中国英语连续体与中国英语教学

关于中国英语,已有二十多年的研究历史,中国英语连续体理论对研究中国英语教学具有重要意义。本文在回顾语言连续体和中国英语连续体的发展与应用的基础上,从中国英语语音变化、词汇发展和它的可理解性与可接受性的发展过程三方面,对中国英语连续体作进一步的研究,以证明中国英语的客观存在,并为中国英语教学提供几点启示。     

汉语言艺术的线性连续和非线性断续

在汉语古典语言中,古典散文语言“线性连续”性表现得非常外显,而格律诗词语言则更多地具有内隐的“非线性断续”。现代汉语的白话语言,在新诗中主要是“非连续”性的,然而在新诗草创阶段,同样具有“线性连续”性的表现。从古典到白话,无言形式的改变,并没有切断语言机制的关系。     

从语言文化学角度分析“家”的文化内涵

“家”在语言中属于最小的语言信息单位,“家”一词的演变与发展体现着中国以“家”为核心的文化发展。文章以语言文化学的相关理论为基础分析“家”一词的字形和文化意义,多维阐释“家”在漫长历史发展过程中所赋予的历史厚重感和携带的文化基因。     

一种基于文字特征的碎纸片拼接算法设计

提出了一种解决碎纸片拼接复原的方法。该方法首先把边界文字连续点的数目作为文字特征,然后使用连续八连通对边界文字灰度特征进行提取,通过特征提取得到基于灰度特征的连续点数目特征矩阵,最后,通过位置排序得到碎片的排序结果。按照算法设计思想编写C语言程序并针对实际例子进行拼接实验,实验结果表明,该算法符合设计要求。     

怎样提高中学历史教材语言表述水平——以古代历史撰述为借鉴

学习、借鉴和发展中国古代历史撰述的优良传统对提高当今中学历史教材语言表述水平具有重要的意义.中学历史教材编写者首先应提高史学修养,发扬古之良史据事直书的求真精神,学习传统史学注重史识的优良传统,吸收古代史书史论的丰富遗产,学习和发展古代历史撰述在遣词造句和编次组织上的优良文风和叙事技巧,做到真实、正确、恰当地表述历史,使中学历史教材语言表述更确切;同时注重使用传统史学“尚简”笔法,如剪除重复、去掉浮词的做法和“寓论断于序事”的表述方式,使中学历史教材语言表述更凝练;在确切和凝练基础之上还要重视和借鉴古代历史撰述文史结合的传统,学习历史著作重视有意义细节描写、采用“互见法”组织材料、叙述通俗等写作特点,采用多样化的表现手法使中学历史教材语言表述更生动.     

从“惰性知识”到“活力素养”——指向儿童经验连续的小学数学教学探索与实践

“惰性知识”隔离了知识教学与儿童的个人经验、生活情境、主动探究,让学生经验无法对接与连续。“活力知识”是学生头脑中获得加工、被积极运用,同时又被深刻内化理解的知识信息。“经验连续”是学生从惰性知识走向活力素养的重要途径,包括经验连续、目标连续、元素连续和思维连续等。     

“中体西用”思潮初探

本文在论述近代“中体西用”思潮演变过程的基础上,认为“中体西用”思潮属于一种历史文化现象。通过具体的历史分析,得出这一思潮发展的历程中体现了中华民族始终不渝地保持自己的民族特色,顺应时势变革的优秀文化传统的结论。     

语言理论的新贡献──王希杰“潜性”和“显性”语言理论评价

王希杰建构了“潜性”和“显性”语言理论。他认为在语言的各个层面上都存在有“潜性”和“显性”语言现象,并在唯物辩证法的统观之下优选演绎法兼用归纳法作为其这一理论研究的方法论。他的这一语言理论源于他对“四个世界”的深入的思考和对中国传统哲学文化的独特感受。“潜性”和“显性”语言理论代表了语言学理论的新突破。具有一定的理论价值和现实指导意义。     

语言中的“反”性别歧视

语言是社会的镜子,同样也随着时代的脚步而逐步更新,它过滤了违背时代潮流的“旧语”,也推出了顺应时代潮流的“新语”。而语言性别歧视话题几经斗争和演变,也都将会在语言这面镜子中得到修正和完善。传统上人们总是片面地认为性别歧视语言主要针对女性,而忽视了对男性的语言歧视;并且,既然性别歧视语言是在历史发展中产生的,那么也必然会随着历史发展而演变。因此,该文从相反的视角,提出“反”性别歧视---一方面研究女性在语言歧视中的“反抗”,另一方面也探究女性“反过来”针对男性的歧视。     

从传统语文教学的“语言目的性”谈多媒体的辅助地位

本文从中国传统的语文教学的“语言目定性”入手,为当今教育界分析语文教学与声画媒体过度使用的矛盾,提供了一种历史和理论的参照。     

Educational Policy for the Transnational Dominican Community

The increasingly transnational character of many immigrant communities necessitates changes in educational policy. We use the Dominican neighborhoods in New York City as our local case, examining the economic, political, social, cultural, and linguistic evidence of the transnationalism of this community. Many Dominicans maintain close ties to their native country through global networks that facilitate language and cultural maintenance. In spite of discrimination, Dominicans in the United States need to maintain their Spanish and want their children to develop fluent Spanish. Neglecting the language needs of transnational children leads to serious academic and social problems. Enriched bilingual bicultural programs would promote parallel development in both languages, providing cultural as well as linguistic instruction so that students can succeed in either country.     

Thread,Web and Tapestry‐making: processes of development and language

Development models have moved away from the simple export or imitation of western patterns towards local ownership and participatory approaches. This movement has brought with it increasing attention to the place of culture, ethnicity and language in development. In situations of high linguistic diversity, debate has concentrated largely on language choice and use in the formal educational system without reference to wider participatory processes of development in the community. Questions of language choice in both education and development are, however, crucial where local community languages have little written tradition and may have been considered of too little significance to develop. This article will review the major features of participatory development and ask how far similar processes have been or might be applied in promoting the use of local languages for such development. These questions will be explored in selected African contexts. How does intervention for language development dovetail with other kinds of development intervention? What is the interplay between the cultural basis of participatory development and the expression of ethnic identity through local languages? What lessons might be drawn from participatory development for community‐based processes of language development? How significant is the notion of empowerment with regard to the linguistic resources of a community? In conclusion, the article will argue that language development processes must figure prominently in participatory approaches to development multilingual environments and that attention to language must proceed along similar participatory lines.     

交际语、洋泾浜语和克里奥尔语

交际语、洋泾浜语和克里奥尔语这三个概念容易混淆。从语言学角度来看，交际语是一种多语接触区各语种社区通用的语言，它有可能是一种自然语言，也可能是一个混杂语，洋泾浜语是由一个上层语言（superstrate）和一个或多个下层语言（substrates）混合而成的混杂语言，它不够完善、功能有限，不是任何一个语言社区的母语。克里奥尔语是洋泾浜语基础上发展起来的较完备的语言，它能覆盖一切生活中需要表达的现象，是洋泾浜语使用者后代的母语。     

Negotiating the World: Some philosophical considerations on dealing with differential academic language proficiency in schools

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world 'as it is'. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a 'world' that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of 'negotiating meaning', including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level.     

Negotiating the World: Some philosophical considerations on dealing with differential academic language proficiency in schools

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language‐acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning‐as‐use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world ‘as it is’. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a ‘world’ that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of ‘negotiating meaning’, including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co‐constructive potencies at a more fundamental level.     

语言起源视角下的语言模糊性根源探索

语言起源问题是语言学研究的重要课题之一,由于受到课题难度、科学发展水平等因素的限制,语言起源问题曾一度被视为学术研究的禁区.受体验哲学的影响,语言学界在语言起源问题的研究方面又有了新的思路,解开语言模糊性之谜也成为可能.根据体验哲学的观点,语言起源和语言的模糊性是同时发生的,二者都是人类实践活动的结果,语言的模糊性根源于人类语言对实践活动反映的片面性、不完备性,同时还受活动主体、认识客体、认识主体的情感因素等方面原因的影响.     

Is Linguistic Identity Becoming a Problem Facing English Linguistic Imperialism——Seen from the Development and History of English language

English language has undergone a long-term development and now it has become an international language.The wide spread of English contributes greatly to its status as an internationally dominating language which results in the linguistic imperialism and the loss of linguistic identity for many people speaking other languages.Their linguistic identity is becoming a problem now.     

英汉语言符号的象似性问题再探究

近二三十年以来,关于语言符号的象似性问题仍然是学术界讨论的热点。本文拟从语言符号所表现的属性象似性入手,以英汉两种语言为例,由语言的缘源、演变和发展去探究英汉两语言微观层面的相似处与联系点,以揭示其所表现出的象似性。并且由此比较该认识与以往语言学界对此观点上的异同处,以产生新的启示,提供有益思考。     

Arabic sign language: a perspective

Sign language in the Arab World has been recently recognized and documented. Many efforts have been made to establish the sign language used in individual countries, including Jordan, Egypt, Libya, and the Gulf States, by trying to standardize the language and spread it among members of the Deaf community and those concerned. Such efforts produced many sign languages, almost as many as Arabic-speaking countries, yet with the same sign alphabets. This article gives a tentative account of some sign languages in Arabic through reference to their possible evolution, which is believed to be affected by the diglossic situation in Arabic, and by comparing some aspects of certain sign languages (Jordanian, Palestinian, Egyptian, Kuwaiti, and Libyan) for which issues such as primes, configuration, and movement in addition to other linguistic features are discussed. A contrastive account that depicts the principal differences among Arabic sign languages in general and the spoken language is given.     

关于由指示语it引起的歧义现象研究

作为一种常见的语言现象,歧义已经引起学术界的广泛关注。在总结、归纳我国外语界关于英语歧义研究的基础上,文章运用语义学、语用学等相关理论,对食品、英美文学作品、课堂教学用语等语篇中由指示语it所引起的歧义现象作了一定深度、广度的分析,以期增进人们对it这个指示语理解、使用,也丰富英语歧义研究的内容。