双语阅读 | 狗狗如何让青少年不再那么焦虑

双语阅读 | 狗狗如何让青少年不再那么焦虑How dogs make teens feel less anxious文本难度:考研Dogs have been a part of human society for over 20,000 years. Whereas they first served people by supporting hunters, it did not take long before they became part of the home. Companion dogs may not help secure food, but for years, evidence has mounted that they help diminish anxiety and improve sociality.狗与人类相伴已有两万多年。最初,它们协助人类狩猎;但没过多久,便走进了千家万户。虽然作为伴侣的狗狗不再帮我们获取食物,但多年来,越来越多的证据表明,它们能有效缓解焦虑、促进社交。Research led by Kikusui Takefumi at Azabu University in Japan, published recently in iScience, explains what might be going on. It reveals that the microbes found in the guts of dog owners are notably different from those who do not own dogs and that this is, at least partially, responsible for the behavioral differences.日本麻布大学的菊水健史(Takefumi Kikusui)团队近期在《交叉科学》(iScience)期刊发表的一项研究,揭示了其中可能的机制:养狗者的肠道微生物组成明显异于不养狗的人,而这种差异至少在一定程度上解释了两类人行为上的不同。The brain does not exist in isolation. The microbes found elsewhere, particularly in the gut, produce chemical compounds that influence how the brain works. Those microbes are heavily affected by diet, but are also shaped by factors like stress, pollutants, and exercise. Dr Kikusui knew from his own research that having a dog influenced the microbiota of the human gut, too. With this in mind, he wondered if microbe transfer from dogs might be helping confer psychological benefits on owners. Keen to find out, he set up an experiment with 343 participants in Tokyo.大脑并非是孤立运作的。身体其他部位——尤其是肠道——的微生物会产生多种化学物质,从而影响大脑的运作。这些微生物深受饮食影响,同时也受到压力、污染物和运动等因素的影响。菊水博士从前期研究中得知,养狗也会改变人体肠道菌群。由此,他想到:狗狗身上的微生物是否可能通过某种方式转移给人类,并带来心理上的益处?为了验证这一猜想,他在东京开展了一项涉及343名参与者的研究。Dr Kikusui specifically worked with teenagers. His reason for this was that adolescence is a crucial period of brain development, when social interactions often have lasting mental effects; if microbes from dogs were reducing teen anxiety and increasing teen sociality, then this would yield long-term benefits. He and his colleagues therefore psychologically analyzed 96 teens who were dog owners and 247 teens who were not. As expected, dog owners suffered from fewer social problems. More specifically, they showed reduced aggression, diminished delinquent behavior, and less social withdrawal.菊水博士特意选择了青少年作为研究对象,因为青春期是大脑发育的关键阶段,这个时期的社交经历往往会对心理健康产生长远影响。如果来自狗狗身上的微生物真的能减轻青少年的焦虑、增强其社交能力,那么这种益处很可能会持续一生。因此,他和同事对96名养狗的青少年与247名不养狗的青少年进行了心理评估。结果正如预期:养狗的青少年在社交方面遇到的问题更少。更具体地说,他们表现出的攻击性更低,违纪行为更少,社交退缩倾向也更轻微。Dr Kikusui and his colleagues then collected saliva samples from the participants and noted that several variants of Streptococcus and Prevotella 7 bacteria were significantly more abundant in samples from dog owners. They further found that participants in whom these key microbe variants were rare also tended to have more delinquent behaviors. This finding suggested that microbes, added to the human gut by dogs, may be influencing the brains of their owners in healthy ways.随后,菊水博士及其同事采集了参与者的唾液样本,并发现:养狗青少年的样本中,几种链球菌(Streptococcus)和普雷沃氏菌属第7类(Prevotella 7)的变体会多得多。他们进一步观察到,那些体内缺乏这些关键微生物变体的参与者,往往有更多的违纪行为。这一发现表明,狗狗带入人类肠道的微生物,可能正以有益的方式影响着主人的大脑功能。The ideal next step for Dr Kikusui would have been to infuse dog microbes into the bodies of non-dog-owning teens. Since that is an ethically grey area, he worked instead with mice. He cultured microbe samples from both groups of teens in the lab and fed them to 24 mice. After six weeks, he monitored them as they were put through a series of murine sociality tests, which included examinations of how long they spent sniffing unfamiliar mice and how close they would get to a distressed mouse that had previously been their cage-mate.理想情况下,菊水博士下一步本想将狗狗相关的微生物直接移植到不养狗的青少年体内,以验证其效果。但鉴于这种做法涉及伦理争议,他转而采用小鼠进行实验。研究团队在实验室中培养了两组青少年的微生物样本,并将其喂给24只小鼠。六周后,研究人员对这些小鼠进行了一系列社交行为测试,包括观察它们花多长时间嗅探陌生小鼠,以及当曾经同笼的伙伴处于痛苦状态时,它们会主动靠近到什么程度。Remarkably, mice carrying the microbes of teen dog owners spent up to 14 seconds sniffing unfamiliar mice, whereas mice carrying the microbes of teens without dogs spent a paltry six seconds doing so. A similar result played out with the distressed mouse test—mice with the microbes of teen dog owners often spent more than 21 seconds checking on the distressed mouse, while the other mice never spent more than three seconds doing so. Dr Kikusui admits that making direct comparisons between murine and human behavior is not ideal, but his findings nonetheless indicate that the microbiotic changes brought about by dog ownership influence the brain. If the conclusions hold, it seems that the path to a healthier mind may begin not with introspection, but with a nuzzle and a few licks.令人惊讶的是,携带养狗青少年的微生物的小鼠,会花多达14秒的时间去嗅探陌生小鼠;而携带不养狗青少年的微生物的小鼠,这一时间仅有6秒。在有关“靠近痛苦鼠友”的测试中,也出现了类似结果:前者常常花超过21秒的时间去查看处于痛苦状态的鼠友,而后者从未超过3秒。菊水博士坦言,将小鼠行为直接与人类行为类比并不算理想,但研究结果依然清晰表明:养狗所引发的肠道菌群变化,确实会影响大脑功能。如果这些结论经得起进一步验证,那似乎可以说,通往更健康的精神状态的路,或许并非始于内省,而是始于狗狗的一次依偎和几次舔舐。【词汇】1. microbe n. 微生物2. microbiota n. 微生物群3. aggression n. 攻击性4. delinquent adj. 违法的;不良行为的5. saliva n. 唾液6. infuse v. 注入;灌输7. ethically adj. 伦理地;道德地8. culture v. 培养(细胞或细菌)9. paltry adj. 微不足道的;很少的10. murine adj. 鼠类的;鼠的11. introspection n. 内省;反省12. nuzzle n. 用鼻子轻触;依偎(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 你愿意被机器人照顾吗?

你愿意被机器人照顾吗?Would You Want to Be Cared for by a Robot?常速 | 六级 | 758词 | 4min59s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the world’s population of over-60s?A. It has doubled since 1980 and will double again by 2050.B. It has tripled since 1980 and will double by 2050.C. It has remained stable since 1980.D. It will decrease significantly by 2050.Q2. What function does the exoskeleton serve for the elderly according to the passage?A. It helps them walk faster than normal people.B. It gives them full control of their mobility.C. It completely replaces human carers.D. It automatically chooses walking routes.Q3. What can the robot Clara do according to the passage?A. Cook meals according to dietary needs.B. Tell jokes to improve your emotional well-being.C. Detect changes in your mood and physical state.D. Clean rooms and maintain the gardens.Q4. What can be inferred about using robots in care homes from the passage?A. Robots will completely replace human carers soon.B. Most elderly people will refuse robot care.C. It has been widely accepted by society.D. It raises complex ethical and legal issues.Q5. What is the main purpose of the passage?A. To describe features of various care robots.B. To argue for replacing humans with robots.C. To explore possibilities and concerns of robot care.D. To prove that robot care is better than human care.Part II. TRANSCRIPTWould You Want to Be Cared for by a Robot?It’s Saturday night in the year 2100, and you’re at the quiz night in a care home. The Saturday night quiz is serious business. While the residents battle it out, a team of carers quietly ensures the smooth running of the home. Luna announces the questions. Zach serves dinner and drinks, and Qi-Young administers evening medications. But Luna, Zach, and Qi-Young aren’t human. They’re robots. And one day, they could be your retirement companions.battle it out 拼搏一场One in three people born today will live until they’re 100. (Q1) The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050. That’s a lot of people who may one day need additional support to live fulfilling and comfortable lives. Assistive intelligent robots could relieve pressure in understaffed care homes. So what would being looked after by robots actually feel like?Imagine – you’re woken up by your favorite song played by a music robot. Luna, a humanoid, is ready with your perfect brew, milk and sugar selected with precision. (Q2) Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility. humanoid n. 人形机器人exoskeleton n. 外骨骼(装置)You take a stroll around the gardens with your human carer, Dan. You choose your own route, and your exoskeleton responds to your subtle movements and commands, which it picks up via smart wearables, so you’re fully in control. Along the way, you see robots maintaining the beautifully manicured grounds, alerting carers to any potential hazards. You stop to chat to a friend, and if your conversation is cut short, a robot attendant will remember what you were talking about and set up another time for you to chat. manicured adj. 修剪整齐的When you return to your room, it’s been cleaned by a team of housekeeping robots. Unburdened by time-consuming routine tasks, your human carer, Dan, can take his time chatting to residents, giving everyone his full attention. You then enjoy a sumptuous communal breakfast with the other residents and staff. Bruno, the kitchen robot, serves up a feast customized to your personal dietary requirements, allergies, and he doesn’t forget that you hate mushrooms. (Q3) Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature. Prakash, a robot designed for emotional well-being, tells you a joke. His AI adapts to each resident’s personality and allows him to keep up to date with their interests, likes, and dislikes. sumptuous adj. 豪华的;丰盛的communal adj. 公共的;共用的customize v. 定制While this scenario may sound idyllic, it’s not without serious considerations. Take, for example, logistics. This vision would mean extensive building redesigns to accommodate robot carers. Care homes of the future would need to take into consideration how robots navigate rough terrain, shared spaces, and moving around one another, all while ensuring that they don’t themselves become mobility hazards for residents. (Q4) And on an ethical and legal level, there’s a ton of complexities with no easy answers. idyllic adj. 田园诗般的;宁静美好的ethical adj. 伦理的;道德的Imagine a scenario where a robot makes a mistake, perhaps administering the wrong medication or failing to alert staff during an emergency. Who or what would be held responsible? And what are the privacy implications of sharing all your personal health data with a robot? And what will all of this mean in terms of maintaining the skills and jobs of human care workers? And then there’s, of course, the question at the heart of what it means to give and receive care. Empathy, emotional support, and human contact are essential for all of us, particularly when we’re at our most vulnerable.implication n. 可能的影响(或后果)While robots may be able to help out with physical caring, health monitoring, and even limited companionship, could they ever be a true substitute for the humans currently doing those jobs? This leads us to perhaps our most important question. Would we have the right to refuse robot care? And how might we be empowered to do so? These aren’t just questions for engineers or policymakers. They’re for all of us. What do we want our care to look like in the future?empower v. 赋予权力;使自主Today’s research looks at how robots can make their own decisions using data from their sensors, other robots, and tech worn by residents and carers. By 2100, robots will be far more capable than they are today. (Q5) If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified, and fulfilled lives, perhaps it’s not a question of if they should be used, but how.dignified adj. 有尊严的Part III. KEYQ1. A.【解析】细节题。题目出处为:“The world’s population of over-60s has doubled since 1980 to around a billion, and it’s projected to double again by 2050.”。 意为:“自1980年以来,全球60岁以上人口数量翻了一番,达到约10亿,预计到2050年将再翻一番。”因此正确答案为A。Q2. B.【解析】细节题。题目出处为:“Luna helps you choose your outfit for your morning walk and assists you into your exoskeleton, an aid that gives you full control of your mobility.”。 意为:“Luna会帮你挑选晨间散步的穿搭,并帮你穿上外骨骼装置,这种装置能帮你完全掌控自己的行动能力。”因此正确答案为B。Q3. C.【解析】细节题。题目出处为:“Clara, a humanoid robot with soft silicone skin and a calming voice, assists you with medication. Her senses can immediately detect changes in your mood, walking pattern, or skin temperature.”。 意为:“克拉拉是一个拥有柔软硅胶皮肤和平静声音的人形机器人,能协助你服药。她的传感器能即时察觉你的情绪变化、步态异常或皮肤温度波动。”因此正确答案为C。Q4. D.【解析】推理题。题目出处为:“And on an ethical and legal level, there’s a ton of complexities with no easy answers.”。 意为:“在伦理和法律层面上,存在着大量错综复杂的问题,且没有简单的答案。”文章随后进一步讨论了如果机器人犯错谁该负责的问题、个人健康数据的隐私问题、对人类护工就业的影响等。由此可以推断,正确答案为D。Q5. C.【解析】主旨题。题目出处为全文,尤其是结尾段落:“If they can allow for more time and attention from human carers and empower our older selves to live safe, dignified and fulfilled lives, perhaps it’s not a question of if they should be used, but how.”。 意为:“如果机器人能让人类护工有更多时间和精力陪伴老人,并能让我们年老时能够安全、有尊严、充实地活着,那么问题或许不在于是否应该使用机器人,而在于如何使用。”文章从未来场景设想出发,既介绍了机器人辅助养老的可能性,也讨论了伦理、法律、隐私等担忧,因此正确答案为C。(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 社交媒体为何让人欲罢不能?

社交媒体为何让人欲罢不能?What Science Can Teach Us About the Pull of Social Media常速 | 六级偏难 | 505词 | 3min18s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the DSM-5 and social media addiction?A. It has classified SMA as a distinct mental disorder.B. It does not recognize SMA as a distinct mental disorder.C. It suggests that SMA should be treated with medication.D. It proves that SMA is a form of behavioral addiction.Q2. According to the passage, which personality trait may be a risk factor for compulsive social media behavior? A. Extroversion.B. Agreeableness.C. Neuroticism.D. Conscientiousness.Q3. What can be inferred from the passage about the future of social media addiction research?A. It may lead to legal regulations similar to those for gambling.B. It has already provided clear answers to all related questions.C. It proves that personality is the only cause of social media addiction.D. It shows that social media addiction is less serious than drug addiction.Q4. What question does the author raise regarding children and social media?A. Whether children should be banned from using social media.B. Whether social media should be legislated like tobacco and alcohol.C. Whether children should be guided on what to view on social media.D. Whether social media platforms should be redesigned for children.Q5. What is the main purpose of the passage?A. To argue that social media should be banned for users.B. To describe a court case about social media addiction.C. To prove that social media addiction is a mental disorder.D. To explore the pull of social media and related concerns.Part II. TRANSCRIPTWhat Science Can Teach Us About the Pull of Social MediaYou have probably heard of the social-media addiction trial that recently took place in Los Angeles. A young woman took Meta and YouTube to court, accusing them of making her addicted to social media — and she won.This was an interesting court case, and one that raises many questions — questions that there are currently no clear answers to, but that people ought to think about, especially as they are likely to pop up in many upcoming debates.Social media is extensively used.As many as one in every three people use social media, and in the USA, people are reportedly spending around 6 hours a day on it. In 2025, Facebook was the most popular social media platform with over 3 billion users, closely followed by WhatsApp and Instagram, which both had about 3 billion users. Approximately 60% of the global population use some kind of social media, if not multiple platforms. With such extensive use, it is not strange that social media addiction (SMA) has become a focal point for many researchers.focal adj. 中心的;重要的Is social media addictive? (Q1) It is worth noting that the DSM-5 (the diagnostic tool for psychologists) does not recognize SMA as a distinct mental disorder; it is often discussed as a condition that requires more research. Thus, the conversations around SMA are not necessarily straightforward.DSM-5 《精神障碍诊断与统计手册》第五版diagnostic adj. 诊断的;用于判断的Within the research literature, SMA has been described as a specific form of digital technology addiction. It refers to the excessive and compulsive use of social media platforms, which can lead to detrimental life consequences. SMA shares components with behavioral disorders like gambling, including salience, mood modification, tolerance, withdrawal, conflict, and relapse.compulsive adj. 强迫性的;难以自控的salience n. 显著性relapse n. 复发;重新陷入(不良状态)(Q2) In a study reviewing over 30,000 participants’ scores on media addiction and personality, it was found that neuroticism can be a risk factor for compulsive social media behavior. Even though the relationship was not very strong, it perhaps indicates that some people may be more likely to become addicted. There are other personality characteristics associated with increased likelihood of compulsion, such as narcissism, Machiavellianism, and psychopathy. But it needs to be mentioned that there may be external factors that contribute to the link between excessive social media use and personality. It is even possible that SMA may vary depending on the platform that individuals use.compulsion n. 强迫(行为);难以抗拒的冲动narcissism n. 自恋;自我中心Machiavellianism n. 权谋主义psychopathy n. 精神病态Should social media be legislated?To what extent social media ought to be controlled by law is a difficult question to address. Just as with debates around tobacco, alcohol, and gambling, there are bound to be varied opinions. (Q3) As more researchers appear to agree that SMA may be a genuine addictive disorder, then presumably, as with other substances, it should be managed to reduce potential risks. (Q4) The cognitive complexity involved in deciding what to view online is also one that should be carefully debated when it comes to children. In most societies, children are guided as to what they can watch in the cinema or on television. It is difficult to see why social media ought to be any different.Part III. KEYQ1. B.【解析】细节题。题目出处为:“It is worth noting that the DSM-5 (the diagnostic tool for psychologists) does not recognize SMA as a distinct mental disorder; it is often discussed as a condition that requires more research.”。意为:“值得注意的是,《精神障碍诊断与统计手册》第五版(心理学家使用的诊断工具)并不未将社交媒体成瘾视为一种独立的精神障碍;它通常被视为一种需要进一步研究的状况来讨论。”因此,正确答案为B。Q2. C.【解析】细节题。题目出处为:“In a study reviewing over 30,000 participants’ scores on media addiction and personality, it was found that neuroticism can be a risk factor for compulsive social media behavior.” 意为:“一项针对3万余名参与者在媒体成瘾和人格特质方面评分的研究发现,神经质可能是强迫性社交媒体使用行为的一个风险因素。” 该句明确指出神经质是风险因素之一,因此,正确答案为C。Q3. A.【解析】推理题。题目出处为:“As more researchers appear to agree that SMA may be a genuine addictive disorder, then presumably, as with other substances, it should be managed to reduce potential risks.”。意为:“随着越来越多的研究者似乎认同社交媒体成瘾可能是一种真实存在的成瘾性障碍,那么可以推断,就像对待其他成瘾物质一样,也应对其进行管控,以减少潜在风险。”由此可以推断,正确答案为A。Q4. C.【解析】细节题。题目出处为:“The cognitive complexity involved in deciding what to view online is also one that should be carefully debated when it comes to children. In most societies, children are guided as to what they can watch in the cinema or on television. It is difficult to see why social media ought to be any different.” 意为:“在涉及儿童时,对于在线内容选择所涉及的认知复杂性,也应进行审慎的讨论。在大多数社会中,儿童观看影院或电视节目的内容都会受到引导和限制,而社交媒体在这方面显然不应例外。” 该段表明作者认为儿童在社交媒体上的浏览内容也应受到引导,因此正确答案为C。Q5. D.【解析】主旨题。全文围绕社交媒体的吸引力、是否成瘾、以及应如何应对展开探讨,因此主要探讨社交媒体的吸引力及其引发的担忧,正确答案为D。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 朋友为何有时不可靠

朋友为何有时不可靠Why friends are sometimes unreliable 常速 | 五级(难)| 336词 | 2min8s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. According to the text, what is one personality trait linked to being unreliable? A. Being overly organized. B. Being less conscientious. C. Being more extroverted. D. Being highly agreeable. Q2. What is one reason technology makes it easier for people to cancel plans? A. It eliminates the need for real-life interaction. B. It provides instant gratification through social media. C. It allows people to cancel plans with minimal effort. D. It encourages people to confront their friends directly. Q3. What does the 2017 study suggest about American millennials? A. They are more likely to withdraw from social commitments. B. They prefer face-to-face communication over text messages. C. They are less likely to use social media for cancellations. D. They value real-life interactions more than older generations. Q4. What can be inferred about older generations compared to millennials regarding social commitments? A. They are more likely to use technology to cancel plans. B. They are less likely to withdraw from social arrangements. C. They are equally comfortable with last-minute cancellations. D. They are more likely to overbook themselves socially. Q5. What is the main purpose of the text? A. To explore why people are reluctant to confront their friends. B. To analyze the reasons behind people being unreliable. C. To suggest ways to improve time management skills. D. To compare social habits across different generations. Part II. TRANSCRIPTWhy friends are sometimes unreliable Do you have a friend who happily agrees to your plans, only to disappear when the time eventually comes? Maybe they flake on you and cancel last minute, or just don’t tell you and then ghost you completely. Or just maybe, it’s you that sometimes lets people down. What lies behind this reluctance to keep to engagements?flake v. 爽约,失信 reluctance n. 不情愿,勉强 It could be our personality traits. (Q1) According to psychology professor Richard Koestner, less conscientious or agreeable people tend to have less concern for others and are more likely to overbook themselves socially. While this can be due to bad time management, it can also be because people are afraid of confrontation and saying no to their friends, so end up agreeing to things that they don’t really want to do.trait n. 特性,特点 Technology could be another factor behind people’s willingness to back out of social commitments. Firstly, (Q2) being able to cancel plans with a simple text message or pressing a ‘not attending’ button on an invitation, rather than doing it face-to-face or through an awkward phone call, is a much more frictionless way to say you have changed your mind. On top of this, people have become used to the instant gratification offered by social media and streaming platforms. Does this make real-life interaction seem mundane and arduous by comparison? Could it be generational? (Q3) A 2017 study found that 45% of American millennials saw nothing wrong with withdrawing from social arrangements. (Q4) Older generations were less likely to pull out of events that they had been invited to.mundane adj. 平凡的,乏味的 arduous adj. 艰难的,费力的 Whatever lies behind it, psychologists have advice for us. Kurt Gray from the University of North Carolina recommends a simple phone call to reinforce human connection. Andrea Bonior from Georgetown University tells us to gently let our friends know that being let down disrupts us and makes us feel less valued. Caution is important though. Life coach Kira Asatryan reminds us that sometime people withdraw, not out of disrespect, but because they themselves feel anxious, stressed or sad.disrespect n. 不尊重,轻视 Part III. KEYQ1. B.【解析】细节题。根据“According to psychology professor Richard Koestner, less conscientious or agreeable people tend to have less concern for others and are more likely to overbook themselves socially.”,可知缺乏责任心或不太随和的人往往不太关心他人,更可能在社交上安排过度,更容易失信。正确答案为B。 Q2. C.【解析】细节题。根据“Being able to cancel plans with a simple text message or pressing a ‘not attending’ button on an invitation, rather than doing it face-to-face or through an awkward phone call, is a much more frictionless way to say you have changed your mind.”,可知科技发展使得通过简单的短信或点击按钮就能取消计划,无需当面沟通或通过尴尬的电话,也就是说花费极少精力就能取消计划。正确答案为C。 Q3. A.【解析】细节题。根据“A 2017 study found that 45% of American millennials saw nothing wrong with withdrawing from social arrangements.”,可知2017年的研究发现,45%的美国千禧一代认为退出社交安排并无不妥,说明他们更容易反悔爽约。正确答案为A。 Q4. B.【解析】推理题。根据“Older generations were less likely to pull out of events that they had been invited to.”,可知老一辈人不太可能退出他们被邀请的活动,从中可以推断,老一辈人相比千禧一代更少取消已定的社交活动,因此正确答案为B。 Q5. B.【解析】主旨题。根据全文,文章主要讨论了人们有时不可靠的原因,包括性格特质、科技和代际差异的影响,因此正确答案为B。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 负能量之人会使身边人加速衰老

负能量之人会使身边人加速衰老How Toxic People Make Us Age Faster常速 | 六级 | 570词 | 4min25s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. In which scientific journal was the new study on toxic social ties published?A. The Lancet.B. Nature.C. Journal of the American Medical Association.D. Proceedings of the National Academy of Sciences.Q2. What advanced method was used in the study to measure the volunteers’ biological age?A. Blood pressure monitoring.B. Genetic sequencing analysis.C. Hormone level testing.D. DNA methylation-based aging clocks.Q3. What percentage of the volunteers reported having at least one toxic person in their social network?A. 8.1%.B. 10%.C. 28.8%.D. 38.8%.Q4. Why might a toxic spouse have a weaker effect on aging than toxic friends or family members?A. Because people usually spend less time with their spouses than with friends.B. Because the positive aspects of marriage may reduce some negative effects.C. Because toxic friends are generally more aggressive than toxic spouses.D. Because spouses are more likely to receive professional help for their issues.Q5. What is the main message that the passage intends to convey?A. Toxic people accelerate aging and should be avoided to promote healthier aging.B. The biological aging process is determined by a person’s social network.C. Marriage can offer total protection against the negative effects of toxic people.D. Women are more likely than men to have toxic people in their social network.Part II. TRANSCRIPTHow Toxic People Make Us Age FasterHow bad are toxic people for physical health?Supportive and positive social relationships with friends and family members can have many positive effects on health and mental well-being. In contrast, toxic friends or family members that are overly hostile, permanently passive-aggressive, or purposefully difficult can become huge stressors. Chronic stress has all sorts of negative effects on both mental and physical health. For example, stress research has shown that chronic stress can accelerate ageing and increase inflammation.inflammation n. 炎症This implies an intriguing research question: Do toxic people not only worsen our mental health, but do they maybe also have a very real effect on biological age and accelerate the ageing process due to all the stress they cause?A new study on toxic social ties, accelerated aging, and inflammation(Q1) A new study, just published in the prestigious scientific journal “Proceedings of the National Academy of Sciences of the United States of America” (or in short: PNAS), was focused on finding out whether toxic people accelerate biological aging (Lee and co-workers, 2026). In the study entitled “Negative social ties as emerging risk factors for accelerated aging, inflammation, and multimorbidity”, (Q2) the research team led by scientist Byungkyu Lee from New York University used an advanced biological method called DNA methylation-based biological aging clocks. This method allowed them to determine the biological age of the volunteers in their study. Overall, data from more than 2,300 volunteers from Indiana were analyzed in the study. For each volunteer, the scientists determined their social networks and whether they had one or more “hasslers” in their social network. “Hasslers” were people who caused the person too much stress and difficulty. Moreover, saliva samples were collected from the volunteers to perform the advanced DNA methylation-based determination of their biological age. Moreover, the volunteers filled out further questionnaires on health and mental health.multimorbidity n. 多病症methylation-based adj. 基于甲基化的hassler n. 困难,麻烦saliva n. 唾液questionnaire n. 问卷;调查表Results of the study: Toxic people accelerate agingOverall, the volunteers identified 8.1 percent of the overall number of people in their social networks as toxic “hasslers.” (Q3) Overall, 28.8 percent of volunteers reported having one or more toxic people in their social networks. 10 percent of volunteers had two or more toxic people in their social network. Women were more likely than men to have at least one toxic person in their social network. Moreover, people who felt like others depended on them a lot were more likely to have toxic people in their network.The analysis showed that each toxic person led to a 1.5 percent faster ageing process. On average, the biological age of volunteers with toxic people in their social networks was 9 months higher than that of people of the same birth age without toxic friends or family members. (Q4) Interestingly, toxic family members or toxic friends had stronger effects on ageing than toxic spouses. This may be the case because the positive effects of marriage, such as reduced loneliness, may buffer some of the negative effects of toxic social contacts. Last but not least, having a toxic person in the social network also affected multiple further biological parameters beyond biological ageing, such as inflammation levels.buffer v. 减缓,减少Take-Away: Stay away from toxic peopleThe study clearly showed that toxic friends or family members have very real biological effects. They not only cause reduced mental well-being and frustration but also accelerate ageing and increase inflammation in the body. (Q5) This suggests that for healthy ageing and general well-being, reducing contact with toxic people is highly important.Part III. KEYQ1. D.【解析】细节题。题目出处为:“A new study, just published in the prestigious scientific journal ‘Proceedings of the National Academy of Sciences of the United States of America’ (or in short: PNAS).”。 该句明确指出了期刊名称,即著名的科学杂志《美国国家科学院院刊》(简称PNAS),因此,正确答案为D。Q2. D.【解析】细节题。题目出处为:“The research team used an advanced biological method called DNA methylation-based biological aging clocks. This method allowed them to determine the biological age of the volunteers.”。 意为:“研究团队使用了一种先进的生物学方法,叫做‘基于DNA甲基化的生物年龄时钟’。这种方法使他们能够确定志愿者的生物学年龄。” 因此,正确答案为D。Q3. C.【解析】细节题。题目出处为:“Overall, 28.8 percent of volunteers reported having one or more toxic people in the social network.”。 意为:“总体而言,28.8%的志愿者称其社交网络中有一个或多个‘带有负能量的’的人。” 因此,正确答案为C。Q4. B.【解析】推理题。题目出处为:“Interestingly, toxic family members or toxic friends had stronger effects on ageing than toxic spouses. This may be the case because the positive effects of marriage, such as reduced loneliness, may buffer some of the negative effects of toxic social contacts.”。 意为:“有趣的是,带有负能量的家人或朋友比负能量配偶对衰老的影响更大。这或许是因为婚姻带来的积极影响如减少孤独感等,在一定程度上缓冲了带有负能量的社交关系所带来的部分负面影响。”由此正确答案为B。Q5. A.【解析】主旨题。结合全文,文章的核心观点是远离带有负能量之人以促进健康,减缓衰老,因此,正确答案为A。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 我们应该害怕人工智能吗?

我们应该害怕人工智能吗?Should we fear AI? 常速 | 五级(偏难)| 345词 | 2min9s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. What is one reason Elon Musk and other experts called for a pause in advanced AI development? A. To address potential risks posed by human-competitive intelligence. B. To promote AI’s use in solving global problems. C. To reduce the economic impact of AI on job markets. D. To advance communication technologies like Skype. Q2. What does The Future of Life Institute suggest about advanced AI systems? A. They should be developed faster to solve global problems. B. They can help reduce poverty in poorer countries. C. They pose profound risks to society and humanity. D. They are unlikely to replace human intelligence. Q3. According to Goldman Sachs, what is one possible impact of AI on the job market? A. AI will eliminate the need for human workers entirely. B. AI could replace 300 million full-time jobs. C. AI may create a productivity boom and new jobs. D. AI will only affect jobs in the technology sector. Q4. What is the main purpose of the passage? A. To explain how AI works in modern technology. B. To discuss the potential benefits and risks of AI development. C. To highlight the economic advantages of AI. D. To promote AI’s use in solving global problems. Q5. What can be inferred about Bill Gates’ view on AI? A. He doubts AI’s ability to address global challenges. B. He suggests governments should collaborate with industry to manage AI risks. C. He believes AI will primarily benefit developed countries. D. He thinks AI development should be paused indefinitely. Part II. TRANSCRIPTShould we fear AI? There is no doubt that artificial intelligence - or AI - has become an important part of our lives. It is no longer just a thing of science fiction: it’s an incredible technological breakthrough that has changed the way we live. (Q4-1) But there are fears that AI has become too intelligent and could be a threat to humanity.This claim might sound extreme, but (Q1) a letter signed by more than 1,000 technology experts, including Tesla boss Elon Musk, called on the world to press pause on the development of more advanced AI because of the risks. Estonian billionaire Jaan Tallinn, for example, who helped develop communication app Skype, thinks we should be cautious. And The Future of Life Institute, a not-for-profit organisation, says that there should be a temporary pause in advanced AI development, saying that (Q2) “AI systems with human-competitive intelligence can pose profound risks to society and humanity.”Tesla n. 特斯拉(公司名,指特斯拉汽车公司) billionaire n. 亿万富翁 This pessimistic outlook is supported by (Q3) a report by investment bank Goldman Sachs that says AI could replace the equivalent of 300 million full-time jobs. But it may also mean new jobs and a productivity boom. We may argue that AI such as chatbots can help us. State-of-the-art ChatGPT, for example, has been helping some students write assignments. AI is allowing computers to think or act in a more human way. And machine learning means computers can learn what to do without being given explicit instructions. The technology is impressive, but as it starts to think for itself, will it outsmart us?Some people are more optimistic. (Q4-2) AI advocates say the tech is already delivering real social and economic benefits for people. Meanwhile, the founder of Microsoft, (Q5) Bill Gates, has called on governments to work with industry to “limit the risks” of AI. But he says the technology could save lives, particularly in poorer countries. He says, “Just as the world needs its brightest people focused on its biggest problems, we will need to focus the world’s best AIs on its biggest problems.” If this happens, maybe humanity will have a future.Part III. KEYQ1. A.【解析】细节题。根据“a letter signed by more than 1,000 technology experts, including Tesla boss Elon Musk, called on the world to press pause on the development of more advanced AI because of the risks.”,可知包括特斯拉老板埃隆·马斯克在内的1000多位技术专家签署了一封信,呼吁全球暂停开发更先进的人工智能,是因为其存在风险。正确答案为A。 Q2. C.【解析】细节题。根据“AI systems with human-competitive intelligence can pose profound risks to society and humanity.”,可知该机构认为具有与人类竞争性智能的人工智能系统可能会给社会和人类带来极大隐患。正确答案为C。 Q3. B.【解析】细节题。根据“a report by investment bank Goldman Sachs that says AI could replace the equivalent of 300 million full-time jobs.,可知高盛报告指出,人工智能可能会替代3亿个全职工作岗位。正确答案为B。 Q4. B.【解析】主旨题。根据“there are fears that AI has become too intelligent and could be a threat to humanity.”以及“AI advocates say the tech is already delivering real social and economic benefits for people”,可知文章先讲述人们担忧 AI 带来的各类风险,可能对人类构成威胁,又介绍AI 带来的社会经济益处,主要讨论了人工智能发展的利弊。正确答案为B。 Q5. B.【解析】推理题。根据“Bill Gates has called on governments to work with industry to ‘limit the risks’ of AI.”,可知比尔·盖茨呼吁政府与行业合作以“限制人工智能的风险”。由此可以推断,比尔·盖茨认为应该合作采取措施管控人工智能的风险,但并非完全暂停发展,因此正确答案为B。 (本文图片来源于摄图网,版权归摄图网所有)

第12届教学大赛商务英语组特等奖潘紫萌授课

授课点评:潘紫萌老师在本次大赛中与来自全国各地的商务英语优秀教师展开激烈角逐,在教学理念、教学方法、课堂设计、英语素质、商务知识、教姿教态、师生互动等方面的表现都较突出,最后以总分第一荣获特等奖。潘老师以准确的英语发音先声夺人,丰富的表达方式、适中的语调语速和端庄的教姿教态也令人印象深刻。在课程设计环节,为实现其教学目标,她选择business ethics作为主题,介绍了教学目标、学生特征、以学生为中心和以产出为导向的教学理念,以及线上线下结合、传统和高科技媒体结合等丰富多彩的教学方式。这份介绍全面立体但简明扼要,为后面的演示(demo)课提供了一个很好的支撑。由于大赛的授课时间有限,潘老师突出重点,在演示课上只展示教学方案的第三步,即participatory learning 1 和 post assessment 1。她采用BOPPPS(bridge in, objectives, pre-assessment, participatory learning, post assessment, summary)模型,通过德国大众汽车减排作假、中国支付宝公益植树项目等案例,教学目标涵盖商务英语知识、技能、以及相关的伦理和价值观等。在短短的十几分钟里要达到这么多项教学目标绝非易事。潘老师通过一系列的短视频、多种教学方法(如听力填空、案例讨论、汉译英、样本对话补正等)以及活泼的师生互动,较好地实现了教学目标,显示出选手突出的课堂组织能力。商务英语教学起源于英美等国,因此基本使用本国素材、讲本国故事。传入中国后,主要使用外国素材、讲外国故事。令人欣喜的是,潘老师注意突出中国特色,多次引用中国案例,讲授中国故事,传播中国价值观。加上她出色的英语基本功和良好的师生互动,使得教学过程十分流畅,也没有不同文化同场展示的违和感。总而言之,潘紫萌老师在授课环节的各方面表现都很优秀。不足之处当然也有。首先, 8’13’’开始的讨论过于仓促,只有18秒, 8’31’’就结束了。由于讨论不充分,在随后的问答环节中,更多的回答似乎来自老师而不是学生。第二个是要增加教学过程的自然自发 (spontaneity)。不知是因为课前多次排练还是老师特意要求,学生的产出只有一次对话(17’40’’)相对自然,其他的多次回答虽准确无误,但都像中国小学生朗读课文或回答问题,语音、语调、语速都过于整齐合一,这不利于培养学生的英语实际表达能力。点评专家:陈准民

第12届教学大赛英语专业组特等奖胡笑然授课

授课点评:胡笑然老师以充分的课前准备、认真的育人态度、专业的学科素养、科学的教学方法,在限定的20分钟时间内出色地完成了所指定的授课任务,为全国高校英语专业师生呈现了一堂值得学习和反思的短课。在整个授课过程中,胡老师精神饱满,着装端庄,形象甜美,教态自然,认真专注,热情友好,充满活力,展现了良好的个人魅力,体现了青年教师的时代风貌。胡老师具有扎实的英语基本功、娴熟的课堂掌控能力和应变能力、流畅的语言表达能力;综述简洁明了,呈现单元设计、教学目标、相关活动和拟用时间;授课有明确的目标,以学生为中心,围绕单元主题和语篇意义,突出重点,聚焦难点,讲解和引导规范适切。胡老师有自己的教学理念,能运用一定的教学理论,遵循“题材—功能—活动”的教学原则,重视语言感知和信息获取,围绕单元主题展开教学,各教学步骤衔接自然。能注重培养学生的观察力、想象力和分析能力,积极帮助学生通过语篇学习,了解重要概念以及语篇作者的观念和意图,努力激发学生对语篇主题的学习兴趣,师生之间有积极的互动和良好的交流。能充分利用和发挥电子课件的辅助教学功能, PPT和嵌入视频有良好的功能性和实用性,形式与内容相吻合,体现了课件形式与课文内容、教学手段与教学目的有机关联和主从关系,发挥了现代化教学资源及手段的教学辅助作用,增强了学生对单元主题和语言表述的理解。从整体上看,胡老师的授课比较成功。授课目的明确,授课重点突出,内容讲解清晰,活动安排合理,起承转合自然,师生互动自然,课件使用得当,教学效果较好。当然,她所展示的这堂英语短课仍存在以下待改进之处:授课停留在主题词语的概念解读层面,对主题意义的挖掘不够深入;教师个人主导成分太强,讲解和提问过多,学生活动不足,活动形式比较单一;时间把握不够合理,没有时间结尾,匆忙收课,无法安排课后作业和课外活动;授课时间用于教学,缺乏对教学成效的必要评价活动,难以确定单元教学目标的达成。建议胡老师在今后的教学研究和实践中,更加重视单元设计的完整性和课堂教学的有效性,关注输入与输出、课内与课外、语篇意义与语言形式的协调,注重教学手段、过程、效果的统一,促进学生在语言知识、语用技能、心智、情感、态度等方面的综合发展和提高。点评专家:梅德明

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2026年暑期全国高校外语骨干教师赴香港大学研修项目

项目简介Evidence-based approach to teaching English as a foreign language in higher education in the AI Era is a three-day intensive summer course designed for university teachers specialising in English language teaching as a common core course.This course explores the transformative impact of generative AI and emerging technologies on language education in higher education. Through a series of workshops, interactive sessions, and collaborative activities, participants will gain practical insights into the issues and challenges for language education, integrating AI tools into teaching practices, advancing scholarship of teaching and learning, and fostering student engagement and motivation in the context of rapidly evolving technological landscapes.This course will provide an opportunity for participants to engage with innovative practices, meet with HKU colleagues from similar fields, and collaborate with peers to design pedagogical studies to support their evidence-based approach to language education.项目目标Upon completing the course, the participants will be able to:1.Evaluate the challenges and needs for language education to meet the evolving needs of higher education.2.Utilise AI and digital tools to enhance teaching practices in language education and critically evaluate their ethical and practical implications.3.Implement scholarship of teaching and learning (SoTL) projects to improve teaching effectiveness and student learning outcomes in language education.4.Develop a teaching-research nexus for better career development.5.Implement evidence-based strategies to cultivate student interest and engagement in language learning in the AI era.项目日程JULY 14• Arriving in Hong Kong• Hotel check-inJULY 15 AM• Welcome by the Vice President of HKU• Campus tour• Issues and challenges in language teaching in the era of generative AIJULY 15 PM• Advancing scholarship of teaching and learning in higher educationJULY 16 AM• Advancing scholarship of teaching and learning in higher educationJULY 16 PM• A visit to CUHK• Fostering student engagement and motivation in the context of rapidly evolving technological landscapesJULY 17 AM• Designing a communication-intensive language course• Multimodality in technology-supported L2 educationJULY 17 PM• Collaborative research-teaching nexus project presentations (in groups)• Award ceremony & closing remarksJULY 18• Returning home*We are committed to delivering the sessions in in-person delivery mode as detailed in the programme rundown; however, please be aware that adjustments (e.g. shifting to online mode, changes in the speakers / topics) may occur due to unexpected circumstances.教学团队Dr. Jannie RoedDr. Jannie Roed is the Director of the Teaching and Learning Innovation Centre (TALIC) at the University of Hong Kong (HKU). With a distinguished career spanning the UK and Hong Kong, Jannie brings extensive expertise in university teachers’ professional development, leadership, teaching development, and mentorship.She is the coordinator of the HKU AdvanceHE Fellowship Scheme (formerly the Higher Education Academy). She currently also directs the Postgraduate Certificate in Academic Practice, driving excellence in academic practice and educator development. She oversees the professional development of university teachers at the university level.Prof. Lily Min ZengProf. Lily Zeng is an Assistant Professor at the Teaching and Learning Innovation Centre (TALIC) and Faculty of Education at the University of Hong Kong (HKU). She had taken on leadership roles in coordinating and delivering key professional development programmes at HKU and created a widely acclaimed MOOC on university teaching, which has been translated into 22 languages.At TALIC, her current roles mainly include teaching in the Postgraduate Certificate programme for HKU teachers and overseeing the Senior Fellowship category within HKU AHE Fellowship Scheme. Her recent research interests and publications focus on the professional development of university teachers, the learning experiences of students in higher education, and adaptive learning.Prof. Lianjiang JiangProf. Lianjiang Jiang (George) is an Assistant Professor of language and literacy education at the Faculty of Education, The University of Hong Kong.He is Deputy Director of the Consortium for Research on Language Policy and Practice (CRLPP) at HKU.His expertise is in multimodality and multiliteracies, with a focus on digital multimodal composing, multimodal assessment / feedback, and digital pedagogies. He works extensively on digital multimodal composing as a valid literacy activity in second language classrooms.He is also the creator of the genre-based model to evaluate digital multimodal composing.He is the Principal Investigator and Co-Principal Investigator of research grants funded by the Research Grants Council and Education Bureau in Hong Kong. He is an awardee of the Macao Humanities and Social Sciences Research Outstanding Achievement Award. He was listed in the World's Top 2% Most-cited Scientists by Stanford University Ranking. He was also listed as an HKU Scholar in the Top 1% by Clarivate Analytics.Dr. Carson Ka Shun HungDr. Carson Ka Shun Hung is a Lecturer and E-learning Technologist at the Teaching and Learning Innovation Centre (TALIC), The University of Hong Kong. He specialises in educational technology and generative AI integration in higher education.He has delivered AI workshops on GenAI toolkit applications, AI agent development with n8n, custom chatbot building, GenAI-enhanced pedagogy design, and discipline-specific GenAI implementation in teaching, learning and assessment. He has led TDG introduction sessions and walk-in clinics for Generative AI innovation projects. He supports technology-enhanced learning initiatives and provides pedagogical guidance for academics across faculties.Prof. Ronnel B. KingProf. Ronnel B. King is an Associate Professor in the Faculty of Education, The Chinese University of Hong Kong, where he leads the Positive Psychology and Education Lab. His research focuses on the factors that underpin motivation, socio-emotional learning, and well-being. He is also keen on leveraging positive psychology / education interventions to enhance these optimal states.He has published more than 250 journal articles on these topics in the top-ranked journals in educational psychology. He is recognised as one of the most prolific educational psychology researchers in Asia and globally, and his citations are at the top 0.05% in the field. He is currently Associate Editor of the British Journal of Educational Psychology, Psychology in the Schools, and The Asia-Pacific Education Researcher. He will lead his team to contribute to this programme.Dr. Michelle RaquelDr. Michelle Raquel is a Senior Lecturer at HKU's Centre for Applied English Studies, holding a PhD in Education and bringing over 20 years of higher education experience. Her pedagogical expertise centres on curriculum design, communication skills integration, and English for specific purposes. As Project Leader of HKU's Communication-intensive Courses initiative since 2018, she leads a university-wide effort to embed communication competencies across the curriculum, building faculty capacity and communities of practice.She has designed multiple English disciplinary courses, chaired the CAES Teaching and Learning Quality Committee, and was part of the team that launched the Writing Across the Curriculum programme at HK Polytechnic University. She also has over 15 years of project management experience across large-scale inter-institutional initiatives and has secured over HKD 20 million in competitive grants. Her scholarship explores innovative pedagogies, diagnostic and classroom-based assessment, and ESP testing. She co-edited Routledge's Quantitative Data Analysis for Language Assessment Volumes I and II.*Additional experts who will be involved will be announced once their time slots are confirmed.合作院校介绍在中国香港您可感受:l 世界先进高等教育环境的熏陶l 多元文化的社会交流l 真实英语环境的浸泡l 宜居宽容的城市氛围l 美丽清洁的自然环境l 高效有序的社会运行机制香港大学l 2026年QS排名全球第11位,较上年提升6位l 多学科跻身全球前列,科研水平卓越,教育学长期稳居世界前5l 教学体系接轨全球,学术环境包容多样l 校园环境雅致,地理位置优越,毗邻香港岛核心区TALICThe Teaching and Learning Innovation Centre (TALIC) is a central teaching and learning centre at the University of Hong Kong.It serves as a distinguished resource hub dedicated to advancing best practices in higher education on local, regional, and global scales. With a vision to set the benchmark for teaching excellence, the centre works collaboratively with educators across disciplines and universities, fosters a community of practice among teachers, and encourages evidence-based approaches.Aligned with the University's strategic objectives, it is committed to enhancing the quality of the student learning experience through holistic and innovative solutions, showcasing innovative teaching methodologies and the scholarship of teaching and learning worldwide, providing professional development tailored for university teachers at early and mid-career stages, and offering consultations for teachers to address diverse educational needs.The centre proudly hosts the first accredited AdvanceHE Fellowship scheme in Hong Kong and a highly-rated MOOC on university teaching available on Coursera.

2026年中国社会语言学夏日书院

二、研修内容1、数据赋能与数字语境下的当代社会语言学创新数字社会全面重塑语言使用场景与研究范式,为语言研究带来新理论和新方法。本届夏日书院聚焦数据驱动语言学、语料库话语研究、语言经济学、数字交际研究四大核心模块,立足实证研究方法,融合语言学、经济学、传播学跨学科视野。聚焦语料库实操、数据量化分析、语言价值建构、线上交际语言生态等前沿议题,解析当下语言生活新形态。助力研修学员更新研究工具、拓宽学术边界,夯实实证研究能力,把握社会语言学数字化、综合化发展新趋势。每个授课模块均包含理论与方法讲解、具体研究案例的展示与分析,帮助学员建立相关领域的基本分析思维、了解选题和研究方法。2、从日常观察到研究:研究建构原则与方法不少人善于发现有趣的语言现象,但欠缺研究设计与问题建构能力。本课程立足学员真实困惑,聚焦核心痛点,指导学员如何将日常关注、个人感兴趣的社会语言现象,转化为规范可行、具备学术价值的研究问题,并做出切实可行的研究方案。授课专家将系统拆解研究建构完整流程与底层原理,围绕现象提炼、概念界定、问题聚焦、路径规划、方法匹配等关键环节展开讲授。结合真实案例剖析、实操引导与互动答疑,帮助学员建立规范研究思维,掌握研究设计能力。三、研修日程DAY 1(7月15日)14:00~20:00 学员报到DAY 2(7月16日)08:30~08:45 开班式08:45~11:45 数据驱动语言学(复旦大学 刘海涛教授)14:30~17:30 语言经济学研究(山东大学 张卫国教授)19:00~21:00 从日常观察到研究:研究构建原则与方法(上海外国语大学 赵蓉晖教授)DAY 3(7月17日)08:30~11:30 基于语料库的话语研究(上海外国语大学 胡开宝教授)14:30~17:30 数字交际研究(四川外国语大学 赵永峰教授)19:00~21:00 学术期刊主编论坛DAY 4(7月18日)学员返程或参加第十六届中国社会语言学国际学术研讨会*研修日程最终以主办提供的会务手册为准。四、授课专家及课程(按授课先后排序)1、刘海涛《数据驱动语言学》主讲专家简介:刘海涛,复旦大学文科资深教授,外文学院博导。教育部“长江学者”特聘教授,国务院政府特殊津贴专家,国家社科基金重大项目首席专家。主要研究方向:数据驱动语言学、计算认知科学、数字人文、语言规划。《中国社会科学》等多种学术出版物编委会成员。在《中国社会科学》《科学通报》《中国语文》《外语教学与研究》等国内外近百种文、理、工出版物用多种语言发表过涉及数十种人类语言的文章450余篇。连续12年入选爱思唯尔“中国高被引学者”榜单。10多项研究成果获得教育部或省级优秀社科奖。课程简介:课程将系统阐释如何从真实语言数据中发现语言系统的概率性规律。课程将围绕索绪尔提出的“线条性”和“系统性”两大基点展开,向研修学员介绍一种不同于传统思辨式研究的数理实证方法。刘海涛教授将为研修学员深入剖析从大规模真实语料(依存树库为主)中挖掘数据,再到运用数据建构模型和研究变量(如词频、依存句法关系等),并最终揭示语言结构、认知机理与演化规律的完整研究路径。2、张卫国《语言经济学研究》主讲专家简介:张卫国,山东大学经济研究院教授、博士生导师,山东大学语言经济研究中心主任,是国内语言经济学领域的核心学者和领军人物之一。兼任美国哥伦比亚大学国际外语教师教育中心与上海外国语大学中国外语战略研究中心客座研究员。已在《经济研究》《世界汉语教学》《语言教学与研究》、《语言战略研究》、Technology in Society、Language Problems and Language Planning、Language Policy 等国内外经济学、语言学权威和重要期刊,以及《人民日报》《光明日报》《中国社会科学报》等重要报纸上发表论文70余篇,多篇论文被《新华文摘》《中国社会科学文摘》、《高等学校文科学术文摘》及人大复印资料等全文转载,国际语言政策与规划权威工具书The Routledge Handbook of Language Policy and Planning唯一的中国学者贡献者;主持国家社科基金、国家语委重大科研项目、教育部国际中文教育研究课题重大项目、教育部人文社科研究基金、山东省自然科学基金等项目课题十余项;科研成果获得全国优秀博士学位论文提名论文(2010) 、山东省优秀博士学位论文(2009)、山东省社会科学优秀成果二等奖等荣誉和奖励。《语言的经济学分析:一个基本框架》等著作在学界产生了重要影响,其博士论文是国内首篇系统建构语言经济学理论体系的博士论文。课程简介:语言与经济的关联在日常语言生活中屡见不鲜,但如何将这种现象转变为系统的学术研究,构建具有解释力的分析框架?本模块将系统介绍语言经济学的理论源流与核心命题,帮助研修学员从经济学的眼光重新认识语言的功能与价值。课程围绕三个基本命题展开:语言能力是一种人力资本,官方语言是一种公共产品,社会语言是一种制度。张卫国教授将带领研修学员探讨语言技能与劳动收入的关系、语言政策和规划的经济学分析、国际中文教育的经贸效果、语言与制度经济学的互动等前沿话题。3、赵蓉晖《从日常观察到研究:研究建构原则与方法》主讲专家简介:赵蓉晖,上海外国语大学教授、博士生导师,教育部“新世纪优秀人才”,上海领军人才,教育部哲学社会科学重大攻关项目首席专家。长期致力于社会语言学、语言政策与语言教育、语言及语言学史研究,主张“立足世界看语言,透过语言看世界”。现任国家语委科研基地暨国家语言文字智库中国外语战略研究中心执行主任、中国语言学会社会语言学分会会长、中国语言学会语言政策与语言规划专业委员会副会长等。主持国家社科基金项目等近29项。在《中国社会科学》等国内外期刊、报纸发表论文140余篇,出版著作28部,获上海市哲学社会科学优秀成果奖、上海市优秀教学成果奖等。正在主编《世界语言生活状况报告》《中国社会语言学》和“语言政策与语言教育”等多个学术丛书。课程简介:很多研究者会感觉到,日常生活中的语言现象看似有趣,却常常不知如何将其转化为可操作、有深度的研究课题。本模块立足学员的真实困惑,聚焦这一普遍而关键的学术“痛点”。赵蓉晖教授将系统拆解从“日常观察”到“规范研究”的整体建构过程,从现象提炼与问题意识的萌发,到概念界定与文献对话,再到研究焦点的逐步聚焦、研究路径的规划以及具体方法的选择与匹配,逐一讲解背后的原理与操作要点。课程将结合大量真实案例进行剖析,涵盖社会语言学多个经典和新兴话题,通过对比“原始困惑”与“成型设计”,让学员直观感受到研究问题逐步精准化的过程。同时设置实操引导与互动答疑环节,帮助学员破解选题宽泛、问题模糊、逻辑链断裂等常见难题。本模块旨在帮助学员建立规范的研究思维,掌握一套可直接落地、经得起学术检验的研究设计能力,提升中青年学者的核心竞争力。4、胡开宝《基于语料库的话语研究》主讲专家简介:胡开宝,上海外国语大学教授、博士生导师,教育部“长江学者”特聘教授,国家社科基金重大项目首席专家,教育部黄大年式教师团队负责人。现任上海外国语大学校长助理、语言科学研究院院长,兼任中国翻译协会常务理事、中国英汉语比较研究会常务理事暨外语学科发展研究专业委员会主任、上海市科技翻译学会会长等职。深耕语料库翻译学、话语研究领域,累计承担各类课题30余项。在Babel、Perspective、Meta及《外语教学与研究》《外国语》《中国翻译》等中外权威期刊发表论文百余篇,出版《语料库翻译学概论》《语料库翻译学》《语料库批评翻译学概论》等学术著作十余部。曾获教育部高等学校科学研究优秀成果奖、上海市哲学社会科学优秀成果奖等。同时担任国际期刊Corpus-based Studies across Humanities主编,以及 Routledge、Springer等多家国际出版社学术系列丛书主编。课程简介:本课程聚焦基于语料库的话语研究方法论,从基础概念入手,系统介绍语料库建设的基本原理和语料分析的操作方法。胡开宝教授将梳理基于语料库的话语研究的主要议题,涵盖语体特征研究、话语比较研究、批评话语分析视域下的话语研究等核心领域,并结合丰富的研究案例,特别是二十余个中国外交核心术语在海外主流媒体中的传播分析,展示如何运用语料库技术实现话语特征的量化分析与趋势发现。课程将围绕以下实操环节展开:如何提出基于语料库的研究设计、如何实现语料的标注与检索、如何在具体研究案例中开展数据分析和归因分析。通过原理讲授与案例剖析相结合的方式,帮助研修学员系统掌握语料库话语研究的基本路径,学习运用语料库技术开展话语研究的实际操作方法。5、赵永峰《数字交际研究》主讲专家简介:赵永峰,四川外国语大学副校长,外国语言学及应用语言学专业、英语语言文学(英语语言理论与应用方向)教授、博士生导师、博士后合作导师,国家级重大人才工程青年学者、重庆市“巴渝学者计划”特聘教授(2024),四川外国语大学嘉陵优秀人才,中国语言学会社会语言学分会副会长,重庆市外文学会副会长,中国英汉语比较研究会中西语言哲学专业委员会副会长,华夏文化促进会体认语言学专委会副会长。主要研究领域为认知语言学、认知社会语言学、语用学、政治话语分析和语言哲学。主持完成国家社科基金项目1项和多项省级教学科研项目,在《外语教学与研究》《现代外语》、Pragmatics and Society等刊物发表论文40余篇;获各类教学科研奖项10余项,其中2022年获重庆市教学成果奖三等奖,2023年获国家级教学成果二等奖(第一完成人)。课程简介:数字技术已全面嵌入当代人际交往,线上聊天、社交媒体、虚拟社群等场景不断催生新的语言变体与交际模式,也对传统社会语言学的分析框架提出了挑战。本课程立足赵永峰教授在认知社会语言学领域长期积累的研究经验,将认知语言学与社会语言学的基本方法融合,系统阐释如何在数字语境中开展交际研究。课程将首先辨析数字交际的基本特征及其与传统面对面交际的本质差异,进而介绍数字话语的收集、标注与分析路径。在此基础上,赵教授将结合具体研究案例,探讨线上身份建构、网络语言的认知机制以及数字文本中的立场表达等前沿问题,帮助学员建立一套适合数字时代的社会语言学研究视角。课程注重理论与实操结合,旨在为研修学员在数字语境中发现研究选题、选择研究方法提供可直接借鉴的分析工具和思路。

AI时代外国文学研究方法与学术创新系列研修课程(第一期)

03.研修日程时间:2026年7月28日至7月29日形式:线上研修(腾讯会议)*研修须知等相关文件将于报名后一周内发送至邮箱,请注意查收。最终日程以开班前发放的研修手册为准。第一天(7月28日)08:30—08:40 开班式08:40—10:10 虞建华(上海外国语大学)10:20—11:50 查明建(上海外国语大学)14:00—15:30 李锋(中国海洋大学)15:40—17:10 陈广兴(上海外国语大学)第二天(7月29日)08:40—10:10 杨金才(南京大学)10:20—11:50 张和龙(上海外国语大学)14:00—15:30 尚必武(上海交通大学)15:40—17:10 张曼(上海外国语大学)04.主讲专家(以姓氏拼音为序)陈广兴:文学博士,上海外国语大学文学研究院研究员、博士生导师,《英美文学研究论丛》编辑部主任,美国科罗拉多大学英语学院访问学者。主要研究方向为文学理论、美国当代小说、西方马克思主义等。在《外国文学研究》《外国文学评论》《当代外国文学》《中国比较文学》等期刊及报纸上发表论文近50篇,出版专著2部、译著8部,主持和参与国家级、省部级项目多项。李锋:中国海洋大学外国语学院教授、博士生导师、博士后合作导师,《中国外语研究》副主编,郑州大学英美文学研究中心兼职研究员,曾任职于上海财经大学外国语学院(副院长、校研究生教指委委员),哥伦比亚大学英语系(富布赖特研究学者),上海外国语大学(教授、博士生导师、校科研与学术伦理委员会委员)。李锋教授重点关注英美或然历史小说、穿越小说、犹太大屠杀叙事等,共主持国家社科基金项目3项,出版《20世纪美国文学中的经济背景与商业文化》《不曾发生的历史:当代美国或然历史小说研究》等专著和《后现代主义诗学》《巨匠与杰作》等译著。尚必武:上海交通大学特聘教授,教育部“重大人才工程计划”特聘教授,欧洲科学院外籍院士,博士生导师,外国语学院院长, Frontiers of Narrative Studies (ESCI)主编,English Studies (A&HCI) 副主编, Narrative Studies across Humanities (Springer)丛书主编,Arcadia (A&HCI), InterdisciplinaryStudies of Literature (A&HCI), Kritika Kultura (A&HCI),《外国文学研究》《中国比较文学》《当代外语研究》等国内外期刊编委,国家社科基金重大项目首席专家。主要从事英美文学、叙事学、文学伦理学批评等领域的研究,出版专著四部,在《文学评论》《外国文学研究》《文艺理论研究》、Philosophy and Literature, Journal of Narrative Theory, Critique:Studies in Contemporary Fiction等刊物发表A&HCI、CSSCI论文百余篇,研究成果先后荣获教育部高等学校人文社科优秀科研成果奖二等奖、三等奖、上海市哲学社会科学优秀成果奖一等奖、二等奖等。杨金才:南京大学教授、博士生导师,《当代外国文学》主编,国家级人才项目特聘教授。先后主持国家社科基金重大项目、重点项目、一般项目、教育部人文社科规划项目等多项,在国内外学术刊物发表论文200余篇,出版专著5部,教育部国家级规划教材4部,编、译著14部和其他教材多部。曾获中国高校人文社会科学研究优秀成果二等奖、江苏省哲学社会科学优秀成果一等奖、国家级教学成果一等奖和二等奖、宝钢优秀教师奖等。主要兼职包括国务院学科评议组成员、全国美国文学研究会会长、中国外国文学学会副会长、中美比较文化研究分会副会长、英语文学研究分会副会长、江苏省外国文学学会会长等。虞建华:上海外国语大学教授,博士生导师。曾任上海外国语大学英语二系主任、法学院院长、语言文学研究所所长及文学研究院院长,曾任全国高校外语专业教学指导委员会委员、中国外国文学学会英语文学研究分会会长、中国英汉比较研究会副会长、全国美国文学研究会常务理事、上海市突出贡献专家协会常务理事、上海作家协会会员、上海翻译家协会会员、国内核心刊物《英美文学研究论丛》创刊主编、名誉主编及《外国语》《译林》《中南大学学报》《外语与翻译》《英语研究》等杂志的编委。曾担任上海外语教育出版社西方文论丛书编委、博学文库编委。主持国家社科重点项目“美国历史‘非常’事件的小说再现和意识形态批判”、国家社科后期资助项目“美国文学大辞典”和省部级项目5项,其中《美国文学大辞典》获教育部哲学社会科学优秀成果一等奖;参与国家社科重大项目2项成果的撰写。查明建:博士,教授,博士生导师,美国哈佛大学富布莱特高级研究学者,曾任上海外国语大学科研处副处长、文学研究院副院长、英语学院院长、研究生部主任、副校长等。主要研究方向为比较文学理论、翻译文学研究、中外文学关系研究。著作有《中国现代翻译文学史(1898-1949)》(合著)、《中国20世纪外国文学翻译史(1898—2000》(上、下卷)(合著)、《一苇杭之:查明建教授讲比较文学与翻译研究》等,译著有《比较文学批评导论》《什么是世界文学》《非洲短篇小说选集》等。张和龙:上海外国语大学文学研究院教授,博士生导师/博士后导师,英美文学研究中心主任,《英美文学研究论丛》执行主编,英国文学学会副会长,上海市外国文学学会秘书长、常务理事,上海翻译家协会理事,中美比较文化研究会理事。曾任上外法学院副院长、法学院副院长(主持工作)、文学研究院副院长等职。2002-2003年英国剑桥大学英文系访问学者,2010-2011年美国耶鲁大学英文系富布赖特访问学者。2007年获教育部直属院校宝钢优秀教师奖。张曼:上海外国语大学教授、文学博士,《中国比较文学》杂志编审。美国德州大学、哈佛大学高级访问学者。主要研究方向为翻译文学、中外文学关系、比较文学理论。出版专著:《老舍中外文学关系研究》《老舍翻译与其作品英译研究》《中国俄罗斯文学研究史论》(合著)、《新中国外国文学研究60年》(合著)、《国外汉学史》(合著);译著《非洲短篇小说选》。

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