The Appliance of Code Switching in the SM Language

Code-switching, a natural phenomenon that consists of alternating two or more languages in bilinguals’ discourse, has traditionally been examined in its oral production. For over three decades, much attention has been emphasized on its form,meaning, and grammatical patterns. However, very little research focuses on code-switching in short message form. Code switching is a quite common phenomenon. As cell phones become the communication tools used by people more frequently, short message language(SM) attracts more attention by people. Through analyzing the code switching in the SM language, it will help us understand more about its use and explore more information for our study.     

英汉称谓语的社会指称意义与语用功能

称谓语是人们在日常言语交际中不可或缺的一部分,在许多情况下对对方使用的称谓是传递给对方的第一个信息.不同的称谓可以反映交际双方的角色身份、社会地位、亲疏关系和情感好恶等等.言语交际所要表达的许多信息,往往不必通过交谈,而是直接通过称谓就可以表达出来.因此,无论是从社会的角度来讲,还是从语用的角度而言,语言称谓的研究都有...     

教育叙事研究:是什么与怎么做

叙事研究是质的研究的一种形式。关注教育叙事研究的意义在于:它提醒研究者面向实事本身或从实事本身中寻找内在的"结构",而不过多地用外在的框架有意无意地歪曲实事或滥用实事。教育叙事研究既可以显示为真实的叙事,也可以显示为虚构的叙事;教育叙事研究既可以叙述故事,不对故事做评论或解释,也可以对自己讲述的或他人讲述的故事进行再评论和解释。叙事研究无论采用历史研究的方式,还是采用调查研究的方式,其基本路径都是收集资料—解释资料—形成扎根理论,其重点是分析资料并形成扎根理论。     

汉英文化观照下的女性称谓探析

称谓是语言交际过程中传递给对方的第一信息,是开口交际的第一关,在各种交际策略中,称谓是最基本的策略。本文结合中英两国文化背景,力图阐明女性称谓在亲属称谓、社交称谓、职衔称谓、姓名称谓四个方面的异同,为跨文化交际选取恰当的称谓策略提供依据。     

陀斯妥耶夫斯基和莫里亚克叙述形式比较

陀斯妥耶夫斯基和莫里亚克都是探索人类心灵的伟大作家，但是他们在描写人物心理方面所采用的叙述形式有很大的不同，陀斯妥耶夫斯基的心理描写的形式为近景叙述，相对而言，莫里亚克的叙述形式可称为远景叙述。     

On the (Re)presentation of Educational Research Through the Medium of the Creative Arts

The paper seeks to unpick and examine a number of related claims for the role of the arts or, more specifically, the creative arts, in educational research. It considers and evaluates ways in which artistic creativity might itself be thought of as either based on research or itself a form of inquiry which might claim to be research. Such claims are entirely plausible, though they perhaps force artistic creativity into a particular mould that not all artists would appreciate. Artistic work may also constitute data conveying information about a particular setting or the events from which they were produced, signs and symbols for the observer or researcher to interpret. The claim that art might be used to represent educational practice, policy or experience receives the fullest treatment, and this requires consideration of both the general claim (which runs counter to the ambitions of many artists, choreographers and musicians) and more particular claims for, for example research-based narrative fiction, which is treated somewhat sceptically.     

Toward a holistic approach to communication: The effect of “pure” hemispheric reception on message acceptance

This study examined the relationship between hemispheric processing of complex messages and message acceptance. In particular the research sought to answer several questions regarding the processing and interpretation of persuasive messages and message sources. Based on the results of this research it was concluded that (1) the brain's right and left hemispheres, when isolated from one another, process information according to a particular “style,” (2) that semantic properties of language influence hemispheric processing, and (3) that message sources are perceived differently by the right and left hemispheres. Potential implications for the study of communication in terms of message style and acceptability, language intensity, perceptions of source, and perceptions of threat conclude this analysis.     

《文选》不录"说"体辨——"说"的文体辨析与小说的形成

“说”作为文体有七种形态:解说、论说、小说、诸事、叙说、辩说、上书。其各自的文体特点,或说理、或以叙事说理、或叙事,其行进路线由说理至以叙事说理、至单纯叙事,就成为小说。《文心雕龙》与《文选》所述为狭义的“说”,视“说”有两种形态:“辩说”与“上书”。《文选》不录“辩说”,其原因在于认定它未独立成篇章,又不可“剪截”。     

E‐mail me your thoughts: digital communication and narrative writing

The use of ICT for communicating with those not physically present in the classroom can add a new dimension to literacy work. This study illustrates how the interactive nature of e‐mail opens new possibilities for young writers, enriching the curricular emphasis on genres and forms, and expanding children's horizons by encouraging them to write in new ways for new audiences. The paper reports on a study into the use of e‐mail as a means of providing support for classroom writing projects at Key Stage 2. These projects, with pupils in the 7–10 age range, focused on two popular narrative genres: sword and sorcery adventures, and sci‐fi stories. The research shows how digital communication can be used to enrich print‐based literacy whilst at the same time providing a creative exploration of new forms of interactive written discourse on screen.     

从“媒介即讯息”到“数据即讯息”:对麦克卢汉媒介观在大数据时代延伸的哲学思考

“媒介即讯息”是麦克卢汉媒介观中最能体现其媒介技术认识论的一个核心论断,在传统媒介面临大数据和5G物联网等新技术冲击的今天,其理论内涵逐步被诠释完整,并得到进一步延伸。论文通过对麦克卢汉“媒介即讯息”理论的再认识,从对数据传播根源的认识、数据传播内涵的理解,到数据传播形态的分析,多视觉探讨了“技术即媒介”“媒介即环境”“数据即讯息”的观点,并从哲学的角度对基于大数据的数据传播方式可能带来的伦理隐忧进行了思考,研究工作将有助于促进新媒介技术的理性发展和正确应用。     

Persuasion and attitude change in science education

Many strategies used to induce the occurrence of desirable science-related beliefs, attitudes, and behaviors involve the use of persuasive messages. Science educators need to become acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness in the science education milieu. Persuasion is the conscious attempt to bring about a jointly developed mental state common to both source and receiver through the use of symbolic cues, and it can be distinguished from other forms of social influence. Propaganda is a type of persuasion directed toward a mass audience. Coercion relies on reinforcement control, whereas persuasion is prompted by information. Brainwashing involves coercive techniques used to obtain cooperation and compliance. Persuasion and instruction are much alike; both require conscious cognitive activity by the recipient and involve communication which includes giving arguments and evidence for the purpose of getting someone to do something or to believe something. Persuasion research is anchored in learning theory. Early efforts were based on information processing. Studies following an information process approach focused on the effect of the variables harbored within the question “Who says what in which channel to whom with what effect?” on belief and attitude change. Cognitive processing and social exchange approaches to persuasion represent extensions to information process. Cognitive processing is concerned specifically with how people personally process the arguments presented in a persuasive message. Social exchange emphasizes the interchange that takes place between the message source and recipient. These approaches seem to be fruitful areas for future persuasion research in science education. Science educators' unfamiliarity with persuasion research stems from the fact that it is largely reported in the social psychology literature and has not been integrated into a framework familiar to educators.     

Reviews

National curricula convey narratives that are never inclusive of whole communities, and history curricula in particular need examination of their role as forms of 'identity politics'. Minorities tend to be excluded from the master historical narratives. The examples are derived from Estonia and the new German Lander, which made up the German Democratic Republic. In both cases, the grand narrative of communism was used as the backbone of history curriculum. When, abruptly-around 1990 - the narrative lost its credibility, a quest for a new narrative arose. In the case of Estonia, history was needed for nation-building and was, therefore, framed within the grand narrative of nationalism. In Germany, the educators challenged themselves by attempting to make school history into a Habermasian open space for critical communication. However, the question remains: how far can a curriculum be socially inclusive?     

Communication is key: a study of the development of communication key skills in China

Different countries offer alternative curricula around what might be designated language, literacy and/or communication. This article focuses on the latter, which has typically been associated with vocational education and often labelled a ‘key’ or ‘core’ skill that forms part of a wider set of life and employability skills. In recent years, as China has emerged as a global economy, education has been significant in its policy and development. This research explores staff and student responses to the introduction of a key skills communication course in three Chinese further education vocational colleges. The initiative was prompted by research in China which had suggested that communication is important not just for education (Ye and Li 2007) but also for employability, and that the ability to communicate effectively could be instrumental in individuals’ success and development (Tong and Zhong 2008). It explores what communication key skills might mean in a Chinese context and questions notions of transferability and of competence and performance in communication. It analyses how motivation could affect learner success and the relationship of pedagogy to curriculum, and, finally, it considers how communication might be an element in the longer‐term social and political development of critical literacies.     

Text communication preferences of deaf people in the United Kingdom

This study is the only comprehensive survey to date of the text communication preferences of deaf people who cannot or prefer not to use voice telephony in the United Kingdom. Respondents covered a wide age range, became deaf or hard of hearing at different ages, and had different communication preferences. Generally, respondents used several forms of text communication, selecting them for particular purposes. E-mail was the most widely used form of text communication, but SMS was the most used by younger respondents. The most prominent reasons for liking different forms of text communication were that they were easy or fast. Older respondents were more likely to give "not knowing how to" as a reason for not using particular forms of communication and would have liked more information about what text communication is available.     

论书法艺术中的动画影像素养

艺术间存在个性与共性。书法艺术虽然是抽象的视觉艺术,与动画艺术样式不一样,但其间存在某些动画的美学特性。书法艺术不管在形态或风格上都非常成熟,如果找到书法与动画“联姻”的契合点,书法中就会有很多动画创作可资借鉴之处。在语言形式、叙事方式、艺术创作境界等方面确立书法和动画某种内在联系,找出创作的共同道理,是推动中国动画民族化进程的重要途径。     

电子游戏叙事性解读

电子游戏作为一种新型叙事形式已经成为叙事学研究的新领域,借用叙事理论,对电子游戏中存在的故事与情节进行分析,发现电子游戏成为具有完全不同于传统叙事文体特征的一种新的叙事媒介,电子游戏的出现是对现有叙事媒介规则的巨大挑战,为当前的传播学与媒介叙事研究提出了新的命题。     

Community colleges maintain modest response rates to prospective student inquiry

None of the community colleges in this study responded with a text message, as requested in the prospective student’s inquiry. Only 1.38% (n = 3) of the institutions responded to the inquiry with a telephone call. This research realized a slightly higher rate of e-mail response within five working days; 54.98% (n = 116) as opposed to the 2009 results of 50.5% (n = 110) in Shadinger’s (2014) study. More community colleges (n = 12, 5.5%) also had e-mail addresses or information request forms (n = 182, 83.5%) than in the original study (n = 170, 78.0%). Nearly 100% of community college websites had social media links, even when an e-mail address or information request form was not available. In an expansion of previous statements about communication, Noel-Levitz (2014a) reported prospective students were “more likely to consider schools that use e-mail, text messages or social media to communicate” (p. 4). Concurrently, the underutilization of e-mail, social media, and cell phones will simply exacerbate communication and recruiting issues for community colleges.     

《红旗谱》:一种契约范型--《红旗谱》的叙述学分析

从叙述学的角度看，本文认为：1、《红旗谱》力夺的叙述单位构成文本的功能层，推进文本的叙述流程．支撑作者的总体意涵；财夺的叙述节构成文本的迹象层，扩写文本的总体意涵；2、作者以毁约为支点，以契约双方经济关系的平衡与否构建文本的主框架，通过双方的契约行为的定义、方式、结果、目的和层次的异同，传达作者反权势和倚仗权势实施经济占有的总体意涵；3、正是这一总体意涵的顺利完成，使叙述单位1与叙述单位2构成了完整的叙述环链；叙述单位3虽然行为的目的略有不同，但其定义、方式、结果和层次与上述两个单元同一，且呈转了下文的叙述进程，三者应视为完整的叙述环链。     

Narrative Fiction and Expository Nonfiction Differentially Predict Verbal Ability

Although reading is known to be an important contributor to language abilities, it is not yet well established whether different text genres are uniquely associated with verbal abilities. We examined how exposure to narrative fiction and expository nonfiction predict language ability among university students. Exposure was measured both with self-report and with recognition tests of print exposure. Verbal ability was measured in the form of synonym knowledge, analogies, sentence completion, and reading comprehension in 4 different studies. Across all studies, narrative fiction was a better predictor of verbal abilities relative to expository nonfiction. When examining unique associations, controlling for demographic variables and the other genre, fiction remained a robust predictor, whereas nonfiction became a null or weak negative predictor. In light of this evidence, it appears that what we read plays an important role in how reading contributes to language development.