Introduction English Language teaching as a profession has enjoyed a long history.And ever since itsinitiation,people have investigated different models in language acquisition/learning andteaching,although only in ...Introduction English Language teaching as a profession has enjoyed a long history.And ever since itsinitiation,people have investigated different models in language acquisition/learning andteaching,although only in recent years has attention been paid to the studies of SLA.In theChinese setting,research in foreign language teaching(TEFL)has been made in the fashionof the theories of first language acguisition or SLA,for it is believed that the contributions tostudies of the input provided by mothers(i.e motherese) in L1 acquisition and teachers inter-locuters in SLA are necessarily important for understanding the direction that TEEL researchhas followed,as they have provided both a methodololgy for investigating input and the re-search questions.The behaviorist,the cognitivist and the interactionist approaches have putforward different models in interpreting L1 acquisition and SLA,which obviously have theirown merits and demerits,depending on the level at which they are employed and the purposethey展开更多
【目的】探究罗伊氏乳杆菌CCTCC M 2016546对慢性温和不可预知应激(chronic unpredictable mild stress,CUMS)诱导的抑郁模型大鼠的抗抑郁效果及其潜在机制。【方法】将60只雄性SD大鼠随机分为空白组(n=8)、模型组(n=43)、预防组(n=9)...【目的】探究罗伊氏乳杆菌CCTCC M 2016546对慢性温和不可预知应激(chronic unpredictable mild stress,CUMS)诱导的抑郁模型大鼠的抗抑郁效果及其潜在机制。【方法】将60只雄性SD大鼠随机分为空白组(n=8)、模型组(n=43)、预防组(n=9)。除空白组外,其余大鼠每日接受3种应激刺激,预防组大鼠于每日造模前灌服罗伊氏乳杆菌CCTCC M 2016546(1×10^(9)CFU/d)。4周后,通过糖水偏好试验、强迫游泳试验、旷场试验评估大鼠抑郁状态,并根据评估结果将建模成功的大鼠随机分为模型组(n=8)、氟西汀组(2.1 mg/kg氟西汀,n=8)、协同组(2.1 mg/kg氟西汀+1×10^(9)CFU/d罗伊氏乳杆菌CCTCC M 2016546,n=9)、高剂量组(5×10^(9)CFU/d罗伊氏乳杆菌CCTCC M 2016546,n=9)、低剂量组(1×10^(9)CFU/d罗伊氏乳杆菌CCTCC M 2016546,n=9)。各组大鼠每天接受1次药物治疗,持续4周。再次进行行为学测试,观察罗伊氏乳杆菌CCTCC M 2016546对抑郁模型大鼠行为学的影响。采用酶联免疫法(enzyme-linked immunosorbent assay,ELISA)检测大鼠海马组织中5-羟色胺(5-hydroxytryptamine,5-HT)及血清中促肾上腺皮质激素(adrenocorticotropic hormone,ACTH)、皮质酮(cortisol,CORT)的含量;采用蛋白印迹法(Western blotting)测定脑组织中脑源性神经营养因子(brain-derived neurotrophic factor,BDNF)、酪氨酸激酶受体B(tyrosine kinase receptor B,TrkB)、蛋白激酶B(protein kinase B,AKT)、磷脂酰肌醇3-激酶(phosphatidylinisitol 3-kinase,PI3K)、细胞外信号调节激酶(extracellular signal-regulated kinase,ERK)、核转录因子cAMP反应元件结合蛋白(cAMP-response element binding protein,CREB)的蛋白表达。【结果】氟西汀、协同给药及罗伊氏乳杆菌CCTCC M 2016546均能显著改善抑郁大鼠的行为表现,可增加糖水偏好(P<0.01,P<0.001),减少悬尾不动时间(P<0.01,P<0.05),提高水平运动总距离及中央区域停留时间(P<0.01,P<0.05)。此外,氟西汀和罗伊氏乳杆菌CCTCC M 2016546还能恢复CUMS引起的5-HT、CORT和ACTH水平变化(P<0.01,P<0.05)。在蛋白表达方面,氟西汀组和协同组促进了BDNF、PI3K、CREB、TrkB、Akt、ERK的表达(P<0.01,P<0.05),其中高剂量罗伊氏乳杆菌CCTCC M 2016546可增加AKT、BDNF、CREB、PI3K的蛋白水平(P<0.01,P<0.05),而低剂量则提高了AKT和BDNF水平(P<0.01),预防性给药主要改善了TrkB的表达(P<0.05)。【结论】罗伊氏乳杆菌CCTCC M 2016546对抑郁模型大鼠具有抗抑郁效果,推测其可能通过调节下丘脑-垂体-肾上腺(hypothalamic-pituitary-adrenal,HPA)轴功能和PI3K/AKT/CREB/BDNF信号通路发挥作用。展开更多
In this paper, writer endeavors to make teachers be aware of the importance of comparison and contrast between the first language (Mongolian) and foreign language (English) in the process of teaching Mongolian learner...In this paper, writer endeavors to make teachers be aware of the importance of comparison and contrast between the first language (Mongolian) and foreign language (English) in the process of teaching Mongolian learners English. It starts with a discussion on the connection between L1and L2 from two conflicting theories-the Restructuring Hypothesis and the Creative construction Hypothesis. Then it explores the similarities and differences between English and Mongolian, which is followed by some examples, for the purpose of helping Mongolian learners improve their English efficiently.展开更多
In this paper, a software product"US mate"designed to improve non-native speakers' listening and speaking abilities in English has been analyzed in detail. After a survey of the two diverse theories in S...In this paper, a software product"US mate"designed to improve non-native speakers' listening and speaking abilities in English has been analyzed in detail. After a survey of the two diverse theories in SLA, the authors conclude that the software is designed based on the behaviorist theories. Therefore, the so-called"interactive communication"is just an empty boast.展开更多
文摘Introduction English Language teaching as a profession has enjoyed a long history.And ever since itsinitiation,people have investigated different models in language acquisition/learning andteaching,although only in recent years has attention been paid to the studies of SLA.In theChinese setting,research in foreign language teaching(TEFL)has been made in the fashionof the theories of first language acguisition or SLA,for it is believed that the contributions tostudies of the input provided by mothers(i.e motherese) in L1 acquisition and teachers inter-locuters in SLA are necessarily important for understanding the direction that TEEL researchhas followed,as they have provided both a methodololgy for investigating input and the re-search questions.The behaviorist,the cognitivist and the interactionist approaches have putforward different models in interpreting L1 acquisition and SLA,which obviously have theirown merits and demerits,depending on the level at which they are employed and the purposethey
文摘【目的】探究罗伊氏乳杆菌CCTCC M 2016546对慢性温和不可预知应激(chronic unpredictable mild stress,CUMS)诱导的抑郁模型大鼠的抗抑郁效果及其潜在机制。【方法】将60只雄性SD大鼠随机分为空白组(n=8)、模型组(n=43)、预防组(n=9)。除空白组外,其余大鼠每日接受3种应激刺激,预防组大鼠于每日造模前灌服罗伊氏乳杆菌CCTCC M 2016546(1×10^(9)CFU/d)。4周后,通过糖水偏好试验、强迫游泳试验、旷场试验评估大鼠抑郁状态,并根据评估结果将建模成功的大鼠随机分为模型组(n=8)、氟西汀组(2.1 mg/kg氟西汀,n=8)、协同组(2.1 mg/kg氟西汀+1×10^(9)CFU/d罗伊氏乳杆菌CCTCC M 2016546,n=9)、高剂量组(5×10^(9)CFU/d罗伊氏乳杆菌CCTCC M 2016546,n=9)、低剂量组(1×10^(9)CFU/d罗伊氏乳杆菌CCTCC M 2016546,n=9)。各组大鼠每天接受1次药物治疗,持续4周。再次进行行为学测试,观察罗伊氏乳杆菌CCTCC M 2016546对抑郁模型大鼠行为学的影响。采用酶联免疫法(enzyme-linked immunosorbent assay,ELISA)检测大鼠海马组织中5-羟色胺(5-hydroxytryptamine,5-HT)及血清中促肾上腺皮质激素(adrenocorticotropic hormone,ACTH)、皮质酮(cortisol,CORT)的含量;采用蛋白印迹法(Western blotting)测定脑组织中脑源性神经营养因子(brain-derived neurotrophic factor,BDNF)、酪氨酸激酶受体B(tyrosine kinase receptor B,TrkB)、蛋白激酶B(protein kinase B,AKT)、磷脂酰肌醇3-激酶(phosphatidylinisitol 3-kinase,PI3K)、细胞外信号调节激酶(extracellular signal-regulated kinase,ERK)、核转录因子cAMP反应元件结合蛋白(cAMP-response element binding protein,CREB)的蛋白表达。【结果】氟西汀、协同给药及罗伊氏乳杆菌CCTCC M 2016546均能显著改善抑郁大鼠的行为表现,可增加糖水偏好(P<0.01,P<0.001),减少悬尾不动时间(P<0.01,P<0.05),提高水平运动总距离及中央区域停留时间(P<0.01,P<0.05)。此外,氟西汀和罗伊氏乳杆菌CCTCC M 2016546还能恢复CUMS引起的5-HT、CORT和ACTH水平变化(P<0.01,P<0.05)。在蛋白表达方面,氟西汀组和协同组促进了BDNF、PI3K、CREB、TrkB、Akt、ERK的表达(P<0.01,P<0.05),其中高剂量罗伊氏乳杆菌CCTCC M 2016546可增加AKT、BDNF、CREB、PI3K的蛋白水平(P<0.01,P<0.05),而低剂量则提高了AKT和BDNF水平(P<0.01),预防性给药主要改善了TrkB的表达(P<0.05)。【结论】罗伊氏乳杆菌CCTCC M 2016546对抑郁模型大鼠具有抗抑郁效果,推测其可能通过调节下丘脑-垂体-肾上腺(hypothalamic-pituitary-adrenal,HPA)轴功能和PI3K/AKT/CREB/BDNF信号通路发挥作用。
文摘In this paper, writer endeavors to make teachers be aware of the importance of comparison and contrast between the first language (Mongolian) and foreign language (English) in the process of teaching Mongolian learners English. It starts with a discussion on the connection between L1and L2 from two conflicting theories-the Restructuring Hypothesis and the Creative construction Hypothesis. Then it explores the similarities and differences between English and Mongolian, which is followed by some examples, for the purpose of helping Mongolian learners improve their English efficiently.
文摘In this paper, a software product"US mate"designed to improve non-native speakers' listening and speaking abilities in English has been analyzed in detail. After a survey of the two diverse theories in SLA, the authors conclude that the software is designed based on the behaviorist theories. Therefore, the so-called"interactive communication"is just an empty boast.
