www.463.com永利皇宫

【www.463.com永利皇宫】笔录活动,风俗学术语钩沉

四月 12th, 2019  |  风俗习惯

www.463.com永利皇宫 1

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Dialogue 对话

  Why I’m a
Folklorist(小编怎么是一名风俗学者)是AFS(United States风俗学会)会长凯特纳发起的三个拍片项目。在201六年AFS理事委员会议晚宴上,凯突发奇想拿动手提式无线电话机,开始问一旁的人:你干吗是一名风俗学者?用两分钟时间告知作者。AFS随后为那一连串又展开了多次规范拍片,共计摄像了60多场短时访谈。

访谈对象:迈克尔OwenJones (迈克尔 Owen 乔恩es)访谈者:朝戈金
巴莫曲布嫫访谈时间:200伍年一月23日午后贰:5陆至伍:0伍访谈地方:中国社会中国科学技术大学学民族文研所110⑦室

社会人类学的风俗视角探寻拉祜族社会研讨的新范式

  1. Come in.

  来自我们学科的同行博士,新入职业教育师,毕生教师,公共风俗学者,全职人士及别的活跃人员都踏足了这么些种类。凯说:他们的口才、情绪和丰盛多彩的力主都以超人的。全体采访都在几分钟以内,但观众还可以从那短暂这几秒钟中的确精通到人们干什么进入大家的体系。那些项目在某种程度上也促成了学会及其理事委员会的对象将习俗学带向更加宽广的世界。

应中中原人民共和国风俗学会的特邀,U.S.民俗学会现任会长迈克尔OwenJones(迈克尔 OwenJones)教授于今年五月来京到场民族国家的日历:守旧节日与官方休假国际研讨会,并作专题发布。会议甘休后,应《民间文化论坛》山中华民族解放先锋生的热心约请,Jones助教欢娱地承受了此次访谈,先后就无形风俗与有形风俗、风俗学宗旨术语的概念、民俗学的教程定位等题材开始展览了演讲,还专门以本人40年来的旷野工作为底蕴,结合实际的个案琢磨,阐释了风俗学教学与研究中田野(田野先生)方法论与认识论,其中他与美利坚合众国风俗学家罗Bert吉优rges(罗BertA. Georges)共同阐释的二个骨干命题作为行为的民俗(Folklore as
Behavior),拓宽了我们对现代United States风俗学研讨领域的问询。在整理访谈录音的进度中,发现还有局地术语阐释和相关音信需求补给,由此咱们经过电子函件提议难点,在第临时间得到向Jones教师的死灰复燃。故而,以下访谈内容据悉面对面访谈(face
to face interview)的录音与电子信函访谈(one to one
interview)的文件整理而成。由于篇幅有限,访谈的上下内容及里面例举的案例分析都有雅量删改,仅作以下重点术语的告知:民俗(folklore)、民(Folk)、民众生活(folklife)、社会风俗(folkways)及风俗学(folkloristics);电子信函访谈则与有关新闻一道作为本次访谈的3个附录。专此表明。

习俗、古板、社会团队等是民俗学和社会-文化人类学共同关心的研商对象,固然它们的社科取向程度大分歧。无论在德意志联邦共和国如故在华夏,在风俗学的最头阵展阶段,它依旧是重中之重归属于人文科学。

请进。

  结束20一七年二月,那么些收集中有三十四个已经领会,其余的也将在不久后宣布。近年来公开的录像包括201陆年新秋和2017年春天在印第安纳州教堂山、科罗拉多州布卢明顿设置的风俗学活动中录像的搜集。AFS
二零一七年年会上拍照的Why I’m a
Folklorist录像和201柒年春天在布卢明顿摄像的别样采访都正在中期制作中。观望全数已发表的Why
I’m a Folklorist采访,请访问U.S.风俗学会Youtube频道中的Why I’m a
Folklorist播放列表。

迈克尔OwenJones(迈克尔 OwenJones),U.S.A.加州大学孟买分校(UCLA)世界艺术与文化系教师,学术圈子关系民间艺术和审美、民间医药、地点宗教、饮食风俗和象征、应用风俗学、风俗电影和拍照、职业传承及团队表示等。Jones教授196九年获风俗学与美利坚联邦合众国商讨大学生学位后直接在加州大学任教;曾先后取得美利坚合众国江山人经济学术基金、斯卡格斯基金、加拿大文明博物馆、国家卫生总署的类型援助;历任爱荷华民俗学会主席、美利坚协作国风俗学总会董事事会主席、密西西比人文科理科事会主席等职,现任United States风俗学会(AFS)主席。此外,他还兼顾WoodLowell逊国亲人管文学术商量基金会、美利坚同盟国风俗学会、芬兰共和国中国科学技术大学学、U.S.应用人类学会的学问委员;亚利桑那高校出版社《民间艺术和歌唱家》书系(已出版2②卷)总编。一九九九年至2001年,Jones教师在米国国家经济学教室的帮忙下协会创造了美国民间军事学资料在线网址(www.folkmed.ucla.edu),不小地推动了学术界对民间军事学商讨的进展和激化;近期,Jones教师又在美利坚合众国家补贴偿与替代工学主题的援助下协会了1项关于植物在别国移民医疗中发挥功用的巨型调查和数字化学工业程,进一步加剧了学界对民间经济学的认识。
Jones教授小说等身,迄今已发布230种创作,首要代表作有:《协会的意味符号商量》(Studying
Organizational Symbolism
,一9九九),《民俗学导论》(Folkloristics: An
Introduction
,19九五,合著),《探索民间艺术》(Exploring Folk Art,
198七,1九九伍再版), 《人研讨人:田野同志工作中的人的要素》(People Studying
People: The Human Element in Fieldwork
,一9柒陆,
合著),《Cumberland郡的手艺人:守旧与创立》(【www.463.com永利皇宫】笔录活动,风俗学术语钩沉。Craftsman of the Cumberlands:
Tradition and Creativity
, 19九零),《手工业艺品及其制作者》(The Handmade
Object and Its Maker
,197伍),《信仰疗法怎样起效果》(Why Faith Healing?
一九7贰);责任编辑或合编的学术小说有《民俗的利用》(Putting Folklore to Use,
一九九一),《卡勒瓦拉的社会风气》(The World of the
Kalevala
,1玖八7),《饮食风俗与食品习惯》(Foodways and Eating
Habits
,19八4),《组织内部》(Inside Organizations,1988)等。

在二10世纪610时代初,民俗学应该是一门社科!是一句在图宾根广为流传的口号。借助于学科的重新定位,德国风俗学成功地做到了课程本人的转型,成为1门有能力对高效的社会变迁做出学术上的反射、并致力于日程生活商讨的课程。在当代中华,就算民俗学力图在直面飞快社会变迁中的文化调适有所言说的话,类似的学问取向上的转型就像也免不了。

  1. Mr. Parsons?

  若是你想为这一个连串讲述本人的旧事,或想主持两个Why I’m a
Folklorist的录制活动,请联系凯特纳或美利哥风俗学会(americanfolkloresociety@gmail.com
)。

朝戈金:中国社会科大学民族文研所研商员、历史学博士(民俗学)、副所长;中国社会科高校硕士院少数民族法学系经理、大学生导师;《民族历史学钻探》、《民间文化论坛》、《中华夏族民共和国农学年鉴》、《口头守旧》(United States)编辑委员会委员;国际风俗学协会(FF)通讯会员。

题为社会人类学的民俗视角的国际研讨会将于200八年八月十二日在德意志联邦共和国德国首都进行。本次会议意在为中国和德国风俗学、社会人类学专家提供足够的交换与互相的平台。会议上登出的103篇随想,涉及到民间宗教、亲人关系、新技巧利用以及族群认可等分化世界。多数舆论基于中国京族农民社会田野同志实证的个案研讨。会议诚邀来自保加利亚语圈的风俗学者和社会人类学者从方法论和题材安插的角度对那么些随想举办鉴定。

Parstons先生吗?


巴莫曲布嫫:中国社会科高校民族文研所探究员、管理学硕士(风俗学)、理论室CEO;中夏族民共和国风俗学会副参谋长,国际风俗学生界救亡协会会(FF)通信会员。

此次研究商讨会将聚焦如下难题:

  1. Ah, you must be Rebecca. Please do come in.

  ”Why I’m a Folklorist”is a film project initiated by AFS President
Kay Turner.In a spontaneous moment at an AFS board meeting dinner in
2016,Kay took out her iPhone and began asking those seated nearby”Why
are you a folklorist?You’ve got two minutes to tell me.”More formal
filming events followed,resulting in more than sixty short interviews
being filmed for the project.


1、作为个人的民俗学者,怎么着在大团结的学术发展中开始展览方法论上的调动,以利于整个课程迈向新的社科取向?

嘿,你一定是Rebecca了,快请进。

  Colleagues from across our discipline–grad students,newly minted and
long-tenured professors,public folklorists,adjuncts and activists–have
participated.Kay says,”The eloquence,emotion,and sheer variety of claims
made is outstanding.None of the interviews lasts more than a few
minutes,but in those brief moments with folklorists,the viewer gains a
real sense of why people join our field.In part,this project fulfills
the Society’s request and the Board’s goal to bring folklore to a wider
world.”

  ……

2、在对华夏当代社会开始展览社会人类学分析的时候,丰裕的书皮历史质地和口传文学能够提供什么样优势,它们又有哪些限制?

  1. Thank you for making some time to see me, Mr. Parsons. It’s a
    pleasure to

  As of November 2017,thirty-four of these interviews are available to
the public,and more are scheduled to be released soon.The videos
currently available include interviews that were shot during fall 2016
and spring 2017 at folklore events in Chapel Hill,NC and
Bloomington,IN.The”Why I’m a Folklorist”interviews recorded at the 2017
AFS Annual Meeting in Minneapolis,as well as more of the interviews that
were filmed in Bloomington in the spring of 2017,are currently in
post-production.To view all of the”Why I’m a Folklorist”interviews
published so far,please visit the”Why I’m a Folklorist”playlist on the
American Folklore Society Youtube channel.

  巴莫曲布嫫(以下简称巴莫):麦克,你不是想询问民族文研所的情形吧?何不先向朝戈金大学生提多少个难题?[1]

三、借使将风俗学与社会人类学结合起来的话,哪些钻探世界最富有实验的潜力并有希望变为学术想象力的新增加点?

www.463.com永利皇宫,meet you finally.

  If you would like to tell your own story for this project,or if you
would like to host a”Why I’m a Folklorist”filming event,please contact
Kay Turner or the American Folklore
Society(americanfolkloresociety@gmail.com).

  Jones:是的,是的。笔者想清楚你们研究所都做怎么着研商?

4、如若大家对第三个和第五个难题有略为明晰的答案的话,那么大家早就走上了探寻商讨土族社会新范式之路。咱们如何在社会人类学的中原探讨与1般的汉学、中中原人民共和国学之间架设1座桥梁?我们该怎么在列国社会人类学的戏台上突显中华研商的原则性?

感谢您抽空见本身Parsons先生。很兴奋终于看到您了。

  朝戈金(以下简称朝):大家第三是研商中夏族民共和国境内的少数民族文化艺术。所里以后有南方民族法学、北方民族法学、锡伯族农学、阿昌族工学、民族管文学理论与当代文学批评七个商讨室,还有《民族艺术学研讨》编辑部、资料库和行政府办公室公等单位。中夏族民共和国有陆十二个民族,您或然早就拥有了然。大家的专家有的来自少数民族,首要有蒙、藏、苗、彝、白、维吾尔、满、达斡尔、朝鲜、柯尔克孜等17个民族成份,也有相当部分我们来自土家族。简单说来,大家最首要从事于少数民族民间文化艺术、口头古板、民俗文化等地点的商量。

赫尔曼鲍辛格(HermannBausinger)教师将在主旨发言中详解图宾根民俗学的盘算源泉。

  1. The pleasure’s all mine, Rebecca. Have a seat please. Now, would you
    like any

  Jones:明天您在议会上作的刊登自个儿童电影制片厂像很深,你的PowerPoint文件中有部族分布图,很直观。你提到联合国教育科学及文化组织关于无形文化遗产的定义自身也存有掌握。作者爱好您的以身作则、评述和分析,这是二个不行棒的发布,就算时间太短。

欢迎各路专家加入座谈,会议详情见

refreshments? Tea or coffee?

  朝:谢谢!
近10年来,大家在口头古板切磋方面做了大批量行事。因为历史上中夏族民共和国众多少数民族未有团结的书写守旧,但却有着不行出格的文化观念,而且基本上注重口耳相传的方法代代相承。因而,大家研商所,乃至中国民俗界、民间文化经济学界里在搜集、整理工科作中投入了一点都十分的大的能力。如今,老一辈的演唱者和传承人相继死去,许多部族的口头守旧比如史诗演唱出现了断代的危急。年轻一代的学者也愈来愈发现到了旷野工作的重大,他们中有好几人正在着力地征集各类口头文类的演述资料,比如史诗、典故、传说等等。

Workshop

那是自己的光荣,Rebecca。请坐吗。未来您要喝点什么吗?茶仍旧咖啡?

  Jones:中文汉语是否官方语言?比如说从事政务坛部门到该校教育?少数民族语言是不是拿到了江山的偏重?

Doing Social Anthropology with FolkloreIn Search of a New Paradigmfor
Studies of Han-Chinese Society

  1. A coffee would be lovely, thank you. Black, no sugar.

  朝:是的,中文普通话是应用最常见的言语。这不仅仅归因于全国总人口的九二%是柯尔克孜族,说普通话;还因为少数民族人口中也有不小学一年级部分只讲汉语,而其它1些畅行民族语的人群中也有兼用粤语的图景。刑事诉讼法中确定了少数民族有相同使用自个儿语言的权利。可是具体意况依然相比较复杂,一些民族语言已卓殊濒临灭绝的危险。中华人民共和国在全校教育中也在倡导双语教学,在研究部门中也在关注少数民族语言越来越是频危语言的商讨。然而,中文中文是国家自上而下推行的重点,不论就教育制度而言,仍然就学术探讨的劳作语言而言,中文都以占主导地位的言语,包涵种种出版物。

July 9-11, 2009

咖啡就行了,多谢,清咖,不加糖。

  Jones:那就太好了!

Organized by theChina Study Group

  1. No problem. Sally, can we have two coffees please? One no milk or
    sugar?

  朝:我们那几个钻探所建立于1977年。其建立正是因为国家和中国社会中国科学技术大学学全力进步中华少数民族文艺的钻研,而不只只是研商中夏族民共和国的汉族农学或汉语艺术学。少数民族大都有和好的历史、语言和知识观念,有的也由来已久饱受独龙族文化的熏陶,比如乌孜Buick族在历史上就应运而生过无数用汉文举办写作的特出小说家,于今在朝鲜族的乌力格尔〈壹种典故表演〉舞曲传统中还有不少篇章直接取材于布依族古典小说。因而,大家的干活语言非常重大的,往往须要兼通普通话与民族语,因为我们的钻研对象有其特殊性。老一代的研商职员大多领会一门或壹门以上的民族语言,同时大家也供给年轻的科学商量人士和硕士要尽只怕控制本人的干活语言,包罗外语,不然无法做好民族教育学钻探。与此同时,在江西、吉林、内蒙古等自治区也都有和好的大学和研究单位,除了设置相关课程教授各部族的文化艺术观念外,也有好多专家在遥远从事那一世界的学术研讨。大家所近年来只有41位工作人士,很难同时展开5陆个少数民族文化艺术与知识的钻研[笑],由此大家万分珍视与中华民族地区的大学和机构展开合营与同盟,比如大家与浙江方面包车型大巴部门和学者开始展览同盟,1道调研沿丝路的各民族口头守旧。

www.463.com永利皇宫 4

没难点。萨莉,能帮我们那拿两杯咖啡呢?1杯不加奶和糖。

  Jones:民间文化艺术、民族理学、口头管管理学、医学,大都涉及你聊到的史诗、轶事、传说,还有神话、歌谣、谚语……。以笔者之见,你们分外爱抚口头古板的钻研。那么,实物(objects)呢?你们琢磨所研究实物那样的有形文化(tangible
culture)吗?难道不包蕴吗?

at the Technische Universität Berlinin cooperation with the

  1. Certainly, Mr. Parsons.

  朝:那不是大家的首要商讨对象—。但中中原人民共和国风俗学界平素万分注重物质民俗的商量,像北师范大学还有特其他收藏库……

www.463.com永利皇宫 5Institute
of European Ethnology, Humboldt University Berlin.with financial support
from the

当然了,Parsons先生。

  巴莫:实际上,大家也充裕关怀有形文化,尤其是与口头守旧有关的家伙,比如史诗演唱中的乐器、道具、服装等等,我们的大家在田野先生工作中也是要留心收集的,2018年大家在山东还买到了乌孜别克族的弹拨乐器热瓦甫。这么些大概便是你所说的实物?

www.463.com永利皇宫 6

  1. So Rebecca, I understand you had a first interview with Miss Childs
    last week.

Fritz Thyssen StiftungVenue:Institute of European Ethnology,
Mohrenstraße 41, 10117 Berlin, Germany

好了Rebecca,小编据书上说你下一周和Childs小姐做了第一次面试。


  1. Yes, that’s correct. She filled me in on the details of the job on
    the telephone.

Preliminary Program(Last update: June 14, 2009)

是的不错。她在电话上和自家叙述了一下干活细节。

Thursday, 9th July 200914:00Welcome Wolfgang Kaschuba and Eva
Sternfeld14:15Introduction Xiujie Wu and Yongchao Chen14:30 -15:30
Keynote speech Hermann Bausinger15:30-16:00Coffee break16:00
-18:00Constructing kinship and beyond through narratives (1) (Chair:
Philip Clart)Zhao, ShiyuHow Can Images Be Historical Evidence? – A
Historico-Anthropological Study of a Stone Painting in the Tuzhu Temple,
Chuxiong, Yunnan (David Sabean)Bai, LanlingDescriptions of Family Life
in Feng Menglongs Popular Novels (1574–1646) (Brigitte
Steger)18:30Dinner

  1. Great. Well, I’m glad to say she recommended you for a 2nd interview,
    and

Friday, 10th July 20099:15 – 10:15Constructing kinship and beyond
through narratives (2) (Chair: Eva Sternfeld)Wu, Xiujie To trust or not
to trust strangers? Social support among strangers reflected in the folk
narratives of North China (David Sabean)10:15 – 10:30Coffee break10:30 –
12:30Highlighting Folk Traditions: Exploring or Exploiting? (Chair:
Mareile Flitsch)Yang, LihuiDisplaying Chinese Folklore to the World:
2008 Olympic Games and the Re-continuing and Reconstruction of Folk
Traditions in Gaobeidian Village (Wolfgang Kaschuba)An,
DemingNegotiating Authority and Resources: The Interaction among
Villagers in Reconstructing Popular Religion in Jieting Village (Hans
Peter Hahn)12:30-14:30Lunch break14:30-15:30Folk religions in Transition
(1) (Chair: Deming An)Clart, PhilipConceptualizations of Popular
Religion in Recent Research in the Peoples Republic of China (Ildikó
Bellér-Hann)15:30-16:00Coffee break16:00-18:00Folk religions in
Transition (2) (Chair: Xiujie Wu)Ye, TaoCivil Discourse and Political
Practices: Tracing a Folk Religious Association longpaihui in the Last
Two Decades. (Jacob Eyferth)Chen, YongchaoFolk Legend and Its Dynamics:
A Case Study of Oral Narratives and Worship of Ancient Holy Figures in
Hongtong, Shanxi (Ulrich Marzolph)19:00Dinner

here we are. Perhaps we can start by discussing your background and
resume

Saturday, 11th July, 20099:15-10:15Articulating identity (1) (Chair:
Ildikó Bellér-Hann) Veselic, MajaHuizu, Huimin or Muslim? – The Shifting
Identities of Hui Youth in Northwest China (Eva Sternfeld)10:15 –
10:30Coffee break10:30 – 12:30Articulating identity (2) (Chair: Lihui
Yang)Peng, MuJianghu, Masters, and Apprenticeship: Embodiment and
Esoteric Knowledge in Rural Hunan (Ildikó Bellér-Hann)Shi,
AidongContextualizing a Goddess Story in Human Experience: Madam Xian as
Orally Transmitted and Literary Inscribed (Ulrich
Marzolph)12:30-14:00Lunch break14:00-16:00When folk meets technologies
(Chair: Jacob Eyferth)Chen, Peng*Information Technology as Social
Recognition and Cultural Expression – A Case Study of Using Mobile
Phones among Current Rural Residents (Hans Peter Hahn)Flitsch,
MareileHow Do People in the Northeast Dwell? – 20th Century Rural
Han-Chinese Everyday Material Culture between Local Gazetteer, Folk
Literature and the Archive of Disappearing Practical Knowledge (Brigitte
Steger)16:00-16:15Coffee break16:15-17:00Concluding discussion (Guest
Chair: Nathan Light)17:00END

details a little?

* The authors of the paper are Yuhua Guo, Peng Chen and Research Team
on Peasant and Information Technology, Dept. of Sociology, Tsinghua
University.

很好。嗯,作者很开心她推荐您进来第三轮的面试,所以大家未来就面试了。大概我


们方可从您的背景和简历的底细初始商量?

List of participants

  1. Yes, of course.

Keynote speaker:Bausinger, Hermann (Professor Emeritus,
Ludwig-Uhland-Institute for Empirical Culture Studies, University of
Tübingen)

好的,当然了。

Contributors of Papers:An, Deming (Professor, Institute of Literature,
Chinese Academy of Social Sciences, Beijing)Bai, Lanling (Professor,
Literature School, Communication University of China, Beijing)Chen, Peng
(Ph.D. Candidate, Department of Sociology, Tsinghua University,
Beijing)Chen, Yongchao (Associate Professor, Chinese Literature and
Language Department, Peking University)Clart, Philip (Professor of
Sinology, University of Leipzig, Germany)Flitsch, Mareile (Director and
Professor, Ethnographic Museum of the University of Zurich,
Switzerland)Peng, Mu (Lecturer, Institute of Folklore and Cultural
Anthropology, Beijing Normal University)Shi, Aidong (Associate
Professor, Institute of Literature, Chinese Academy of Social Sciences,
Beijing)Veselic, Maja (Ph.D. Candidate, Department of Asian and African
Studies, Faculty of Arts, University in Ljubljana, Slovenia)Wu, Xiujie
(Research Fellow, Max Planck Institute for Social Anthropology,
Halle/Saale, Germany)Yang, Lihui (Professor, College of Chinese Language
and Literature, Beijing Normal University)Ye, Tao (Professor, Institute
of World Religion, Chinese Academy of Social Sciences, Beijing)Zhao,
Shiyu (Professor, History Department, Beijing Normal University)

重大词汇

Discussants:Bellér-Hann, Ildikó (University Lecturer, Center of Oriental
Studies, Martin-Luther-University of Halle-Wittenberg ) Eyferth, Jacob
(Assistant Professor, University of Chicago)Hahn, Hans Peter (Professor,
Institute for Historical Ethnology, Goethe University of Frankfurt am
Main)Kaschuba, Wolfgang (Professor, Institute for European Ethnology,
Humboldt University) Light, Nathan (Senior Research Fellow, Max Planck
Institute for Social Anthropology, Halle/Saale, Germany)Marzolph, Ulrich
(Professor, Encyclopedia of the Folktale, Georg-August University of
Göttingen) Sabean, David Warren (Professor for European History,
University of California, Los Angeles) Steger, Brigitte (University
Lecturer for Modern Japanese Studies, Cambridge University) Sternfeld,
Eva (Director of the China Study Group, Technische Universität Berlin)

making some time 腾出时间


refreshments /rɪˈfreʃ.mənt/ 饮料小食

Outline:Although folklore studies may share certain subject
matterscustoms, traditions and social institutionswith social/cultural
anthropology, the two fields do not necessarily share the same
social-scientific orientation. Even in the disciplines earliest phase of
development, folklore studies was dominated by its affiliation with the
humanities. In this sense, Volkskunde in Germany and minsuxue in China
share similar experiences and encounters.

interview /ˈɪn.tə.vjuː/ 面试,采访

Volkskunde sei eine Sozialwissenschaft (Let folklore be a social
science) was a slogan circulated among the folklore students and
researchers of Tübingen at the beginning of 1960s. With such a
re-orientation in place, German Volkskunde successfully adjusted itself
to be able to respond to rapid social changes in examining everyday
life. In contemporary China, folklore studies similar shift in
orientation seems to have been indispensable in understanding the
cultural re-arrangements that result from a confrontation with dramatic
societal transformations.

filled me in 告知情形

This workshop offers a forum for intensive communication between German-
and Chinese-language scholarship of folklore studies and social
anthropology. The majority of thirteen papers presented, covering the
fields of folk religion, kinship, coping with new technologies and
ethnic identity, are based on empirical case studies of China.
Meanwhile, German-speaking scholars will offer their comments on these
papers from the perspectives of methodology and research design.

recommended ˌrekəˈmendɪd 建议

The focus questions this workshop raises are:

background ˈbækˌgræʊnd 背景

  1. How do folklorists incorporate methodological concerns to make their
    own academic development compatible with the new social-scientific
    orientation?2. What advantages and restrictions do the abundant
    historical written documents and oral literature of China have for the
    social anthropological analysis of contemporary society?3. Which
    areas/themes emerge as promising from a successful integration of
    folklore and social anthropology?4. If we are somehow able to offer
    clear responses to Questions 2 and 3, then we are approaching a new
    paradigm of studying Han-Chinese society. How can we help bridge the gap
    between social-anthropological literature and Chinese area studies? How
    can we characterize the position of social-anthropological studies of
    China on the international stage of general social anthropology?

resume ˈrɛzʊˌmeɪ 简历

Nine leading figures of German-speaking scholarship of folklore studies
and social anthropology are invited to comment the working papers and to
join discussions; among them, Professor Hermann Bausinger will highlight
the intellectual sources of Tübingen in his keynote speech.

填补词汇

Anyone who is willing to contribute to the discussions is welcome to
attend. The language used will be primarily English, which may be
supplemented by German and Chinese as needed.

squeeze time 挤出时间

会议议程:请下载PDF附属类小部件(英文)

CV ˌsiːˈviː 简历

下载相关附属类小部件>>>>

recommendation ˌrekəmənˈdeɪʃən 推荐

reference /ˈref.ər.ənt s/ 背景介绍

background check ˈbækˌgræʊnd ˈtʃek 背景调查

Expansion

making some time (make time)

Can you make
some
time to meet with me this afternoon?

你今日中午能抽空和自小编碰个头啊?

00:00

00:03

Please make some time to finish that product today; it’s very important.

请抽时间先天做到那几个产品,那多少个非常主要。

00:00

00:04

I’ll have
to make some
time to finish that report tomorrow.

本身明天得 抽空完毕那份报告。

00:00

00:03

filled me in (fill sb. in)

Amanda wasn’t at the marketing meeting yesterday. Can you fill
her
in on what wediscussed?

Amanda前日的市场会议未有来。你能够告知她大家说了怎么着啊?

00:00

00:05

Joe and Stacey are getting
married? Come
on, fill me
in. I want details!

Joe和Stacey成婚了?快点告诉自个儿,作者要精晓底细!

00:00

00:05

I missed what Mr. Wang said about the new system. Would you fill
me
in, please?

笔者错过了王先生说的新系统的事,你能告诉本人细节呢?

00:00

00:04

recommended (recommend)

“Avatar” is a great movie! I totally recommend it.

“阿凡达”是一部很棒的影片!小编强烈推荐。

00:00

00:03

There are many ways we can solve this problem, but I recommend taking a directapproach.

有过多主意能够缓解难点,不过自个儿引进干净俐落的消除办法。

00:00

00:04

I’d
like to recommend Scott for a promotion, but he’s been late so often. I don’t think I can.

本人很想推荐斯科特做那么些松开减价,但它老是迟到。所以本身无法推荐她。

00:00

00:05

background (background)

Jill has a strong background in computer
science. She studied it in college and spent twoyears working for Microsoft.

姬尔有很强的电脑方面的背景。她在高等学校主修计算机同时有两年在微软做事的经验。

00:00

00:06

Let’s take your picture against a plain white background so it’ll be easier to edit the photo.

让大家帮你用均红背景拍录吗,那样编辑起来更便于一点。

00:00

00:04

President Obama has a varied cultural background. His father is Kenyan, his mother is fromKansas, and he grew
up in Indonesia and Hawaii.

总统前美利坚合众国总统有很广的文化背景。她的老爸是Kenny亚人,阿娘来自佛蒙特州,而她在印尼哈长滩岛长大。

Grammar

understand (to have heard)

动词”understand”能够象征说话者对于时间可能说话可以掌握。

The verb “understand” can express the speaker’s knowledge of an event or
rumor.

Sample sentences:

I
understand you met with the manager on Tuesday.

自小编了然你星期叁和大家高管会晤了。

00:00

00:03

I
understand that you want a raise.

自身明白您想升职。

00:00

00:02

I understand no
one wants to work this Saturday.

本身驾驭未有人想在礼拜五上班。

00:00

00:03

I
understand that production was delayed due
to weather.

本身明白生育因为天气原因耽误了。

00:00

00:03

I
understand your company provides free healthcare for its employees.

本身领悟你们集团为职员和工人提供免费的调养品类。

Exercises

Culture

Pratice

Pre-Intermediate – Interview Skills 1 : The Introduction

This lesson plan is designed for a 50-minute one-on-one class focused on
speaking practice and feedback.

Opening chat— 5 minutes

Review previous lesson’s content and check if the student has
completed self-study —5 minutes

Please make sure that the student understands the importance of
self-study, which is to prime them with this key vocabulary and phrases
in the lesson so that they can use the language to dive into speaking
practice with their teacher. This will help them get the most out of
their class and improve their speaking and listening abilities.

Encourage the student to break down the learning process and splice it
throughout their day. For example, they might spend 15 minutes listening
to the full lesson audio on their way to work, browse the dialogue and
vocabulary during their coffee/lunch break, listen to the audio again
and review other tabs on their way home.

Encourage the student to use the OpenLanguage iOS/Android app which best
supports this learning model.

The teacher can ask a few questions using key vocabulary and phrases
from the lesson to check how well the student has prepared.

Note: the student should preview the lesson by listening to the full
lesson audio, browse the dialogue as they listen, and review the
different tabs such as vocabulary, expansion sentences and grammar. 

Class Activities: (30-35 minutes)

Objective: Today’s lesson will teach you about the interview
process. You will also learn useful vocabulary and phrases to make your
interview successful.

1) Read the dialogue with the students—5 minutes

Read the dialogue with the students line by line. Switch roles after the
first run. Pay attention to students’ pronunciation; give feedback and
help when needed.

2) Dialogue Comprehension—-3 minutes

Ask the student the following questions. The answers are in the
dialogue:

Where did they meet at last week?

What did Rebecca and Miss Childs do last week?

What does Mr. Parsons want to discuss first?

How does Rebecca want her coffee? 

3) Key vocabulary check—-5 minutes

Use the key vocabulary from today’s lesson to complete the following
sentences.

RefreshmentsBackgroundFill me in

RecommendInterviewResume

Please email me your _______________ if you are
interested in the job.

I don’t really like the coffee here, but I
_______________________ their muffins. They’re
delicious!

I would like to know a little more about you. Please tell me about your
____________________. For example, where did you
grow up?

Can you come in for an _____________________ next
week so we can talk about our company and the job more.

Would you like something to drink? I have all kinds of
_____________.

I missed the meeting this morning. Can you please
_________________ on the details? What was it about?

5.) Cultural Takeaway—-10 minutes

Point out to the student that, in the dialogue, Mr. Parsons mentions the
“first interview” that Rebecca already had with Miss Childs. 

A first interview, or often called the screening interview, is very
common.

Screening interview = often the first interview

usually an interview with someone in human resources

*  your resume or application has been reviewed*

* they want to find out more about you and your work experience.*

If the screening interview is successful, HR will recommend a second
interview, usually with the department manager, as with Rebecca’s case
in the dialogue.

*Second interview** = the employer is interested enough in you to
call you back for more*

questions and maybe to meet other staff

will ask for more information about your experience and skills

Multiple interviews are very common in companies. And, sometimes, there
can be up to three or four or even more. After a second interview, it
may go to a group interview or panel interview, where two or more
interviewers are present.

Be prepared by getting as much information as possible beforehand, such
as the type of interview, and name and title of the person or persons
interviewing you. There are many different styles of interviews used for
different reasons. You need to be ready for any of them.

6.) Role play / Discussion—-5 minutes

Have the student relate their past experience in looking for an applying
for jobs.

– What was the most difficult part? What was the best part?

Emphasize that interviews are all about answering questions such as
“why”, “how”, and “what”.

Share some common interview questions with students as examples. Let the
student think about and practice answering these difficult, open-ended
questions.

–       Why should I hire you?

–       What experience do you have?

–       What interests you about this position?

–       Why did you leave your last job?

–       What are your strengths?

–       How can you be an asset to this company?

7.) Review and assign homework: —5 minutes

Review today’s class. Encourage the student on where he/she did well;
give feedback to where he/she needs to pay more attention. 

Assign homework, i.e. the ‘Exercise’ part of today’s lesson. Student
should complete it and submit it online. They will see an automatic
score.  

Have them listen to the dialogue again and see if their understanding
has improved.

Remind students that they can save different vocabulary terms in the app
or online and review them as flashcards.

Tell the student what the next lesson is.

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