语篇衔接在大学英语四级阅读中的应用

阅读一直是大学英语四级考试的重点之一,如何提高学生英语阅读理解能力是人们普遍关注并亟待解决的问题。在英语四级阅读中运用语篇衔接理论,不仅有助于语篇的理解,而且对学生阅读理解能力的提高也有很大帮助。     

Analyzing linguistic complexity and scientific impact

The number of publications and the number of citations received have become the most common indicators of scholarly success. In this context, scientific writing increasingly plays an important role in scholars’ scientific careers. To understand the relationship between scientific writing and scientific impact, this paper selected 12 variables of linguistic complexity as a proxy for depicting scientific writing. We then analyzed these features from 36,400 full-text Biology articles and 1,797 full-text Psychology articles. These features were compared to the scientific impact of articles, grouped into high, medium, and low categories. The results suggested no practical significant relationship between linguistic complexity and citation strata in either discipline. This suggests that textual complexity plays little role in scientific impact in our data sets.     

试论中职教育与职业资格证书制度的衔接

依照中等职业教育的培养目标,在中等职业学校实施职业资格证书制度具有极其重要的现实意义.因此,探讨中职教育与职业资格证书制度衔接过程中所面临的问题,能够找寻出"双赢"的有效途径.     

英汉演讲语篇的衔接手段对比及对翻译的启示——以美国总统就职演说词为例

文章立足于韩礼德与哈桑的英语衔接理论,着眼于巴拉克.奥巴马等多位美国总统的就职演说词翻译,旨在从英汉翻译语篇对比的角度,探究有效的演讲语篇翻译技巧,为译者译出最佳文本提供建议。     

原型范畴理论视阈下的英语词汇习得研究

长期以来,我国学生英语词汇学习普遍采用死记硬背的方法,这种方法把有趣学习变成枯燥乏味的过程,最终导致英语学习出现“费时较多,收效较低”的局面。原型范畴理论认为事物以范畴的方式存在,范畴中的各成员存在着家族相似性和等级性,范畴可以划分为基本层次范畴、上位范畴和下属范畴。英语词汇学习可以在原型范畴理论的指导下进行大胆探索,以提高学生的学习兴趣和学习效果,改变“费时低效”的局面。     

四川省中高职衔接调研情况分析

建立中高职"立交桥",使中高职成功衔接,既能拉动高等职业教育和中等职业教育的健康发展,又能促进我国终身教育体系的完善。据调研,我省中高职衔接在招生政策、衔接时间、中职学校利益、衔接课程等方面面临着一些问题。如何解决这些问题,文章提出了一些建议。     

Assessing reading skills by means of paper-and-pencil lexical decision: Issues of reliability,repetition, and word-pseudoword ratio

This study focused on the feasibility of agroup-administered paper-and-pencil lexical-decisiontest as a plausible alternative or supplementary tool for the assessment of readingskills. Lexical-decision tests and oral-readingtests were administered to 130 Dutch studentsfrom primary grades 1, 2, 3, 5, and 6. Correlations were moderate to high in low grades, butdeclined in the high grades. The reliability ofthe lexical-decision test assessed by means ofa test--retest procedure was generally good. Asecond presentation of the lexical-decisiontest caused repetition effects (i.e., betterperformance on the second test), but generallyremained within reasonable limits. The presenceof different numbers of pseudowords (25%vs. 75%) in both lexical decision and oralreading, indicated that a large number ofpseudowords made oral reading harder, butlexical decision easier. Educational andclinical implications are discussed.     

元功能思想基础上的功能对等——从Quiet Girl及其汉语译文的功能评析谈起

本文以系统功能语言学的语言观为指导，从功能语法的元功能思想的角度，对美国现代诗歌Quiet Girl原文及其汉语译文的小句及物性、语气、情态、主位结构、衔接手段等进行功能评析，通过对照分析，探讨原文和译文在这四方面的功能对等体现，探索英汉互译评论的新方法，并论证了功能语法的元功能思想运用于翻译评论的可行性和有效性。     

词汇同义关系涌现特征的认知语用学解读

有别于一般语境中的词汇同义关系,特殊语境下涌现的同义词更有创造力,其同义关系呈现不确定性。在特定语境下理解词汇同义关系时,其同义词时常呈现涌现特征,这一特征无法通过语义联系理论进行阐释。本文以关联理论模型为出发点,结合认知心理学特殊范畴概念,探究词汇同义关系的认知前提和机制。研究指出,词汇同义关系的构建是词汇百科信息与语境假设互动的产物,其涌现特征由会话双方通过语用推理机制在具体语境下推导而来。     

Lexical- and sentence-level processes in comprehension of written sentences

Two experiments and three measures of lexical skills (word finding, rapid automatized naming, receptive vocabulary) were administered to 24 third and 24 fifth graders. Each experiment included two between-subject variables (grade and sex) and four within-subject variables (mode of sentence presentation – one word and one-sentence-at-a-time; word type – orthographic, phonological and semantic foils; position of foil in sentence – beginning, middle, and end; and sentence type – meaningful and nonsense). The experiments contrasted on reading comprehension task: receptive sentence acceptability (Experiment 1) or expressive sentence reproduction (Experiment 2). One-word-at-a-time presentation, which highlights the lexical unit, resulted in better accuracy on the expressive task that required verbatim reproduction than on the forced choice receptive task. Word finding and rapid automatized naming that require active production of phonologically-referenced name codes, but not receptive vocabulary, were correlated with measures of word recognition and reading comprehension in the experiments and on the psychometric tests. These results are consistent with Perfetti's contention that a phonologically-based name code is the heart of lexical access.