英语政治社论中介入资源的人际意义

应用评价理论的介入子系统来研究英语政治社论中介入资源的人际意义.旨在找出介入资源在政治社论中的分布规律以及作者更倾向于使用哪种介入资源来达到这类语篇的要求,如何通过这些介入资源在语篇中与其他声音建立协商空间.研究发现,介入资源的分布呈现不均衡性,紧缩资源明显高于扩展资源,作者更倾向于使用否认和包容资源来实现其人际意义.     

中美英语报刊社论语篇的介入资源对比研究

社论是一种劝说类语篇,对重要事件发表意见、表明态度或立场,以影响读者。但实现社论功能的语言手段如何,特别是中外社论有何差异有待进一步研究。本文以《中国日报》和《纽约时报》的社论语篇为语料,以评价理论为基础,对中外英语报刊社论的介入资源分布特征、这些特征的异同以及原因进行研究,结果发现,《中国日报》倾向于使用限制语篇空间的介入资源,保障其话语的权威性,以高于读者的姿态来引导舆论方向;《纽约时报》则偏好就一般的话题,使用扩展语篇空间的介入资源,强调多声的协商,以与读者平等的姿态出现来对读者提出商议。同时发现,这些特点与中外社论语篇的文化语境密切相关。     

大学英语阅读中的评价意义探析

语篇的评价意义指的是语篇中作者或说话者对实体或命题所持的情感、态度和观点,是语言各系统合力的产物,也是读者与文本进行积极互动的产物。以《新视野大学英语读写教程(第三版)》第一册的一篇课文为例,从词汇句法层、语篇层面及语境角度引导学生识别并解析文章中的主要的评价资源,旨在提高学生对评价资源的敏感度,深入理解语篇的评价意义,为进一步的分析、评价语篇提供理论依据。     

影视作品中导演的对比介入评价研究

影视作品中的导演介入方式和语篇的作者介入方式既有相同点又有不同点。介入直接反应创作者对内容的控制、操纵,体现着创作者的意志。影视作品中存在着多种声音,而导演的介入使自己的声音操纵着其它的声音。导演通过对比设置来肯定或否定某一观点、行为,或者通过语义扩张给其他声音留有一定的余地,从而介入表达评价意义。导演以隐身或明确或中立或鲜明的姿态引导观众的感受。     

元话语与语篇互动

文章从连贯、修辞、对话和评价方面探讨元话语和语篇互动之间的关系,指出元话语运用是语篇互动的表现,是一种有效的修辞策略。元话语表示作者在所展开的语篇中定位自己和读者,并在特定的语境中构建具有说服力和连贯的语篇。在语篇中作者控制互动关系的表达方式对于修辞效果十分重要。语篇的互动表明语篇由作者与读者或受众共同构建,元话语是体现这种互动的最明显的标记,体现语篇交际的主体间性,动态性和对话性。元话语既是显性也是隐性的评价手段,但本身没有正面和负面评价之分,通常与基本话语的评价共同作用,产生赋值评价意义,并对评价具有调控作用。揭示元话语和语篇互动关系对于二语写作教学具有指导作用。     

法庭会话中的介入资源

介入资源用以解释语篇中的作者如何使用语言协商合作与不合作关系、定立态度和建构语篇角色。借鉴社会语言学思想,分析民主策略、独裁策略,并研讨它们如何帮助律师在法庭语境中展现自我风格。     

作者声音的篇章构建——高水平大学生英语论辩写作功能解析

二语论辩写作问题亟待清晰的理论阐述及实践指导。文章基于“悉尼学派”体裁理论及介入系统,构建作者声音分析框架,对2017、2019年“外研社杯”全国大学生英语写作大赛议论文特等奖作品进行功能解析,旨在为一线英语论辩写作教学提供借鉴。结果显示,高水平大学生能在篇章、段落、小句层面运用介入资源回应篇外信息,提出、论述并确立论辩立场,表达质疑、援引、探讨、宣告等作者声音。分析还显示,高水平学习者能就论辩目的,选择论辩纲要式结构及介入语步模式组织对话声音,实现说服目的,但阐述观点时尚存不当运用归属语步,暴露了话题相关的专业内容知识及学术引用知识的不足,需在论辩写作教学和评估中予以重视。     

论政治演讲语篇中的词汇衔接——以奥巴马的每周演讲为例

以Halliday和Tanskanen等人的衔接理论为基础,通过对美国政治演讲中词汇衔接手段的研究来说明词汇衔接是构建语篇的主题以及统一语篇语境的重要手段。研究表明,对语篇词汇衔接手段的分析可以帮助读者或听者理解语篇大意,揭示语篇作者运用各种词汇衔接手段的意图。     

论政治演讲语篇中的词汇衔接——以奥巴马的每周演讲为例

以Halliday和Tanskanen等人的衔接理论为基础,通过对美国政治演讲中词汇衔接手段的研究来说明词汇衔接是构建语篇的主题以及统一语篇语境的重要手段.研究表明,对语篇词汇衔接手段的分析可以帮助读者或听者理解语篇大意,揭示语篇作者运用各种词汇衔接手段的意图.     

语篇分析及其对精读教学的启示

语篇分析是研究语篇,理解语篇的必要手段。语篇分析有两个方面,一是内部分析,即对实现这一语篇的语言手段进行分析。二是外部分析,即研究语将与语篇之间,语将与语境之间的关系,了解语篇的外在条件。     

中英文语言学书评介入资源对比研究

运用评价理论介入子系统对中英语言学学术书评展开人际意义的对比研究,在对144篇书评的评价部分进行介入资源的标注和归类统计后发现：中文书评作者在评论时偏向于使用闭合资源来凸显权威姿态,而英文评论者则更多的使用开放资源来体现他们对读者声音的更多的兼容。     

Reading Sacred Texts in the Classroom: The Alignment Between Students and Their Teacher’s Interpretive Stances When Reading the Hebrew Bible

This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher’s were given greater voice in classroom text discussions than students whose interpretive stances were misaligned. Drawing on neo-Vygotskian education theory, I argue that Jewish educators need to take students’ interpretive stances seriously; attempting to force students into an interpretive framework that is set by the teacher will only undermine student learning and engagement.     

体验式红色教育中大学生学习投入与学习收获研究

以参加体验式红色教育的373名大学生为样本,采用问卷调查、文本分析的方法,调查体验式红色教育中大学生学习投入与学习收获现状及其影响因素。研究发现,大学生的个体学习、团队学习、师生互动、学习体验等方面的投入水平较高,且部分受学生背景特征影响,大学生对红色文化的理解认知、情感态度与精神信仰、意志行为与实践能力等方面获得了积极变化,学习投入各变量对学习收获有显著正向效应。建议加强红色文化资源的开发利用,完善高校体验式红色教育体系;把握体验式红色教育的基本原则,促进大学生的学习投入;升华学生的学习收获,促进大学生思想政治素质的发展。     

The danger of subverting students’ views in schools

This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inclusive practices, is used to illustrate these tensions. This project, though showing that students’ voices can be a powerful means for understanding learning and teaching in schools, also encountered challenges with these processes. This paper focuses on the experiences of one secondary school which (possibly inadvertently) subverted and undermined students’ voice initiatives and explores the potential negative impacts of this on individual students, on students as a whole, and on teacher development. By doing this, suggestions as to how such tensions can be avoided in schools are offered, with the aim being to allow a genuine engagement with the views of students.     

佛教与文学:《命命鸟》中的对话叙述

许地山的处女作《命命鸟》从小说创作来看,颇具小说艺术的实验性。小说本文作为一个有机整体,存在着小说本文之外的潜在文本,以独特的角度将佛教与文学在一个叙事文本中加以融合,并在小说叙事行进中,呈现出两种独立存在而又相互对话的不同声音在叙述。这是作者最具有小说叙述探索性的作品,在当时作家群中别具一格。     

Research to engage voices on the ground in educational development

The article discusses how a variety of qualitative methods could be used for investigating the engagement of the voices on the ground, where the change is expected to happen. It also reviews how qualitative research approaches involve students and teachers, the so-called “target groups” of educational development, as subjects, rather than objects. The qualitative methods are presented here for their potential in engaging the voices on the ground. Actor-centred inquiry and participatory action research consist of data collected, analysed and reported, in collaboration between researchers and the research subjects. Enabling the subjects as autonomous actors to take part in the analysis of their own learning and education provides a means to bring deeper cultural and social knowledge into the development processes. In this way research may promote ownership of educational development. Furthermore, the actors’ voices are key factors in the re-definition of global, national and local educational development targets for the EFA beyond 2015.     

Capturing urban student voices in the creation of a science mini‐documentary

It has been widely proposed that student voices should play a crucial role in designing and implementing curriculum and instruction that promote students' engagement in science learning. In this study we examined the voices of two seventh grade boys from a low‐income urban community as they worked together in an after‐school program to create a student‐directed video documentary about science. Our analysis showed that these students used their voices to construct identities that they cared about in school, by reconstructing some aspects of their school identity that did not match who they aspired to be, as well as by gaining new resources to enact their desired identities. The examples provided demonstrate that integrating student voice in a science project can make participation in science a valuable tool in students' identity formation. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 667–694, 2006     

Increasing student engagement and reducing exhaustion through the provision of demanding but well-resourced training

Despite the fact that both workplace and training environments can be inherently demanding, these environments sometimes manage to elicit a level of engagement and enthusiasm that is surprising. The Job Demands-Resources (JD-R) model has been used extensively within the workplace to predict both engagement and burnout. It suggests that high demands lead to burnout, but that appropriately targeted resources mitigate the impact of these demands, and increase engagement. In order to test this model within the university context a survey was developed to assess participants of a short academic skills training programme. The survey measured students’ perception of demands, resources, engagement and burnout immediately following the programme. Evidence suggests that resources were positively related to engagement, and that demands had a positive relationship with exhaustion, but not the other components of burnout. The relationship between the actual demands of the training and exhaustion was mediated by the individual’s emotional or stress related experience of that demand. This research suggests that the JD-R model has value in predicting both engagement and exhaustion for participants in short training programmes.     

介入系统视角下的演讲话语人际意义分析——以奥巴马发布本·拉登死讯为例

评价理论关注用于协商社会关系语言资源和态度表达。介入系统是该理论一个重要评估指标。分析奥巴马发布本·拉登死讯话语的介入资源发现,对话性缩约策略比对话性扩展策略使用率更高。奥巴马在本话语中鲜明地表达美国政府的各种态度和立场,压制其他话语声音。此外,部分对话性扩展策略实现了争取民众支持和国外的理解等。介入策略增强对听众的人际操控,实现演讲者和听众双方的有效互动。     

影响英语语态选择的因素

英语语态的选择涉及多方面的因素,因为语态的变换会改变句子的语义中心、影响上下文的衔接或语域等。本文将就语义、语篇、语域等对语态选择的影响进行探讨。