莫言小说英译本中的语义缺失与补偿

语义的构成受语言形式,语言结构,文化内涵,语言环境等多方面因素的影响,因此在两种不同的语言间转换的翻译活动中,语义很多时候就难以得到完整地传递,或多或少会存在语义缺失的情况。文章首先分析了语义缺失的三种原因:语际差异,文化差异和思维差异,并以莫言小说及其译文作为研究文本,阐述了译文中出现的几种较为突出的语义补偿方法:直译夹注,文内增补,类比替换及化隐为显。     

英语学术论文中的学术词汇研究

学术词汇表（AWL）是运用语料库分析的方法创建的有关学术方面的词汇表。本研究分析了语料库中的三个不同专业的论文中的词汇,运用Range软件进行分析,阐述了这三个专业的论文是如何使用学术词汇表中的学术词汇的。此研究侧重于研究学术词汇出现的频率。     

汉语法律条文中"话题-述题"结构的英译方法

“话题-述题”结构的频繁使用构成汉语法律条文的一个明显的文体特征。由于汉语和英语在话题结构方面存在显著的差异，有些包含“话题-述题”结构的汉语法律条文常成为英译的难点。汉语法律条文中常见的“话题-述题”结构有三种类型：1、主谓结构或短句；2、动宾结构；3、偏正结构。将汉语中带有“话题-述题”结构的法律条文翻译成英文时，常需要根据其语用特征，摆脱原文结构和语序的束缚，转换成条件状语、其它状语结构、或名词性短语。     

简论英雄传奇续书中的因袭问题

根据英雄传奇小说的实际,划分出三代英雄,各代英雄有其不同的性格、生存境况、价值追求和生活经历。进而得出：由三代英雄构成的具体本不存在“故事多有因袭,性格也由父辈遗传”的缺点;在同一代序列中的具体本,不管是否存在遗传关系,都有“公式化、脸谱化的倾向”。     

体育新闻语篇的隐喻及功能探析

隐喻是新闻文体的一个重要特征.通过分析汉语和英语的体育新闻语篇,发现新闻语言中使用了大量的隐喻,首先,从宏观上看,概念隐喻普遍存在于竞技性的运动项目的赛事报道之中;其次,从微观上看,体育竞赛中的技术动作描写也采用了隐喻,体现了新闻语言的艺术特色和审美价值.最后,分析了体育新闻语篇中隐喻的三大功能：语篇功能、审美功能和社会功能.     

文本作者归属研究综述

文本作者归属研究将语言学理论应用于司法实践,分析文本中的个人言语特征。该文在阐明个人言语特征的基础上,根据分析方法的不同,试图将文本作者归属研究划分为两个发展阶段:定性阶段和定性定量相结合阶段。对于前者,法律语言学家主要从笔迹、形态句法学、词汇以及语篇角度进行分析。对于后者,根据分析特征的数量和维度不同,又可分为三个时期,即一元特征时期、一维多元特征时期和多维多元特征时期。最后,该文展望了文本作者归属研究的未来发展,认为今后应更多考虑语境因素,另外,小文本作者归属分析也是一个重要的研究领域。     

Contemporary Models of Communicative Practice: Shaky Foundations in the Foundation Stage?

This article outlines a four‐year‐old child's multi‐modal encounters with texts and analyses one of those encounters in the light of a framework for the analysis of such events. It is argued that this analysis leads to the conclusion that the experiences with texts that permeate young children's lives are complex in nature and that this complexity is not sufficiently addressed in relevant curriculum frameworks. Further, it is suggested that young children's encounters with televisual texts need to be identified as emergent techno‐literacy practices which should be supported and extended in ways which correlate to the strategies used with regard to print‐based texts.     

文学文本的解读

文学文本的意义在"本我"的基础上因读者而异。文本的意义有"语码意义""语用意义"和"阐发意义"三个层次,文学阅读也有相应的三层境界。文学文本的传播目标不够精确,其语境也更为开放,这为设计文本召唤机制、激发定向阅读提供了操作空间。     

Materiality and ideology in children's perceptions of past historical writing

This article summarizes a small-scale investigation into 10- and 11-year-old children's perceptions of how the attitudes and values of different times in the past are reflected in historical writing for children. The research involved observation, reading and discussion of historical stories written at different times in the past about a particular period and character in the distant past, familiar to the children from their history lessons. The study investigated how children interacted with these texts in order to derive meaning from them. This article analyses the strategies children used and how they began to unpack the complex, multiple layers of meaning in ‘history stories’ by first examining the material properties of their texts. It considers how these material properties influenced the children's understanding of the texts' contents. It also seeks to discover whether young children are capable of comprehending the broader meanings of texts, beyond a literal reading of them, and how they explore texts critically in terms of their ideology. Findings suggest that able readers between the ages of 10 and 11 are indeed able to understand how ideologies are transmitted in such texts written for children, how these ideologies are conveyed to the child reader, and how they differ from the values and attitudes of the present.     

文本类型与翻译补偿——以信息型文本为例

文本的类型很大程度上决定了译者对翻译策略的选择,纽马克将文本划分为表达型、信息型和呼唤型三种类型,对翻译实践有着重要指导意义。本文聚焦于信息型文本的翻译补偿,通过翻译补偿的实际案例阐释信息型文本四个层面的翻译补偿。     

Online Texts and Conventional Texts: Estimating,Comparing, and Reducing the Greenhouse Gas Footprint of two Tools of the Trade

Many universities are endeavoring to understand and reduce their greenhouse gas (GHG) emissions—or carbon footprints. Hard‐copy textbooks are (perhaps surprisingly) a large component of this footprint. Because they are “virtual,” electronic texts (e‐texts) are often considered environmentally superior to conventional hard‐copy texts. However, such claims lack thorough empirical validation. An effective tool for evaluating environmental impacts of products and services is lifecycle assessment (LCA). This article enumerates the steps in the lifecycles of conventional (hard copy) texts and e‐texts and it reports the potential GHG footprints of these activities. However, the actual footprint of most products and services depends on how individuals actually use them. Therefore, our second objective is to report survey results regarding actual student behaviors. Combining LCA and survey data, we estimate the GHG emissions of representative e‐texts and conventional texts; and we compare the two. This allows us to provide insight into the question, which alternative is best? Just as importantly, our analysis also identifies three levers that administrators, faculty and students can use to reduce text‐related GHG emissions.     

‘In Quest of Narrative’: A Teacher’s Furore and Textual Returns

This paper explores a teacher’s furore? my own ? by asking how such furores might be considered ‘in quest of narrative’. If so, which one? The answer, I suggest, lies in revisiting the source texts for such a furore, allowing the texts to illuminate the curricula and teaching, rather than the reverse. In so doing, the ethical claim of the texts in which such a furore originates might be recovered, in order to clarify one’s implication in webs of violence. Interspersed with an exploration of Katabatic narratives and curricula ? the vehicle for my furore to teach about violence ? are three narrative vignettes that emerged from revisiting the texts that inspired my teaching.     

The rise of the unsaid: spaces in teaching postcolonial literature

Teaching postcolonial literature can be a daunting undertaking that teachers may try to avoid. This article explores three problems that teachers may confront in teaching postcolonial texts. The first problem deals with which literary text to choose and the criteria that may help teachers anchor their choices. Second, in response to the question of how teachers pedagogically assist students to correct preconceived notions and deconstruct stereotypes, this article proposes three stages of creating and recreating spaces that interact and ultimately assist students generate meaning. Students move from prior knowledge into an informed reality guided by the teacher and then into the world of the text in a process that involves collaborative learning, reinventing conceptual realities and the concretization of literary texts. Third, I examine how to approach postcolonial texts by utilizing Iser’s aesthetic act of reading. The work posits a teaching model of three phases that help students interact and eventually unlock assumed unfamiliarity with postcolonial texts.     

The role of children's journals in elementary school science activities

Abstract: This article reports on a study that investigated the ways that children's use of science journals aided their acquisition of science understandings in one kindergarten and one fourth‐grade classroom. The questions for investigation were: how does the child contextualize the science experience on the journal page? How do child‐produced graphics on the journal page reflect the children's experiences with other school texts? The study found that children recontextualized their understandings of the science investigation and phenomena by using three types of mental contexts that were reflected in their science journals: these contexts were imaginary, experienced, and investigative worlds. By drawing on these three worlds or internal contexts, the children were able to pull the external phenomenon into an internal context that was familiar to them. The child's construction of ideas about a current science experience as expressed on the journal page may reflect experiences with other conventional texts. In this study the children's representations of their imaginary, experienced and/or investigative worlds were shaped by other texts and structures such as school science texts. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 43–69, 2001     

翻译过程中原语与译语的等效性

本文主要阐述了不同类型的语篇在进行翻译时应同语境的三个层次相结合。本文分别从交际层次、语用层次、符号学层次三个角度对语篇翻译进行了探讨 ,其真正的目的是为了探讨如何将语境三层次应用到具体的语篇翻译中 ,以解决翻译中的实际问题     

Pedagogical stylistics: A text world theory approach to the teaching of poetry

This article explores how the stylistic framework of Text World Theory ( Werth 1999 , Gavins 2007 ) can be used in the classroom to generate critical insights and analyses of the ways in which texts operate. This approach falls within the scope of the discipline of pedagogical stylistics and as such it will examine and consider its usefulness as a teaching model to encourage both student awareness of language and wider consideration and understanding of the interaction between readers and texts, including intertextuality and the positioning of the text in its socio-historical context.     

Using automatic image processing to analyze visual artifacts created by students in scientific argumentation

Science classes should support students' development of scientific argumentation. While previous studies have analyzed argumentative texts, they have overlooked the ways in which other types of representations, including images, affect the production of such texts. In addition, studies into the use of visual images in science education have offered mostly qualitative analyses. To fill these gaps in the research, this study used techniques of automated image processing to extract relevant information from student-generated visual artifacts. Specifically, it used a series of image-processing algorithms to automatically extract and quantify features of images created by students to serve as evidence in support of scientific arguments. Using various statistical analyses, we identified the relationships between the extracted features and the students' performance levels in constructing scientific arguments. The results revealed that the presence of water in a student's image correlated significantly with that student's claim and explanation scores and that the amount of water present in a student's image correlated significantly with that student's claim score, but not with their explanation score. These results indicate that automatic image processing can successfully identify image features that affect students' performance in scientific argumentation. Using this analysis as an example, we discuss implications for incorporating automated image processing into further research into scientific argumentation and the development of automated feedback.     

The Picture of Madness–Visual Narratives of Female Mental Illness in Contemporary Children’s Literature

This article analyses a selection of contemporary children’s visual texts (for economy and specificity ‘contemporary’ is taken to mean the current century), covering a cross-section of age demographics to better understand how the texts depict female characters suffering with mental illness. It examines these primary texts not only to see how such characters are represented but also to see whether they either bolster or challenge the idea of the female being viewed as the male's ‘Other’. A brief historical and cultural contextualisation of the relationship between mentally ill females and the male-centric profession of modern psychiatry is followed by a close analysis of four primary texts, analysing visual narratives of mentally ill female characters in two picture books, an illustrated book and a graphic novel, noting how contemporary visual depictions contrast with early ideas and images supporting the nineteenth-century feminisation of madness. The conclusion is that, from the limited selection of texts analysed, contemporary children’s visual texts represent a clear contrast to the historical image of the frail and winsome madwoman. The findings are that they do not uphold the image of the female madwoman as Other.     

Newspapers in Education and Children's Writing

Emphasis upon authenticity in children's writing leads us to consider the possibilities in engaging children in producing authentic texts such as newspapers. In this article David Wray and Jane Medwell discuss their research into the effects of three approaches to this newspaper production, one of which involved the collaboration of a teacher with a worker from the Newspapers in Education scheme. The very positive outcomes of this partnership are stressed.