英译汉中有关英语辞格的探索

英译汉中,如何处理英汉修辞是一个不好把握的问题。翻译时应尽量保持与原文一致的修辞方法,若不能做到,可以运用汉语其他修辞方法来翻译,以期达到“信、达、雅”的效果。不管翻译中英汉修辞能否对应,译文首先应保持意思正确。     

范畴视角下的英汉仿拟修辞对比

范畴化的语言认知观是剖析语言特质的基本思路。仿拟修辞作为英汉语言基本的修辞手段之一在英汉语言的应用与翻译中有独到之处。从范畴语义的视角就英汉仿拟修辞进行对比,探索英汉仿拟修辞的分类及运用技巧,同时考察英汉仿拟修辞的翻译。     

英语辞格汉译初探

英译汉中,如何处理英汉修辞是一个不好把握的问题。翻译时应尽量保持与原文一致的修辞方法,若不能做到,可以运用汉语其他修辞方法来翻译,以期达到“信、达、雅”的效果。不管翻译中英汉修辞能否对应,译文首先应保持意思正确。     

英汉广告中双关语的运用及翻译

双关语是广告中常用的一种修辞手段。本文在分析双关修辞的基础上,从谐音双关和语义双关两个方面,对英汉广告中双关语的运用及其修辞功能进行了阐述。并运用功能对等理论从多方面对英汉广告双关语的翻译进行了探讨。     

从英汉句法差异角度浅析英汉翻译

英汉两种语言在句法结构方面有很大的差异,其中英汉句法差异是英汉翻译的难点之一,也是影响翻译水平的重要因素之一。试图探讨英汉句法在形合与意合、关系与顺序以及静态趋势与动态趋势等三方面存在的差异,以期对大家翻译水平的提高提供指导。     

从“形合”与“意合”的角度透视英汉翻译中的技巧应用

英汉两种语言之间异多于同。翻译过程中,在充分理解原文的情况下,要做好对词语及句法的处理。从“形合”与“意合”的角度出发,对英汉翻译中的转译、分译、拆译等翻译技巧进行充分剖析,通过详实的例证,阐明这些翻译技巧的应用原则与特点,以及对译文产生的影响。     

试论从英汉比较修辞到英汉翻译的探索

本文从两个方面着重探讨英汉比较修辞对英汉翻译教学的启示 ,以改进英语教学的方法 ,提高英语教学的效果。一、连贯性与翻译。二、文体与翻译     

英译汉增词译法

“增词译法”是英译汉中一项重要的技能,为弥补英汉两个民族在思维方式、语言文化等方面的差异,翻译过程中需适当增补一些词语,从而达到原文与译文在语义上、结构上以及修辞上的精确一致.     

关于科技英语中连词的汉译问题

科技英语的翻译同样存在着“貌合”与“神合”的问题,即“形合与意合”或称“直译与意译”的问题。特别是连词在科技英语中的正确理解和翻译应值得注意。本文意通过几个常见的连词从其本义与变义英汉比较研究它们的汉译问题。     

巧用联想修辞妙译

英语修辞是翻译学习的一道坎，缺乏相当的识别和破解能力，会引起理解和翻译上的种种问题，从分析翻译活动所依赖的联想能力入手，探讨英汉修辞翻译教学中如何增强学生对修辞识别及其翻译技巧问题；侧重探讨各有千秋的相似联想、对比联想和邻接联想在修辞翻译中的灵活运用，以及要成功译者所必备的素养，以期能使学生更好地处理英汉修辞翻译中的疑难问题。     

高校科研团队中博士后群体心理冲突与协调

博士后群体是科研人才的重要组成部分,在心理上存在着特定的内聚力。在心理特征上,既有思维的敏锐与偏执,又有社会的责任感与功利性;既有研发的主体与被动,又有团队的合作与独立;既有人际交往的层次与封闭,又有生活方式的前卫与依赖。对此应从人生导向、激励机制、实践平台和人际沟通方面加强协调。     

学位论文摘要撰写偏差的案例分析——一种教育学视角

摘要是学位论文浓缩而精确的表达,是不加注释和评论但能反映论文同等量主要信息的短文。不过,由于研究生对学位论文摘要撰写的认识不到位等原因,当下学位论文摘要的撰写却存在着种种偏差,诸如“头重脚轻”式、“王婆卖瓜”式、“评判”式与“目录”式等,而矫正学位论文摘要撰写的偏差,则需要开门见山,直奔主题;客观陈述,杜绝抒情;过程展示,提纲挈领;问题先导,答案表达。     

楚雄冬春季城郊鸟类多样性初步调查

为了确定楚雄市冬春季城郊区鸟类多样性,采用样点法在4个样地内对随机设置的17个样点进行了调查。本次调查共记录了鸟类2808只次,隶属于4目、16科、44种,雀形目鸟类占调查总数的88.64%,非雀形目占11.36%。结果表明,郊区的鸟类种数(33,27 vs 18,16)、物种多样性(Shannon’s index 2.21,2.43 vs 2.12,2.00)、均匀度(0,68,0,75 vs 0.74,0.69)、科属多样性(G-index 3.06,2.92 vs 2.63,2.39 and F-index 6.12,3.64 vs 1.48,0.95)均比城区高,但相对多度(abundance)较低。     

中美师范教育比较与思考

本文比较分析了中美师范教育“中央集权”与“地方分权”、“公立”与“私立”、“定向”与“非定向”等办学体制和模式的优点及问题，提出适合中国国情的高等教育化、开放化、终身化、一体化和教师专业化等改革的建议和对策。     

Phrase Reading Training and Reading Achievement

This study examined the independent and interactive effects of supplement format (knowledge map vs. text vs. no supplement) and strategy (cooperative learning vs. cooperative teaching vs. individual study) on learning. After training and practice sessions, subjects studied a science and math passage over which they were tested. Two individual difference measures were also taken and combined into a general ability score. Repeated-measures analysis of variance of the recall variables indicated that (a) high ability subjects outperformed low ability subjects, and (b) cooperative learning with map supplements had a mutually facilitative effect on the low ability subjects’ recall.     

Attributions of Blame and Credibility in a Hypothetical Child Sexual Abuse Case: Roles of victim disability,victim resistance and respondent gender

This study examines the effects victim disability (physical vs. intellectual vs. none), victim resistance (physical vs. verbal vs. none) and respondent gender (male vs. female) have on attributions of blame and credibility in a hypothetical case of child sexual abuse. Three hundred and thirty‐five respondents read a fictional police statement regarding the sexual assault of a 12‐year‐old girl by a 23‐year‐old man before completing 28 attribution items. Principal axis factoring revealed six reliable factors. Subsequent multivariate analysis of covariance—controlling for respondents’ general attitude towards disability—revealed that males deemed the victim more culpable for her own abuse than did females. Further, perpetrators were deemed more culpable when the victim physically (vs. verbally) resisted. Finally, a significant three‐way interaction suggests victim resistance influences attributions of perpetrator blame given a victim’s disability status, at least amongst male observers. Implications and proposals for future research are discussed.     

Qualitative and quantitative analysis of goat ovaries,follicles and oocytes in view of in vitro production of embryos

Goat ovaries were collected from the slaughterhouse and categorized as right, left, corpus luteum （CL）-present and -absent group and evaluated on the basis of weight （g）, length （cm）, width （cm）, number of follicles, follicles aspirated and number and state ofcumulus-oocyte-complexes （COCs）. Comparatively higher weight [（0.66±0.02） vs （0.64±0.02） g], length [（1.17±0.02） vs （1.1 ±0.02） cm] and width [（0.77±0.02） vs （0.74±0.02） cm] were found in right ovaries than those of left. On the other hand significantly （P〈0.05） higher weight [（0.71±0.03） vs （0.64±0.01） g] and width [（0.76±0.03） vs （0.75±0.01） cm] were found in CL-present group than those of CL-absent group of ovaries. The left ovaries contained comparatively higher number of normal COCs [（1.06±0.09） per ovary] than fight ovaries [（1.03±0.10） per ovary] and the similar trend was found in total number of follicles [（4.51±0.25） vs （4.30±0.23） per ovary] and follicles aspirated [（2.55±0.14） vs （2.52±0.12） per ovary]. But the total COCs per ovary was almost similar in both ovaries [right and left： （1.85±0.12） and （1.85±0.11） per ovary, respectively]. Higher number of total COCs [（1.87±0.09） vs （1.76±0.16） per ovary], total number of follicles [（4.45±0.19） vs （4.16±0.37） per ovary], follicles aspirated [（2.55±0.10） vs （2.48±0.21） per ovary] and normal COCs [（1.12±0.07） vs （0.76±0.14） per ovary] were found in CL-absent group than those of CL-present group of ovaries.     

Academic Self-Concept and Self-Efficacy: How Different Are They Really?

Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs. In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery experience, social comparison, and reflected appraisals as major information sources; and a domain-specific and multidimensional nature. Both predict motivation, emotion, and performance to varying degrees. However, there are also important differences. These differences include integration vs. separation of cognition and affect, heavily normative vs. goal-referenced evaluation of competence, aggregated vs. context-specific judgment, hierarchical vs. loosely hierarchical structure, past vs. future orientation, and relative temporal stability vs. malleability. We argue that self-efficacy acts as an active precursor of self-concept development and suggest that self-concept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school.     

孔子和苏格拉底教育哲学观的对照

孔子和苏格拉底的教育哲学观存在如下三方面的差别：教学方法：权威的对话和平等的对话；教师角色：全知的知识传授者与知识的催产婆；教学目的：重思重知型与重学重智型。