《三家巷》研究——《三家巷》：一个复杂的话语场

通过辨析《三家巷》的主题类型、周炳成长的复杂性,可以揭示文本内部不同话语相互交叉、渗透、龃龉、矛盾所形成的复杂的话语场。同时,还力图说明是哪些话语因素形成了与历史语境的对话关系,从而使作品受到持续的关注,成为一个敞开的话语场。     

Conversational themes and attention focusing strategies: Predicting comprehension and recall

The specific purpose of this study was to examine the effects of conversational themes and attention focusing strategies on conversational comprehension and recall. A 2×2×2×2 between subjects factorial designs was used to test the research question with 247 participants. The results demonstrated that the unambiguous themes predicted conversational comprehensibility and recall accuracy. The results indicated that personal conversational information may be processed differently from content conversational information. Future conversational processing research should focus on discovering the reasons for the processing differences between content and personal conversational information.     

Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity

The present study investigated the effect of professional development (PD) on preschool teachers’ conversational responsivity in the classroom, defined as teachers’ use of strategies to promote children's participation in extended conversational exchanges (communication-facilitating strategies) and exposure to advanced linguistic models (language-developing strategies), and the resultant impact on proximal child language outcomes. We randomly-assigned 49 preschool teachers to receive 15–20 h of such PD (PD; n = 25) or to a comparison condition (n = 24). Growth curve analysis indicated that trained teachers used significantly more communication-facilitating strategies across the year but no such difference for language-developing strategies. Moreover, children in these classrooms showed greater linguistic productivity and complexity in their talk. These findings suggest that PD may alter some aspects of teachers’ conservational responsivity responsible for increasing the amount and complexity of child language. Alteration of some strategies, however, may require more intensive PD efforts.     

Conversational skills in a semistructured interview and self-concept in deaf students

The starting point for this study is the importance of linguistic competence in deaf students as part of their process of socialization and the formation of their self-concept. With the 56 deaf students who participated in the research, we consider the following sociodemographic variables: age, sex and degree of hearing loss, and the educational factor with respect to the mode of mainstream schooling. Self-concept was explored using the Spanish version of the Self Development Questionnaire (SDQ; I. Elexpuru, 1992) and the TST-Who Am I? test, adapted from M. H. Kuhn and T. S. McPartland (1954). To obtain the data for conversational competence, a conversation was held with a hearing adult. An explanation is given of the criteria for pragmatic analysis. The main results highlight the relationship between positive self-concept and most aspects of conversational competence. The study concludes with pedagogical procedures for integration, including specific strategies for teaching conversational skills to deaf pupils through nondeaf pupils and vice versa.     

中国科幻类杂志出版市场的拓展策略

中国目前暂未形成科幻出版的大环境,官方机构、出版社、作家、读者之间相互依存关系薄弱。为促进中国科幻“走出去”,结合网络时代中国出版市场的营销特征与“科幻圈”大众化的发展趋势,中国科幻类杂志应围绕公益推广和网络营销,实行公益互动进农村、科幻征文扶植新作家、开发个性化APP应用程序和强化社交网站宣传等基本策略,提高运作效能和竞争优势,体现“内容为王、价值为王、功能为王”的规律,彰显中国的文化话语权和国际影响力。     

Reading from the Feet Up: The Local Work of Literacy

Children learn to read at approximately the same stage in life as they start to master their physical environment. This article argues that some of the same mapping and schema-building strategies inform each activity, and draws on examples from a broad range of children’s books to support the idea that reading fiction and mapping one’s local surroundings work in tandem among many young children. Fictional examples include Ramona the Brave, The Moffats, and The House at Pooh Corner. As children grow, and their understanding of their own world increases, their relationship with fiction may become more complex; this proposal is discussed in relation to the works of Carolyn Keene and Enid Blyton.     

The Longitudinal Relationship Between Conversational Turn-Taking and Vocabulary Growth in Early Language Development

Children acquire language embedded within the rich social context of interaction. This paper reports on a longitudinal study investigating the developmental relationship between conversational turn-taking and vocabulary growth in English-acquiring children (N = 122) followed between 9 and 24 months. Daylong audio recordings obtained every 3 months provided several indices of the language environment, including the number of adult words children heard in their environment and their number of conversational turns. Vocabulary was measured independently via parental report. Growth curve analyses revealed a bidirectional relationship between conversational turns and vocabulary growth, controlling for the amount of words in children’s environments. The results are consistent with theoretical approaches that identify social interaction as a core component of early language acquisition.     

女性会话策略及其语用意识分析

本文从会话分析的角度探讨女性会话策略及其语用意识。女性会话策略具体包括女性在会话中对语调,词汇,话轮,简短反应,模棱语．问句及附加问句。恭维话,指令等的选择使用。这些女性会话策略的形成很大程度上依赖于女性所属的亚文化群体所构成的特殊的社会文化语境和女性自身的自我认知心理。这两者共同构建了女性的语用意识。     

会话自我修正理论在高职英语口语教学中的应用

会话自我修正也叫会话自我修补,指的是说话者在言语交际过程中监测到言语错误或失误后进行自我纠正以保证交际顺利进行的行为。自我修正发生于发现错误以后的短时间内,是口语特征之一。因此要在输入、输出、环境和策略培训等方面贯彻会话自我修正,以促进英语教学。     

From Seeing to Observing: How Parents and Children Learn to See Science in a Botanical Garden

How do children begin to make the transition from seeing the natural world to scientifically observing the natural world? This study explored how differences in parent conversational strategies and disciplinary knowledge impact children’s experience observing biological phenomena during shared informal learning. A total of 79 parent–child pairs with children ages 6–10 participated in a controlled study in which half of the parents used their natural conversational style and the other half were trained to use 4 conversational strategies during family observations of pollination in a botanical garden. Parents were also assigned to high- and low-knowledge groups according to their knowledge of pollination biology. Findings suggest that parents who received training used the conversational strategies more than parents who used their natural conversational style. Parents and children who knew more about pollination at the start of the study exhibited higher levels of disciplinary talk in the garden. However, the use of the conversational strategies also increased the amount of disciplinary talk in the garden. The extent to which families engaged in disciplinary talk in the garden predicted significant variance in what children learned from the experience. An extended example illustrates how shared family noticing and conversation may support learning to observe nature.     

论劳伦斯的小说观

作为小说家,劳伦斯对小说有着自己特殊的见解,他的小说充分体现了他的小说观,同时,他还以散文的形式论述自己的小说观。在他的散文中,劳伦斯对小说的重要性、小说与情感及小说与道德的关系发表了自己独特的见解。以劳伦斯的小说和散文为依据,对他的小说观进行分析评价。     

Decoding Ability and Humor Production

Scholars have suggested that being “in tune” with others may be an important aspect of successful humor creation; however, few studies have specifically investigated this possibility. Thus, this study examined the relationship between decoding ability and humor orientation. Decoding ability was conceptualized as involving three communication constructs: conversational sensitivity, nonverbal sensitivity, and receiver apprehension. Consistent with predictions, results revealed positive relationships between (1) humor orientation and conversational sensitivity and (2) humor orientation and nonverbal sensitivity. Also consistent with predictions, a negative relationship was found between humor orientation and receiver apprehension. Further analysis indicated the three communication variables together accounted for 24% of the variance in humor orientation; only conversational sensitivity and receiver apprehension, however, accounted for unique variance. Overall, these findings suggest humor production may be related to the ways in which individuals attend to their social environments.     

Translation of Conversational Implicatures in Pride and Prejudice

Based on the conversational implicatures which attempts to explain the implicit meaning in the utterances,this paper aims to apply the Cooperative Principles of conversational implicatures to the translation of Pride and Prejudice.The paper presents translational strategies through the analysis and translation of the conversational implicatures of the selected chapter of the novel.The conclusion is that conversational implicautures,if practiced properly by the translators,would be of great help to the target readers in understanding the text.     

论话语模式的性别差异及策略

不同的性别在语言上存在着较大差异，话语模式的性别差异会导致言语交际的不合谐，甚至失败。本文即从话语模式的性别差异来进行分析研究，并试图找出形成这种差异的原因及策略。进行这方面的研究有助于对语言交际的性别特征有更深入的了解，从而为最终掌握言语交际规律并恰当运用语言奠定理论基础。     

Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading

This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments) during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement, language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository text). We found significant differences in both teachers’ affective presentation and young children’s affective reactions between fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular, teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments. On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language play.     

Anticipated future interaction and conversational memory using participants and observers

For interactants to build a relationship over the course of several encounters they must be able to remember at least some of what transpired in earlier interactions. This study investigated two questions: do expectations about future interactions influence conversational memory, and do conversational participants remember more than observers? Subjects with a choice about whether to interact with their partner again (or about whether to interact with one of the persons they observed) remembered less in general than those expecting to interact with the same person or expecting to interact with a different person. This may be because interactants with a choice focused on securing non‐discursive information in order to reduce uncertainty, rather than on remembering details of what was said in the conversation. Participants remembered significantly more conversational information using cued recall than observers. They also remembered more than observers using recognition items for actual communication behavior. Participants are likely to have stronger memory traces than observers, which explains generally superior memory performance.     

Relationships between sixth-graders’ reading comprehension and two different measures of print exposure

This study examined sixth-graders’ reading comprehension and component reading abilities in relation to two measures of print exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children’s voluntary reading for enjoyment across various genres. The ART correlated only with children’s fiction book reading habits, not with other habits such as nonfiction book or magazine reading, and had a stronger relationship to all tested reading abilities than did the RHQ. Strong comprehenders in reading outperformed weak comprehenders on all component reading measures, ART score, and fiction habits; however, weak comprehenders scored higher than did strong comprehenders on the indicator of nonfiction reading habits. The two groups of comprehenders did not differ significantly on other reported reading habits. The results are discussed in relation to children’s specific book choices and demonstrate the relevance of genre to evaluations of children’s print exposure.     

小说语言与当代小说传播

新时期之前的小说以工农兵为传播对象,作家以工农兵语言进行书写和言说,其语言主要表现为口语化。＂文革＂时期,由于意识形态的强势作用,大量领袖语言直接嵌入小说文本。新时期小说以思想文化启蒙为传播目标,出现了饱含情感色彩的人道主义语言和人文理性语言。自90年代以来,文化消费成为小说传播主要动力,作家根据读者的趣味选择小说语言使小说语言呈现出调侃性、时尚化和感官化的特征。各时期小说语言的根本差异表明作家与读者之间的关系也在随时变化。当下如何调整作家与读者的关系,通过语言变革既保持小说的良好传播,又避免让小说沦为仅仅是娱乐工具,是目前作家和学者共同面对的问题。     

Utilizing Nonfiction Texts to Enhance Reading Comprehension and Vocabulary in Primary Grades

Many primary grade students are not afforded nonfiction-rich opportunities, with fiction comprising the majority of books read aloud in classrooms. With the Common Core Standards recommending that half of the texts made available to students be nonfiction, educators are increasing their use of informational text. The present study explored the impact of explicitly teaching reading comprehension and vocabulary strategies with nonfiction text compared to fiction text in primary-grade classrooms. Two first-grade (n = 39; 25 male, 14 female) and one second-grade class (n = 20; 13 male, 7 female) participated in the quantitative study that followed a repeated measures design in which the students alternated every 2 weeks between fiction-based instruction and nonfiction-based instruction for a total of 8 weeks. Vocabulary and use of comprehension strategies were assessed at the end of each 2-week period. Overall findings indicated that students were better able to apply the comprehension strategies and define vocabulary following nonfiction-based instruction; they also were more motivated to read informational text. The authors recommend that teachers use more nonfiction texts in the primary grades to support students’ reading comprehension and vocabulary development.     

激流三部曲的距离控制

在激流三部曲中,巴金有意无意地采取了一系列的距离控制方法,通过对各种距离关系的调整和控制,左右着读者的反应,调节着读者的阅读感受。小说作者与小说隐含作者、小说作者与小说人物、小说作者与读者之间的距离控制,是巴金在处理主体与主体之间关系上做出的努力;另外,巴金在主体与客体的关系的处理上也有他独到的做法。