从语用学角度看语篇连贯——《傲慢与偏见》为例

语篇连贯作为构成语篇的关键,自本世纪60年代后成为语篇语言学研究的重要课题。本文拟从语用学角度出发运用言语行为理论,合作原则及礼貌策略对《傲慢与偏见》一文进行语篇连贯分析,从而更好的反映出故事的主题,人物性格特征及任务间的关系。     

哈贝马斯话语伦理在文化全球化中的作用

在全球化背景下,迎来了文化全球化的潮流,各民族文化由于自身特点不同,政治经济发展的不平衡,使各民族文化之间对话交流陷入困境。哈贝马斯话语伦理提出了可普遍化原则、话语实践伦理原则,以及为实现交往合理性的三条途径：选择恰当的语言进行对话、承认和尊重一定的规范标准、建构良好的对话交往环境。哈贝马斯话语伦理为各民族文化对话交流提供了基本原则和途径,在文化全球化中具有重要的作用。     

《金瓶梅词话》中"借支马价银"时代考

《金瓶梅词话》"借宋写明",但在写"明"时作者往往选择明代不止一朝独有的事件,例如朝廷违法借支"马价银",或不止一朝独有的人物,例如"张龙"等来安排情节,表面上模棱两可,使人捉摸不定,但在关键处作品是有严格界定的。我们在明白了《金瓶梅》这种独特的艺术手法后,又结合明代最原始真实的史料《明实录》,即可判定《金瓶梅词话》中朝廷违法借支"马价银"指的是正德、嘉靖时期而绝不是万历时期,进而证实《金瓶梅》所反映的时代。     

亚里士多德的施授美学思想

亚里士多德的文艺“模仿”说与效果“净化／陶冶”说,体现出对接受主体的高度重视,这是源于其哲学伦理学的“施授关学”观念,表明创作主体控制话语权力的企图。     

Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice

This article describes the types of discourse seven high school teachers used during cooperative leaning. One classroom lesson where students worked in cooperating groups was audiotaped and fully transcribed for each teacher and a vignette of two of the teachers and one of the groups in his or her room are also provided. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviours that included challenging students’ perspectives, asking cognitive and metacognitive questions, and scaffolding students’ learning. In turn, the students used many of the discourses they heard their teachers use in their interactions with each other. Follow-up interviews of teachers’ perceptions of cooperative learning as a pedagogical practice that had efficacy revealed that they believed it was important to structure the groups (i.e., tasks, composition), teach the appropriate social skills, and present tasks that encouraged students to think critically and reflectively about their learning.     

Supporting young children's explanations through inquiry science in preschool

This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language.     

借代的语篇衔接功能

借代是一种修辞手段,它的使用能使语言表达变得简洁明快并富有新鲜感.由于它符合人们的认知习惯--用易感知、易辨认、易记忆的部分代替整体或以一物联想他物,所以在上下语篇中它是可以被理解的,而且它的使用可增加语篇的衔接性.本文以系统功能语言学理论为指导,从语篇的角度出发,探讨了借代的几种衔接功能:照应、省略以及联想.     

Economic Sectors as Discursive Resources for Civil Society Collaboration

This study explores the communication processes of civil society collaboration, with particular attention to the ways in which sectoral differences are managed communicatively and how sectoral differences among members are implicated in the processes of collaboration. Findings from a 10-month qualitative investigation of a civil society collaboration of social service providers indicate that sector differences are discursive resources that people draw upon to make sense of uncertainty and frame arguments. Findings also demonstrate how sector differences are managed communicatively through practices of recognition, resistance, translation, and mediation. This study builds on previous scholarship that conceptualizes civil society collaboration as a series of communicative processes and discursive practices (versus economic or structural characteristics), as well as research that advocates a processual approach to the study of organizational collaboration.     

中华民族共同体意识的社会心理机制研究

本研究以社会心理学为研究视角,分别从社会表征理论和话语分析两个层面阐述中华民族共同体意识的社会心理机制。具体而言,在社会表征理论层面,中华民族共同体意识作为中华民族特有的社会表征,是在各族人民交往交流交融的历史条件下、以锚定和物化为两种基本的社会认知机制,具有社会共享性和行为差异性、社会根源性和行为说明性、相对稳定性和长期动态性等特征;在话语分析层面,从中华民族共同体的话语解构、话语转变和构建话语体系三个方面分析,明确"中华民族共同体"的概念,区分"中华民族"和"中华民族共同体"的使用情境差异,促进"中华民族共同体"概念的具象化,提出构建中华民族共同体意识的话语体系要兼顾政治话语、学术话语和大众话语的统一。从社会心理视角探寻中华民族共同体意识形成和发展的机制,有助于从"心"出发,进一步铸牢中华民族共同体意识,开创中华民族更加灿烂美好的未来。     

语用预设--美国2000年总统大选辩论片断分析

语用预设作为句子或话语中隐含的信息或命题，对交际双方的话语理解起着至关重要的作用。本以美国2000年总统大选辩论为语料，试运用语用预设这一话语中的隐含信息为理论指导分析辩论双方是如何阐述自己的政见，以及对对方的政纲提出质疑，批评和攻击，以捞取政治积分并赢得选民的支持。通过分析，章旨在揭示语用预设理论能更好的帮助我们理解政治体裁章，并为各种语篇分析带来新的启示。