言语行为动词一词多义现象的认知理据

一词多义是一种普遍现象,指一个词语有多种不同却具有互相联系的意义。英语言语行为动词同样具有一词多义现象。本丈通过认知语言学的意象图式、隐喻、转喻的认知手段及原型范畴理论,对英语言语行为动词的多义现象进行了语义认知结构分析。通过分析讨论,我们发现英语言语行为动词的多义结构是一个词的中心意义或基本意义向其他意义延伸或辐射的过程,是人类认知范畴和概念化的结果。     

VNN构块式中的言语行为动词语义认知解释

VNN构块式包括双宾结构和宾-补结构,这两种结构都具有给予性特征。由英语言语行为动词构成的这两种结构同样具有给予性特征。本基于认知语言学的距离象似性、客体移动方向和意象图式的分析方法,对二十七个英语言语行为动词进行了语义认知结构分析。通过分析讨论,我们发现认知语言学的这三种分析方法对英语言语行为动词构成的双宾结构和宾-补结构具有较强的解释力。     

‘The Trees of Knowledge and Life Growing Together’ in the Educational Vision of C.S. Lewis: Why Medway and Stevens are Almost Right About Enlightenment and Romantic Values in English

Peter Medway’s paper ‘English and Enlightenment’ (Changing English, 2010) and David Stevens’ response to it, ‘Critically Enlightened Romantic Values and English Pedagogy: A Response to Peter Medway’ (Changing English, 2011), address the relative merits of the quest for truth and the place of aesthetic response in English. It is suggested here, however, that each paper contains the kernel of a counter-argument to the one being presented and that, taken together, both papers might be augmented by attention to The Abolition of Man – Reflections on education with special reference to the teaching of English in the upper forms of schools by C.S. Lewis. This article develops ideas introduced briefly in a previous issue of this journal and considers one important aim of English teaching in schools to be the fostering of ‘just sentiments’. It argues that educational values are necessary to augment Enlightenment and critically enlightened Romantic values if English teachers are to facilitate spiritual as well as moral development and do justice to the diversity of both the texts and the students they teach.     

英语中动构式中施事论元句法隐含的认知研究简

基于Goldberg的构式语法理论,从中动构式以及中动词两方面对中动构式中施事论元在句法层面的隐含以及保留寻求理据。本文认为,非施事论元,即谓语动词语法主语的内在属性对英语中动构式中,施事论元的句法隐含以及显现起到了非常重要的压制作用,同时,中动词也对施事论元的句法隐含和显现起到压制作用。     

英语动词体形式与自由间接引语中的连贯

本在语篇范围内讨论英语动词体形式，探讨自由间接引语对小说作品中的人物、心理活动、暴露人物主观世界的重要性，体现了动词体形式在语篇中的衔接作用。     

Examining the Relationship Between Emergent Literacy Skills and Invented Spelling in Prekindergarten Spanish-Speaking Dual Language Learners

The purpose of the present study was to examine associations among English and Spanish emergent literacy skills of prekindergarten (pre-K) Spanish-speaking dual language learners in relation to their English invented spelling. Study participants included 141 Spanish-speaking 4-year-old children enrolled in state-funded pre-K programs in a large urban city located in the Southeast. All children were receiving English-only instruction. Children’s Spanish and English receptive vocabulary and code-related skills were assessed in the fall and spring of their pre-K year, but their invented spelling was assessed only in the spring. Research Findings: Analyses revealed significant correlations among children’s English and Spanish receptive vocabulary as well as English and Spanish early code-related skills in the fall and spring of the school year. Hierarchical regression analyses revealed direct contributions of children’s English vocabulary and growth in Spanish code-related skills across the year to children’s English invented spelling in the spring of the school year. This analysis also revealed that associations between children’s English code-related skills and invented spelling appear to work through Spanish code-related skills. Practice or Policy: In order to promote young dual language learners’ English invented spelling skills, early childhood educators should seek to support children’s English vocabulary and English and Spanish code-related emergent literacy skills.     

Troubling literacy: monolingual assumptions,multilingual contexts,and language teacher expertise

The current educational context in many English speaking countries is one where literacy is understood to be essentially monolingual in orientation; that is, an understanding of literacy around a single common language, with the emphasis on identifying universal, normative ‘standards’ and ‘benchmarks’, such as the National Assessment Program-Literacy and Numeracy in Australia, the Primary National Strategy in the United Kingdom, and No Child Left Behind in the United States. This paper aims to problematise such assumptions by examining how teachers, themselves, understand “teaching literacy” when their students come to the teaching/learning relationship with a first language other than English. With a focus on teachers working with bilingual and multilingual students in their early stages of acquiring English as a second language (ESL), the study thus acknowledges the increasingly diverse sociolinguistic profile of students in Australia and elsewhere in the varying degrees of communicative competence they bring to the mainstream in their use of ESL. Moreover, it draws on ESL teacher knowledge and expertise which has been identified as increasingly marginalised within mainstream educational discourse. Through case studies of three ESL teachers in the middle years, salient themes around the interrelated notions of literacy as learning, language for literacy and language as literacy were identified with respect to the literacy needs of second language learners.     

Reading videogames as (authorless) literature

This article presents the outcomes of research, funded by the Arts and Humanities Research Council in England and informed by work in the fields of new literacy research, gaming studies and the socio‐cultural framing of education, for which the videogame L. A. Noire was studied within the orthodox framing of the English literature curriculum at A level (pre‐university) and undergraduate (degree level) in the United Kingdom. A mixed methods approach was adopted. Firstly, students contributed to a gameplay blog requiring them to discuss their in‐game experience through the ‘language game’ of English literature, culminating in answering a question constructed with the idioms of the subject's set text ‘final examination’. Secondly, students taught their teachers to play L. A. Noire, with free choice over the context for this collaboration. Thirdly, participants returned to traditional roles to work through a set of study materials, designed to reproduce the conventions of the ‘study guide’ for literature education. Fourthly, interviews were conducted after each phase. The interviews informed a redrafting of the study materials, which are now available online for teachers. In the act of inserting the study of L. A. Noire into the English literature curriculum as currently framed, this research raises epistemological questions about ‘subject identity’, and the implications for digital transformations of texts for ideas about cultural value in schooled literacy and also the politics of ‘expertise’ in pedagogic relations.     

The Home Environment and Asian Immigrant Children’s Early Literacy Skills

Objective. The current study examines how aspects of the home literacy environment were related to Asian immigrant children’s early literacy skills. Design. One hundred and thirty-nine Asian immigrant families and their children (69 girls; mean age = 62.93 months; standard deviation = 3.82) were recruited from kindergarten classrooms at seven public elementary schools in Honolulu, Hawai?i. Trained research assistants assessed children’s early literacy skills in English at the beginning (T1) and end of kindergarten (T2). Parents (16% fathers; 84% mothers) rated their involvement in literacy-related activities in English and in their native language at T1, and classroom teachers rated children’s interest in literacy at T2. Results. Our results showed that parents’ literacy activities in English at T1 were positively related to children’s English literacy skills at T1. Parents’ literacy activities in English and in their native language at T1 were both related to children’s interest in literacy at T2, which in turn was associated with children’s English oral language skills at T2. Conclusion. These findings highlight the importance of examining the languages immigrant parents use during literacy-related activities.     

从物理行为到言语行为:嘱咐类动词的产生

本文考察"属、付嘱、嘱付、分付、交代"等嘱咐类动词的产生过程,这些动词在不同时代从表示物理行为演变为表示言语行为。汉语史上反复出现的这种词义演变是导管隐喻、重新分析和诱导推理在相应的句法、语用条件下共同作用所致。本文以嘱咐类动词的产生为例,讨论了以下两个问题:1)为什么不少词义演变从起点和终点看是隐喻,演变过程中却看不到隐喻作用?2)同在隐喻作用下,为什么有的词义演变得以实现,甚至跨越范畴产生新词,有的却不能?     

“看”类动词的英汉对比

"看"类动词是日常言语中最常用的动词之一。本文将英汉中常见的"看"类动词的语义成分及其用法进行了对比,得出英汉中的"看"类动词很少存在一一对应的词汇,以及如何判断一个"看"类动词是及物动词还是不及物动词。     

语料库语言学与英语词汇教学

该论文论述了语料库语言学对英语词汇教学的影响。论文首先从语料库语言学的兴起与发展入手,接着从理论的角度阐述语料库应用于英语教学尤其是词汇教学的优势,最后从辨析近义词,了解词的含义,学习词语的搭配和短语结构,学习不及物动词的后置语,利用语料库设计词汇测试五个方面论述语料库对英语词汇教学的作用。     

Contorting identities: figuring literacy and identity in adolescent worlds

This paper explores connections and disconnects between identity and literacy for a group of adolescents in a second level classroom setting. We build on Mead and Vygotsky’s conceptualisations of identity formation as an intricate emergent happening constantly formed/reformed by people, in their interactions with others [Mead, G. H. 1999. Play, School, Society. Edited by M. J. Deegan. Oxford: Peter Lang; Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, UK: Harvard University Press]. This paper will set to explore the impact of this on adolescent literacy practice, student choice and agency [Lewis, C., P. Ensico, and E. M. Moje. 2007. “Reframing Sociocultural Research on Literacy: Identity, Agency, and Power.” The Electronic Journal of English as a Second Language 12 (3): 1–205]. The concept of figured worlds plays a fundamental role in our theorisation of adolescent literacy and identity. Literacy and identity remain interwoven in very complex ways for adolescents as they attempt to make sense and meaning from in and out of school experiences [Burnett, C., J. Davies, G. Merchant, and J. Rowsell. 2014. New Literacies Around the Globe: Policy and Pedagogy. New York, NY: Routledge; Davies, J. 2013. “(I’m)Material Girls Living in (in)Material Worlds: Identity Curation Through Time and Space.” Presentation at UKLA Conference, Liverpool]. A combination of quantitative and qualitative research was used in carrying out this exploration with a thematic approach to data analysis. The findings of the exploration identify that there is a disconnect between identity in and out of school. We then see the struggle students have in coming to terms with their various figured worlds, and varying identities in given scenarios. There is an emphasis on the dated nature of some prescribed texts for study on the English course and the need for a review of these to bridge the scholastic and social divide evident from the findings. This paper explores the literacy and identity experiences of one group of adolescents alongside their opinions about the English literacy curriculum.     

英语诗歌用词和诗用缩略词解析——以莎士比亚十四行诗为例

英语诗歌中有大量诗歌用词和诗用缩略词,成为诗歌欣赏的一大障碍,以莎士比亚十四行诗为例,通过从和第二人称代词相关的诗用词、几类特殊动词的诗用形式、其他行为动词的诗用形式、英语诗歌缩略词等几个方面,对英语诗歌用词和诗用缩略词进行了总结和解析,以期对英语诗歌欣赏者有所帮助.     

语用视角下的日语“スル型”和“ナル型”表现

日语动词"スル"和"ナル"作为他动词和自动词,意义特征明显。所以"スル型表现"和"ナル型表现"也被称为"他动词性表现"和"自动词性表现"。就"スル型表现"和"ナル型表现"具体的语用场合而言,分别对它们在说话人行为表现中的使用情况、惯用表现中的使用情况、以及敬语构造下的使用情况三个方面进行相关考察并作出结论。     

Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading

One hundred and ten English‐speaking children schooled in French were followed from kindergarten to Grade 2 (M_age: T1 = 5;6, T2 = 6;4, T3 = 6;11, T4 = 7;11). The findings provided strong support for the Home Literacy Model (Sénéchal & LeFevre, 2002 ) because in this sample the home language was independent of the language of instruction. The informal literacy environment at home predicted growth in English receptive vocabulary from kindergarten to Grade 1, whereas parent reports of the formal literacy environment in kindergarten predicted growth in children's English early literacy between kindergarten and Grade 1 and growth in English word reading during Grade 1. Furthermore, 76% of parents adjusted their formal literacy practices according to the reading performance of their child, in support of the presence of a responsive home literacy curriculum among middle‐class parents.     

The relationship between speech impairment,phonological awareness and early literacy development

Although children with speech impairment are at increased risk for impaired literacy, many learn to read and spell without difficulty. Around half the children with speech impairment have delayed acquisition, making errors typical of a normally developing younger child (e.g. reducing consonant clusters so that spoon is pronounced as ‘poon’). A smaller group make disordered speech errors that are atypical of normal development (e.g. marking all consonant clusters with /f/ so bread is pronounced as ‘fed’). Profiles of surface speech errors may provide a way of identifying underlying deficits that account for differences in literacy development. This paper investigates the relationship between type of speech impairment, phonological awareness and literacy acquisition. Thirteen children, aged 5;2–7;9, with either delayed or disordered speech and six typically developing controls were compared on tasks measuring onset-rime awareness, letter knowledge, phonological rule knowledge, real and non-word reading. Children with delayed speech development performed like typically developing controls on all phonological awareness and reading measures. Children with speech disorder, who consistently made errors atypical of normal development, had difficulties on all phonological awareness tasks with the exception of syllable awareness. They showed no measurable emergent reading ability. The results suggest the need to differentiate between speech delay and disorder when planning intervention, particularly for literacy skills.     

Can the linguistic interdependence theory support a bilingual-bicultural model of literacy education for deaf students?

Drawing on Cummins' (1989) linguistic interdependence model, proponents of bilingual-bicultural models of literacy education for deaf students claim that, if ASL is well established as the L1, then literacy in English (L2) can be achieved by means of reading and writing without exposure to English through either speech or English-based sign. In our opinion, this claim is based on a false analogy: the situation of the deaf learner of English literacy does not match the conditions assumed by the linguistic interdependence model. We draw on the work of Vygotsky and Halliday to develop a conceptualization of the processes involved in becoming literate, examining the particular and unique challenges that deaf students face as they strive to become members of the linguistic community of users of written English. We argue that becoming literate involves mastering three modes of lanuage use: 'social speech,' 'inner speech,' and written text. In some respects the educational context for deaf students is analogous to that of other bilingual learners; in some crucial aspects, it is very different.     

Assessing self-assessment: can age and prior literacy attainment predict the accuracy of children’s self-assessments in literacy?

Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children’s learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and Griffin 2015; Nicol 2009). Using Piaget’s Theory of Cognitive Development (1970) as a theoretical framework, the present study sought to investigate whether children’s academic self-assessments became more accurate in line with increased age and higher prior literacy attainment. Following training in the use of self-assessment writing rubrics, 85 school children from second class, fifth class and Transition Year wrote an English essay and later self-assessed their work using rubrics devised by Andrade, Du, and Wang (2008). Results indicated that overall, children’s self-assessment scores held a weak relationship with their actual performance scores (r?=?.24). However, findings illustrated that children’s self-assessments became significantly more accurate in line with increased developmental stages. Strong correlations also emerged between higher prior literacy attainment and children’s accuracy in self-assessments, amongst second class (r?=??.45) and fifth class (r?=??.73) children only. The findings suggest that Irish school children, in particular, primary school children with low literacy attainment, display difficulty making accurate self-assessments of their academic work in literacy. Stemming from the research, implications for practice and future research directions are outlined.     

语言哲学的语用学转向与大学英语教学

语言哲学的"语用学转向"强调把语言的意义构建到结构的、社会的、文化的维度,通过三维的语境功能来表述语言的具体或抽象意义。奥斯汀的言语行为理论和塞尔的间接言语行为理论主要从语言的社会功能出发,研究人们如何运用语言表达言外之力,实施各种言外行为。交际教学法是言语行为理论在教学领域的有效体现。该文主要通过语言哲学的语用层面,探讨言语行为理论应用于大学英语教学的重要性和指导性以及该理论在大学英语教学活动中的贯彻实施。