均衡水平和可能的扩张路径.     

"Psychotherapy" Versus "Treatment".

Presents a comment on "Psychological treatments" (see record 2004-21168-001) by D. H. Barlow. Barlow proposed that we distinguish between the terms "treatment" and "psychotherapy." The author believes that not only is the distinction unnecessary, but that its implications could have negative consequences for the field of clinical psychology. It is the proposed distinguishing feature that treatments are "specifically tailored to the pathological process that is causing the impairment and distress" that is most problematic. Clinical psychology does not need a distinction that further exacerbates the split between researchers and practitioners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impracticalities of R. B. Stuart's practical multicultural competencies.

Comment in response to Stuart's recent article (see record 2004-10365-001) on multicultural competence. This comment includes three distinct voices. One voice is of a Brazilian woman, living in the United States, who experienced a visceral reaction to the article. The second voice is from a European American man who appreciates Stuart's efforts but is troubled by a disguised ideology that possibly objectifies culture and ignores sociopolitical realities. The third voice is from an Italian-Catholic-Austrian-Jewish man who can see himself and his clinical psychology training in what he considers Stuart's Western/White-male scientific multicultural metatheory. To the three of us, the practical suggestions Stuart offered seem useful, on the surface. However, we fear that when put into practice, these suggestions could not only be culturally insensitive, but in extreme cases might undermine some of the important progress made in the field of multicultural psychology over the past 2 decades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)