清代成都“江湖话”词语解读（下）

“江湖话”是一种特殊的社会方言。它是旧时代“江湖中人”为了适应生存需要而自创的一套词语系统。它不仅具有鲜明的行业特点,而且还具有明显的地域特点。成都“江湖话”明显地有别于京津“江湖话”。京津江湖话的总体特点是“俗”,而成都江湖话的总体特点是“雅”。成都江湖话词语的来源很广。涉及中国古代思想文化的方方面面,蕴含着非常深厚的文化积淀。文章关于成都江湖话词语的解读,就是为了揭示其“雅”的特点。     

“游戏江湖”的虚拟快感：从“再中心化”到主体间性

游戏玩家通过“再中心化”及主体间性,于武侠角色扮演中获得虚拟的快感。在人与媒介的“内部互动”中,角色扮演为玩家提供人物“视点”,使玩家从所处的现实世界,“再中心化”入由语词、形象和观念所构筑的属于所扮演角色的虚构世界“江湖”。与此同时,玩家沉浸于对另一主体的陌生体认,不断积累建构他我主体来理解“江湖”,并将其当作“有生命”世界逐步体验与认同,进行从现实世界撤退、摒弃,以及对现实矛盾的想象性解决。     

江湖世界的"侠"和"义"--现代武侠小说的江湖文化特征

武侠小说中的江湖世界是一个游离于正统社会不受政治国家和礼教制约的虚拟社会,是以“侠”、“义”为核心构筑的乌托邦式的童话空间。武林侠客在江湖世界的快意恩仇实际上给现实中的人们指出了一条“以暴制暴”的抗争的歧途。     

反训例说

反训例说张济生反训,是汉语一同多义的特殊情况,指一个词在一定的语言环境里具有截然相反的两个意义,表达相互对立的两个概念,即前人所谓“美恶不嫌同名”、“施受同辞”一类语言现象。现代汉语里反训比较少见。如：“骄傲”有对优点或成绩态度相反的“自豪”、“自满...     

谈教学论文的语言

一篇教学论文,要阐述某一观点,要介绍某一经验,自然必须诉诸语言。语言是思想的直接现实,是思维的物质外壳,是思想观念的载体,是由作者到达读者的中介。论文之于语言,正如音乐之于旋律、节奏,绘画之于线条、色彩,舞蹈之于姿态、动作一样,没有语言这个媒介,人们的思想就无法得以传播。 教学论文语言的一般要求是:达、喻、活、美。 达。清人吴乔说:“文之辞达,诗之辞婉”。议论文字的语言,先要畅达。这种畅达,应像行云那样舒卷自如,应像流水那样从容畅荡,应像血液那样脉脉相通,应像声气那样息息相应。文章的“引论”,即“起”的部分,不论采用“正起”、“反起”、“总起”、“泛起”的结构方法,还是采用“论起”、“叙起”、“问起”、“叹起”的结构方法,在语言上都要畅达醒豁。文章的“本论”,即“承”和“转”的部分,不论采用“反承”、“正承”、“总承”、“分承”的结构方法或采用“明转”、     

从现实到虚妄--《玻璃山》中后现代性的语言游戏

巴塞尔姆的短篇小说《玻璃山》围绕“玻璃”意象,借助后现代性作品的诸多“语言游戏”手段,完成了小说“从现实到虚妄”的主题建构。小说采用了反形式的手段来证明陈旧的叙述形式与内容信度缺失,进而证明“语言游戏”思想是呈现后现代作品解构与颠覆之后狂欢化的一把利器。     

现代心理学需要反思的几个问题

现代心理学有许多基础信念：“心理世界”与“现实世界”相对立;心理是对客观现实的反映;心理借助言语和行为而表现;语言是对客观现实的图画等。本文以当代哲学的发展和后现代心理学的批判为导向,对上述体现着现代文化精神的心理学基础信念作了批判性反恩。     

金庸武侠剧被中学生热追的文化心理因素

中学生以何种文化心理参与到武侠剧的传播中来,金庸武侠剧热播的文化现象背后有着怎样的接受心理?笔者认为有以下几点因素:1中学生的移情心理武侠故事所描述的“江湖”在现实世界之外产生了一个“模拟真实”的世界。后者着重于侠客们的“江湖恩怨”,自有     

晚宋江湖诗派的诗学向度

晚宋江湖诗派取法晚唐,晚唐体卷土重来。杨万里倡导的“晚唐异味”,经姜夔、四灵转接传承,逐渐凝定为江湖诗派的诗学取向。他们以晚唐济江西,带有诗风变革的明确意识,却走向了师法晚唐贾岛、姚合等几位中小诗人,呈现出“不知有汉,无论魏晋”的狭深取向。有鉴于此,江湖大家戴复古倡导效法陆游,江湖诗宗刘克庄在肯定杨万里的同时,亦刻意倡导取法陆游。戴、刘借鉴吕本中矫正江西诗学“以苏济黄”的诗学模式,倡导“以陆济杨”,希图以陆诗的深广社会现实内容来补济晚唐体内容的贫乏单调,以陆诗悲健雄浑的艺术风格来矫正晚唐体诗境的琐屑纤微。这样允当的诗学引导,使得江湖诗派于晚宋独领风骚数十年。     

从桃源流出的江湖——苏诗的“江湖”书写

对“江湖”的书写是中国古典文学的重要内容,通常情况下,它是失意之人被放逐的场所,但苏轼、苏辙的诗歌则有意识地把“江湖”建构为一个具有丰富人文景观的诗意空间,在宋代作家中颇具代表性。一方面,他们把“江湖”描写为鱼鸟适性之处,有山水风光、历史遗迹、亲朋友谊,有高人隐士、民情风俗、人文传承,充满诗意;另一方面,仕宦生涯也让他们认识到,“江湖”往往被朝廷用来放逐罪人,而且其间已经遍布着从京城延伸出来的权力脉络,并非安全的避世之处。这种矛盾的认识与宋代政治环境以及交通、通讯、商品经济等领域的发展状况相应。值得注意的是苏轼把“江湖”跟“桃源”相联结的诗意构思,强调“江湖”之水是从“桃源”流出。由“桃源”而“江湖”,是一种精神文化的延伸,正好与权力延伸的方向相反。     

Reading Foreign Languages in the First Phase of Secondary Education: why,what and how?

In this article it is argued that reading skills in the teaching of a foreign language are much neglected in the first phase of secondary education. In order to show (I) why reading is of great importance for language acquisition in general and (2) how to utilise reading in the initial stages of language learning, the following questions are dealt with: (1) What is the status of reading in the different approaches to foreign language learning? (2) Why not focus on listening in terms of the receptive skills? (3) Which different types of texts (books) can be used? (4) How should these texts be used in order to maximise the contribution to language acquisition?     

传统完形填空与C-试题的效度对比研究

通过定性和定量研究，分析传统完形填空中的定距删词和C—试题在中国英语考试中的效度。对比研究发现，在试题的编写、评分和信度方面，C—试题优于传统完形填空，它简单、经济、客观、信度高。传统完形填空则在效度方面高于C—试题，建议将其作为一种替换题型用于综合英语能力考试中。C—试题可作为一种词汇练习形式用于课堂练习或词汇测试中。     

对外汉语词汇教学的文化性和导人

对外汉语教学以词汇教学为要,在词汇教学中又概括了文化、语用等教学要素.如何培养汉语作为第二语言学习者的汉语思维能力,准确地运用汉语进行交际,是本文所要探讨的重点.提高词汇量并掌握组词、构句,是第二语言学习者提高汉语综合能力的根本途径.本文着重阐述词汇语音和语义的教学问题.     

语言模因论视角下的“X来了,Y还会远吗”个案解析

模因论作为解释人类文化进化规律的新理论,为探讨语言进化问题提供了新视角。从模因论的视角出发,探讨X来了,Y还会远吗这一语言模因的复制与传播过程,复制与传播方式及其作为强势模因的内在原因分析,这将有助于进一步解读语言进化与发展的机制,有助于学习语言,掌握语言和传播语言,从而有效地提高学生的交际能力。     

Bilingual PA and its influence on biliteracy for Korean English as a foreign language learners

This study examines the relationship between phonological awareness (PA) in the two languages of Korean English as a foreign language learning children in relation to L1 characteristics and school experiences, and its predictive role in word decoding skills in each language. Seventy-two 5?C6-year-old Korean children who had attended English-medium preschools and kindergartens for at least 18?months were tested on a range of PA and emergent literacy skill measures in both Korean (L1) and English (L2). The findings indicate that the phonological representations of the participants reflect more of the L1, rather than school language, characteristics. In addition, L1 PA, syllable and phoneme awareness in particular, was predictive of L2 decoding abilities after accounting for L2 PA and emergent literacy skills. The results are discussed in terms of language-specific L1 phonological and orthographic characteristics, as well as their L2-learning contexts.     

“A Fantasy of Untouchable Fullness”: Melancholia and Resistance to Educational Transformation

The progressive language of growth and development that informs our shared ideal of the educated subject also informs the curricular structure of schooling, in which new learning builds upon established knowledge and students' development depends upon their desire to take on those identities associated with various achievements of knowledge. Each re‐creation of the student's identity requires a new production of the student's former identity as an uneducated self — a negative statement of the self‐overcome, fashioned in the language of the curriculum. But what of those objects of attachment or aspects of the child's identity that can neither be integrated in the student's educated identity nor accounted for as a recognizable lost object of childhood? In this essay James Stillwaggon argues that considering the student subject in terms of its melancholic attachments offers some alternatives to thinking of student identity primarily in terms of its progressive learning function. Julia Kristeva's treatment of melancholia as “asymbolia,” or against the representational function of language, is especially significant to this discussion, as it highlights the melancholic's resistance to the most basic educational purpose, namely the further engagement of the subject in language.     

Against the corrosive language of Corpspeak in the contemporary university

Many universities today are businesses, embracing the priorities and values of any other consumerist enterprise. There is an argument that, insofar as the phenomenon of marketisation is a function of what (Michaels, F. [2011]. Monoculture: How one story is changing everything. Red Clover Press) terms a global economic ‘monoculture’, these developments are inevitable. Nevertheless, this article argues against such rhetoric that embraces the neoliberal principle of unrestrained growth and that has public universities adopting a business model, applying managerialist approaches, measuring and – most importantly in the context of this article – expressing worth and purpose in corporate terms, as these prioritise commerce over the cultivation of creative and critical thought essential to healthy social functioning. It argues for an educational environment that enables multiple ways of seeing, thinking and living to flourish. The particular focus is on the deleterious effects of corporatising language within universities. I reflect upon how this language is used to express notions of value and to shape identity. In (Fairclough, N. [2004]. Analysing discourse: Textual analysis for social research. London: Routledge) phrasing, texts ‘have causal effects upon, and contribute to changes in, people?…?actions, social relations, and the material world’; thus, I examine language-based conceptual inadequacies, misrepresentations, and what Bourdieu terms ‘unconscious inclusions’ – within many contemporary universities. I then consider what style of language, what other attitudes and approaches, actually support the university as a learning place with a specific cultural role, rather than presenting it as another ‘multi-output organisation’.     

Anxieties of Democracy and Education: Naoko Saito's American Philosophy in Translation

The article is an essay on Naoko Saito's recently published book American Philosophy in Translation. We attempt to draw out the central argument of the book as it moves through its eight chapters. The author finds that American philosophy, which she takes to be rooted in pragmatism, whilst it owes much to Dewey, needs to be reconstructed in order to meet contemporary political challenges, with their implications for political education. She asks questions such as what is the place of the tragic sense of life in philosophical thought? What is a philosophy of affirmation and chance? How are we to understand the significance of the untranslatable? What are these connections between transcendence, translation and transformation? More specifically, how are we to understand the distinction between philosophy in translation and philosophy as translation? And how does all this offer us new ways of thinking about the current state of democracy, political education and education more generally? One specific suggestion is that an education in foreign language can be transformative in terms of political education. The article concludes that Saito's project throws up some important ideas that are pertinent to our times. We question the central idea regarding language education, whilst we welcome this scholarly volume.     

The notion of style in physics textbooks

In what sense can a work of nonfiction be said to have a style? Is there such a thing as “textbook” style? The language of science textbooks has often been characterized as difficult and formal, yet those terms have never been carefully defined outside of readability demands. This article makes a first attempt at generating workable criteria for assessing the stylistic character of textbooks. This is done using passages from current physics textbooks, which are analyzed for prose structure, word choice, and literary characteristics.     

语言中的性别歧视及其发展研究

分析英语中的性别歧视现象,深入研究造成该语言现象的原因。从男性词、称谓语中的性别歧视现象、女性词语的“贬化”现象、男先女后的词序、谚语中的性别歧视现象五个方面分析英语中的性别歧视现象,把语言和社会文化紧紧联系起来,使人们深刻理解性别歧视现象产生的根源,意识到消除这种现象的必要性及其方法,为以后的研究做出贡献。