“公意”与“舆论”之间:五四时期李普曼《舆论》的知识传播和话语实践

基于新发现的袁昌英《公意之源》,并与陶孟和的书评比较,考察李普曼《舆论》作为一种现代性话语在中国的传播与实践的问题。《舆论》推动了近代西方"public opinion"从哲学论述转向现代性的知识和概念,但其核心概念仍融合了"公共意志"与"公众意见"两方面涵义,作为现代性话语尚具有两歧性。这个特征为五四时期的中国学者提供了"舆论"与"公意"的两条阐释路径。陶孟和用书评形式引介《舆论》,关注其在政治心理学上的创新意义;袁昌英则以近似于政论文的形式,评述李普曼的新舆论观、大众媒介观和政治传播观,实已触及现代传播学的范畴。陶、袁都被李普曼的民主理论修正观点所吸引,对于著名的"李普曼-杜威之辩",也有精英主义与大众主义不同的评论视角。从话语实践上看,《舆论》参与了一战以后中国知识界对西方民主制度的反省思潮。     

图书馆学:话语体系与理论创新

论文采用理论思辨法与文献研究法,探讨了图书馆学话语体系建构与理论创新的动因;考察了图书馆学科话语体系建构成绩不足、理论创新能力薄弱的现状;提出为有效应对这一问题,图书馆学界应遵循立足本土、扩展视界与继往开来的原则,结合日新月异的科技发展对图书馆的影响,重新定义或审视图书馆的性质与其服务内容及对象,以图书学、阅读推广活动、数字人文、后现代图书馆学等作为新的理论生长点,思考图书馆数字化的所长与所短。     

《人民日报》英文版(People’s Daily)对中美贸易摩擦报道研究--基于语料库的批评性话语分析

2018年3月22日,美国总统特朗普正式签署美国政府对华贸易备忘录,这标志着“中美贸易战摩擦”的序幕正式拉开。本文以《人民日报》英文版(People’s Daily)为研究对象,用抽样选取的方式将该报纸上从2018年3月22日(星期四)到2019年3月28日(星期四)有关中美贸易摩擦的相关报道全部摘录下来,根据每篇报道的话语特点将其分成三个阶段,以内容分析和基于语料库的批判性话语分析为研究方法,分析得出中美贸易摩擦不同阶段的话语特点,进而得出相应的研究结论,同时提出一些富有实操价值的改进建议,为我国主流报纸更好地向世界传播中国思想、讲好中国故事献计献策。     

论语篇语用学与语篇语义学的相通之处

语篇语用学与语篇语义学不是两个截然不同的研究领域,二者有着相通之处：二者或多或少的带有功能主义取向（思想）和语篇取向;二者与语篇分析有着千丝万缕的联系：语篇语用学是伴随着语篇分析的发展而产生的一个研究领域,语篇语义学是系统功能语法和语篇分析有机结合的产物。     

基于多模态话语分析理论的网络课程发展研究

网络课程随着数字信息技术和网络技术的发展而发展,基于多模态话语分析理论与功能语言学理论,网络课程发展的理想模式是构建逼真的三维或四维学习情境,刺激学习者的多种感官,让学习者身临其境地参与学习活动,从而顺利地完成意义构建,实现学习目的。“虚拟现实”技术的发展为网络课程理想模式即多模态虚拟课程的出现带来了可能。通过对多模态虚拟课程内涵、分类和特性的阐述,可以对网络课程的发展进行展望和分析。     

语用标记语在语篇分析中的应用

为了研究语用标记语的应用,以一篇英文语篇实例作为研究对象,从语篇分析的角度讨论语用标记语在英语语篇构建与揭示人物心理变化的过程中发挥的作用,既为英语教学提供一种新的研究视角,也为提高学生的英语语用能力提供一条有效的途径。     

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.     

What it means to be “one of us”: Discourses of national identity in the United States

In recent years, the transnational movement of people has resulted in increasing tension and debates about national identity. The present research utilized a discourse analytic approach to examine accounts of national identity in the U.S. among native-born U.S. residents, Mexicans living in Mexico, and Mexicans living in the U.S. Our analysis focused on two sets of diverging accounts of national identity. A first set involved participants' explanations of national identity as natural/essential, “felt”, or conditional, which served to either constrain how “American” immigrants could be or allowed for a more inclusive definition of national identity. A second set of accounts involved participants theorizing the national polity as a multicultural or monocultural space which functioned to construct national boundaries as permeable or reinforced (White) American dominance. These patterns of talk emerged across all interviews, although U.S. participants attended to more flexible and dilemmatic (e.g. inclusionary and exclusionary) accounts of national identity. We discuss the implications for the complexity of national identity.     

Managing Disagreement while Managing not to Disagree: Polite Disagreement in Negotiation Discourse

This paper explores the exercise of politeness by Malays in business negotiations with Japanese. The study looks at how disagreement is realized linguistically. Its linguistic configurations in the form of speech acts and discourse strategies and their underlying politeness strategies are identified and described. The study also reports on how Malay cultural values are reflected in the language use. The implications of the study for negotiation in general and the expression of disagreement in particular are then discussed. The findings are significant for an understanding of disagreement by Malays, particularly when interacting in English. Additionally it provides insights into how Malay cultural values impinge on Malay interaction styles vis-à-vis styles of disagreement. The findings work towards an understanding of how Malay values are manifested in the discourse of disagreement in oral communication.     

How Should I Respond to Them? An Emergent Categorization of Responses to Interpersonally Communicated Stereotypes

Political correctness defines stereotypes as inappropriate to communicate. However, responses that interpersonally communicated stereotypes receive in conversation may collaboratively produce a different meaning about the appropriateness of stereotype use. The current research reports two studies that explore responses to interpersonally communicated stereotypes and the role these responses play in the perpetuation of stereotypes. This project contributes qualitative research in intercultural communication that exposes a variety of tolerant response types available to communicators and demonstrates how these responses are managed interactionally in ways that show tolerance for communicated stereotypes.