语言政策与语言规划:经济学与语言学比较的视角

语言规划是人类在一定限度内对语言选择过程进行的有意识干预,它不仅仅是对语言本体的规划,更多地牵涉到透过语言问题对人与人之间以及社会之间关系的调整。传统语言规划研究主要立足于语言学理论,在概念和基本范畴方面取得较大成果,但在具体操作及政策效果评价等方面还存在着诸多问题。随着语言规划的内涵与外延不断扩大,相关学科融入到语言规划研究成为可能。经济学对于语言规划相关研究的介入,特别是其理性选择理论和成本收益分析的方法,有效地弥补了传统语言规划研究的不足,为语言规划研究带来了新活力。     

语言经济学的政策分析及其借鉴

从最初的政策建议到目前的实证分析,语言政策作为语言经济学发展最早的一个领域目前已经相当成熟。通过分析西方学的实证研究案例,详细论述语言政策的成本和收益,并对语言政策经济分析的方法及其在中国的运用加以评述。     

The Rise of the Elizabethan Language:Self-consciousness and Language Policy

The notion of"Queen’s English",depending on who is the ruler of the time,could be traced back to the sixteenth century,when the idea that the monarch’s usage of the language should be a model in speech and writing.That is where the"Elizabethan English" originated from.From the linguistic point of view,Elizabethan English is categorized into Early Modern English,which dominantly spanned the Renaissance,Elizabethan era and Shakespeare.On a smaller scale,this paper focused upon language itself,trying to exemplify the rise of Elizabethan Language from the second half of 16th century to the outset of 17th century by presenting two factors of self-consciousness and the relevant policy.     

语言政策影响下的新加坡英语：讽刺与幽默

从归纳新加坡的语言历史生态人手,指出新加坡英语在语音语调、词汇用法和结构句法等方面的汉化特征及其浓郁的闽南方言文化色彩和幽默感,进一步梳理了它与政府语言政策的具有讽刺意味的抗衡,并在最后提出了关于语言政策影响下新加坡英语的价值和未来发展的一些看法。     

浅谈二语教学中教师的提问方式

提问方式作为一种教学手段和教学方法在第二语言课堂教学中有着不可忽视的地位和作用。它既是课堂教学的重要环节,也是一种教学艺术。教师应将提问方式和心理学相结合,在心理学理论的指导下发挥提问的最大教学价值。教师也应适时灵活运用诱问这一特殊的提问方式,激发学生积极思维。此外,教师在提问时还应该注意几个禁忌,并避免"鸦雀无声"现象的产生。     

网络语言中的语言经济性原则

文章分析了网络语言编码和解码中的语言经济性原则,论证了网络语言的产生、发展是语言经济性原则的要求.     

Class,Ethnicity, and Language Rights: An Analysis of British Colonial Policy in Lesotho and Sri Lanka and Some Implications for Language Policy

This study examines language policy in two British colonies, Basutoland (Lesotho) and Ceylon (Sri Lanka), during the late 19th and early 20th centuries. It finds that mother tongue education and the concomitant restriction of the teaching of English for the working classes in these colonial contexts constituted a form of industrial education. On the basis of these data, a critique is offered of some of the problematic assumptions of the language rights literature, which tends to reduce language rights to those that have reference to national, national minority, and ethnic group affiliations. There is, therefore, a tendency to treat language users as carriers of national (or national minority) rights and to abstract from their membership in other types of sociological groups, most prominently, socioeconomic class. Such assumptions are problematic because they abstractly identify the interests of national (or minority or ethnic group) members as identical or at least as nonantagonistic. This article also discusses some problematic notions of constructing language identity on the basis of ethnicity and suggests that when the lines of ethnolinguistic identity become blurred-as is now happening throughout the world-notions such as "mother tongue" and "language group" lose their meaningfulness as guideposts to language policy.     

Of gateways and gatekeepers: Language,education and mobility in francophone Africa

Over the past 15 years, a range of alternative education programs have been launched in Burkina Faso. The programs have been developed primarily by international or national NGOs, within a supportive policy space provided by the national government. They aim to respond to the widely recognized inadequacy of the French-language écoles classiques to provide a meaningful primary education experience for most Burkinabè children.     

论毛泽东在解放战争时期财经工作的政策和措施

解放战争时期是新民主主义革命时期毛泽东财经思想的形成阶段。这一阶段毛泽东对财经工作政策和措施的论述主要有以下几方面：发展生产，繁荣经济，减轻人民负担，解放区财经应走向统一，公私兼顾，劳资两利，财经工作由围绕战争向围绕经济建设转移。     

存在·语言·诗歌——西方美学史上的重要问题

海德格尔批判传统形而上学,认为传统哲学没有能理解存在,把存在者当作了存在,因而提出了他的现代存在论;海德格尔还批判传统形而上学的语言观,以及分析哲学的语言观,认为它们都把语言当作了一种交流思想的工具,而他则把语言与存在联系起来,提出"语言是存在之家",并把这种与存在相关的语言称作为"本质的语言";而诗与思的语言就是这样的显示存在的"本质的语言",因为诗歌给存在以命名,因而它是"存在之家",伽达默尔则进一步把它称作为"世界的窗口"。     

陕西新生代农民工继续教育:模式、问题与政策

新生代农民工继续教育是我国成人教育体系的重要组成部分.文章以陕西省为背景,探讨新生代农民工继续教育三种发展模式及实践中面临的主要问题,在此基础上提出政府部门联动、财政保障、资源整合、社会参与等政策性建议.     

Regional Identity,Language and Education Policy in Switzerland

This article argues that identity and language issues exert a powerful influence on the politics and policies of education in Switzerland. Regional and local linguistic and cultural differences affect the education policies of the Swiss federal government, the 26 Swiss cantons, and the more than 3000 Swiss communities. Switzerland's highly decentralized political system and its mechanisms of direct democratic citizens' participation force educational policy-makers at the national, regional, and local level to take into account not only their own locality's culture and language, but also that of their neighboring towns, cantons, and regions. The article uses the example of the introduction of second language instruction as a case study to illustrate why and how education policy at all levels of the polity reflects Switzerland's cultural and linguistic diversity and the strong local and regional identities of the Swiss citizenry.     

新加坡的语言政策与官方语言的地位和功能

新加坡的语言政策可以分为英国殖民时期的“独尊英语,放开其他”、独立前后的“独尊巫语,多语并重”和20世纪70年代以来的“多语并存,英语独尊”三个发展阶段。目前其语言政策的基本精神可以概括为:尊重国内各种族语言文化之间的差异,以多语政策来谋求文化传承、民族和谐与政治稳定;以英语的通用来掌握学习西方先进科技的利器,推动经济繁荣和国际沟通．冀求建立对国家的忠心和认同。在这样的语言政策的制约和影响下,马来语、华语、淡米尔语和英语四种官方语言的地位和功能呈现出明显的分工并存的态势:马来语是名义上的国语,是马来人的共同语,是各种族之间的底层通用语言;华语是华族的民族共同语,是华族社群的高层语言:淡米尔语是印度族的通用语言;英语是实际上的国语,是社会的顶层语言,也是各种族之间的通用语言。