新时期普通话社区的分层建设

言语社区是语言研究的对象和基本单位,言语社区的层次性是言语社区内部结构的基本特征之一。本文从言语社区理论的"人口、地域、设施、互动、认同"五个要素了解普通话社区建设现状,并对五要素的层次性进行探析,进而提出分层建设普通话社区的策略。这对于新时期推广普通话具有重要的理论价值和现实意义。     

言语社区五要素存在价值的思考简

言语社区的五个构成要素存在争议,每个要素都有一定的存在价值。医学言语社区中每个要素成分都有显性和毖性的划分。每个言语社区只有同时具备五要素中显性成分,才是理想完善的典型言语社区,是核心言语社区;言语社区五要素中如存有隐性成分,则属于边缘言语社区。     

言语社区理论视角下的大学生网络社区

言语社区的发现和鉴定标准有五要素说、四要素说、三要素说等。本文运用言语社区理论的五要素说,对大学生网络社区进行了考察,试图证明大学生网络社区是一个言语社区,并对言语社区的鉴定标准提出了自己的思考。     

言语社区五要素存在价值的思考

言语社区的五个构成要素存在争议,每个要素都有一定的存在价值。医学言语社区中每个要素成分都有显性和隐性的划分。每个言语社区只有同时具备五要素中显性成分,才是理想完善的典型言语社区,是核心言语社区;言语社区五要素中如存有隐性成分,则属于边缘言语社区。     

论“言语社区”构成五要素之一:地域

根据“社区第一,语言第二”的原则,社会语言学的研究要“区中找语”。“地域”是“言语社区”的构成要素之一,但它与其他四个要素并不处于同一层次。对于“非地域性社区”而言,如果其构成“言语社区”,那么“地域”作为“言语社区”构成要素的合法性就要重新商榷,这是个开放性问题,但是目前的研究并不能有力证明“非地域性社区”可以构成“言语社区”,因此地域这个要素仍是构成“言语社区”的重要因素．而且其内涵仍以地理范畴为主。     

乡村社区旅游地资源景观差异与内部要素结构分析

乡村社区与城市空间距离的不同和受城市发展的影响,呈现出近郊、远郊和偏远乡村旅游地景观差异,形成都市周边乡村社区旅游地吸纳旅游者来访逗留的时空差异,进而影响到了乡村社区内部要素结构的差异,形成了乡村社区特有的地域环境、人口、聚落形态、生产生活、公共服务、文化认同与归属等要素,构成乡村社区特有的乡土性、原生性和生态文明性特征,成为都市居民周末、假日期间最向往的旅游目的地.     

言语社区理论初探

言语社区理论是社会语言学的重要理论。本文探讨了言语社区的定义和“社区”与“语言”何者第一位的问题,分析了言语社区具有的要素,以及怎样从语言学的分类上来确定语言变体。言语社区理论的发展将有利语言学和社会语言学的各类研究的有机整合。     

刍议构建言语社区理论研究框架的必要性

言语社区理论是社会语言学的核心理论,然而关于其内涵、本质、构成要素、研究范式等问题至今分歧较大,有必要对现有言语社区的各种理论重新进行梳理,尽可能消除现有诸多观点的对立与混乱,建构起一个具有概括性和解释力的理论研究框架     

“超女语言”的社会语言学阐释简

文章从社会语言学视角对“超女语言”和“超女言语社区”进行了初步的探讨。“超女语言”指的是与“超级女声”节目相关的流行语,“超女语言”的使用群体有着普遍的心理认同,并保持着长期的言语互动,他们构成了“超女言语社区”。而“超女言语社区”的形成又进一步推动了“超级女声”节目的传播。对“超女言语社区”这一特殊言语社区案例的讨论有助于言语社区理论的深入研究和对“超级女声”节目传播和运作模式的全面了解。     

言语社区理论述评及研究框架构建展望

学界对言语社区的内涵、本质、构成要素、研究范式等问题向来存在很大争议,而关于言语社区的研究成果中,实证研究往往多于理论探讨。当前有必要对现有言语社区的各种理论重新进行梳理和整合,尽可能消除现有诸多观点的对立与混乱,以建构起一个具有概括性和解释力的理论研究框架。     

黄梅戏存续路径的两点反思

黄梅戏的语言改革与坚守是其存续路径选择中的核心问题,它需要动态发展观及社会语言学视角下的思考。动态发展观表明：黄梅戏既产生于语言、生活、文化的发展变化又需要存续于语言、生活、文化的发展变化,黄梅戏存续路径选择上坚守与创新的两手也因此都不宜松弛。社会语言学视角下的审思则表明：黄梅戏社群可以视为地方戏言语社区,在存续路径选择问题上既不能一味坚持方言表演而失去社区内外人口,也不能一味追求改革而失去社区的内部一致性和黄梅戏自身的个性。改革创新和坚守黄梅戏特色两者兼顾才是黄梅戏存续的理性路径。     

Application of Language Transfer Rules to Foreign Language Teaching in College

Discourse analysis is the examination of language use by members of a speech community. It involves looking at both language form and language functions and includes the study of both spoken interaction and written texts. It i-dentifies linguistic features that characterize different genres as well as social and cultural factors that aid in our inter-pretation and understanding of different texts and types of talk. A discourse analysis of written texts might include a study of topic development and cohesion across the sentences, while an analysis of spoken language might focus on these aspects plus turn-taking practices, opening and closing sequences of social encounters, or narrative structure.     

“Nobody Told Me They Didn’t Speak English!”: Teacher Language Views and Student Linguistic Repertoires in Hutterite Colony Schools in Canada

This article presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b) written High German as a language for religious worship, and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students’ linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants’ awareness of the students’ language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The article concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities.     

口语美刍议

社会的发展使口语表达倍受人们的重视 ,因此 ,如何创造口语美也就成了说不尽、道不完的话题。本文从语音、语意、语境、修辞、态势等五大方面着手 ,提出了口语美的标准 ,并探讨了口语美的途径 ,以期能给口语表达者带来一定的帮助 ,并使其口语表达水平不断提高。     

TOTAL QUALITY MANAGEMENT ASSESSMENT,TEACHING, AND LEARNING: TOWARD A CAMPUSWIDE LANGUAGE AND SYSTEM

On most community college campuses where quality and improvement are taken seriously, there are at least three coexisting languages. The language of total quality management is spoken by administrators and by faculty members who teach management or business courses; the language of assessment is spoken by both faculty members and administrators; and the language of teaching and learning is spoken primarily by faculty members and academic administrators. Each language reflects a philosophical commitment to improvement. Each overlaps in terminology with the other two. Each suffices well in its own domain. Yet each is, by itself, insufficient as a campuswide lingua franca of continuous improvement. These languages may continue to coexist. If a college is really to accomplish a paradigm shift throughout the institution, however, it must generate its own language—a language spoken by all, a language that describes and discusses a campuswide system of quality, improvement, and change.     

语文教师的口语修养

随着素质教育的拓展,语文教师提高自身的口语修养成为必然要求。语文教师要怀着对学生诚挚的爱,把握学生的心理状态,营造愉快的课堂气氛,在口头语言表达中体现出科学美与艺术美的高度统一。     

Tongue-Tied in Singapore: A Language Policy for Tamil?

The Tamil situation in Singapore is one that lends itself ideally to the study of minority-language maintenance. The Tamil community is small. Tamils constitute only 4% of the population, whereas Indians constitute around 7%. The history and demographics of the Tamil community are well known. The Singapore educational system supports a well-developed and comprehensive bilingual education program for its three major linguistic communities on an egalitarian basis, so Tamil is a sort of "test case" for how well a small language community can survive in a multilingual society where larger groups are doing well. But Tamil is acknowledged by many to be facing a number of crises. Tamil as a home language is not being maintained by the better educated, and Indian education in Singapore is also not living up to the expectations many people have for it. Educated people who love Tamil are upset that Tamil is becoming thought of as a "coolie language" and regret this very much. Because Tamil is a language characterized by extreme diglossia, there is the additional pedagogical problem of trying to maintain a language with 2 variants but with a strong cultural bias on the part of the educational establishment for maintaining the literary dialect to the detriment of the spoken one. This article examines these attempts to maintain a highly diglossic language in emigration and concludes that the well-meaning bilingual education system actually produces a situation of subtractive bilingualism.     

维吾尔族大学生维汉口语语码转换态度调查研究

维汉口语语码转换是一种常见的语言现象。维吾尔族大学生的性别、年级和地域等因素与其对口语语码转换所持态度存在着一定的联系。笔者根据调查问卷分析,发现学生地域差异与其语码转换态度相关性较小,而性别和年级等因素却与语码转换态度相关性较大。     

大学生再生口语运用中存在的问题

再生口语是口语的重要形式，对大学生来说，熟练、准确地运用再生口语是非常重要的。大学生再生口语运用中存在着许多问题，问题产生的原因主要有两方面。要解决这些问题，我们应该从以下几个方面人手：重视再生口语，提高教师水平，加强对口语的研究。     

Phonological processing deficits in specific reading disability and specific language impairment: same or different?

The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average spoken language (SRD), poor readers with poor spoken language (SRD + SLI) and average readers with poor spoken language (SLI). These groups were compared on five phonological processing measures. The SRD group had deficits in neural representations of phonemes, phoneme discrimination, phoneme awareness and rapid naming. The SRD + SLI group had more severe deficits than the SRD group on half of these measures, as well as phonological short‐term memory. Children with SLI were free from phonological processing deficits. Thus, phonological processing deficits were the same or different in SRD and SLI, depending on how SRD and SLI were defined, and how phonological processing was measured.