论语言交际的主体

语言交际的主体是语言交际的决定性因素。本文从交际主体的角色约束,交际主体的形象魅力以及潜在交际主体等方面对之略作探讨,企望为语言交际美学的建立添砖加瓦。     

’99石狮杯福建女排一攻与反攻扣球现状分析

通过对实行新规则后’ 99石狮杯甲B女排优胜赛 (福州赛区 )一攻与反攻和扣球效果进行现场观察统计 ,着重对福建女排在一攻与反攻中扣球现状进行研究 ,运用现场数据统计法对各类指标进行比较分析 ,并与其他各队平均值进行对比分析 ,提出福建女排在一攻与反攻中扣球的优势和不足 ,以供女排今后训练中参考。     

Rethinking role play in the Reception class

How to monitor and raise standards of educational attainment generally were issues addressed by the British Government in 1988 when the National Curriculum was introduced into all state‐funded primary schools in England and Wales: ‘There is every reason for optimism that in providing a sound, sufficiently detailed framework over the next decade the National Curriculum will give children and teachers much needed help in achieving higher standards.’ This paper assesses the value of looking closely at successive reading scores of cohorts of children in order to monitor reading attainments over time. The reading attainments of seven cohorts of Year 2 children from five randomly selected primary schools within one local education authority (LEA) (N = 1,329) are analysed to see if standards of literacy have changed since the introduction of the National Curriculum in 1989. Both quantitative and qualitative methods of data collection were used in this cross‐sectional study. The reading attainments of each of the seven cohorts of Year 2 children, as measured by the are presented. Headteacher perceptions of the effects of the National Curriculum on the teaching and learning of reading in their schools were collected through interviews. Examination of the means of the standardized comprehension scores for each cohort reveals no statistically significant differences in attainment between any two cohorts. It was noted that the distribution of the reading scores was skewed towards underachievement in all seven cohorts. The relative stability in reading attainments contrasts with the aspiration that the introduction of the National Curriculum would raise standards. Headteachers saw this stability as the result of key stage 1 teachers working at an intense rate to safeguard the teaching and learning of reading against the pressures exerted by the introduction of the National Curriculum and assessment procedures.     

What are the Educational Experiences of 4-Year-Olds? A comparative study of 4-year-olds in nursery and reception settings

In this paper the reality of educational experiences of 4-year-olds is explored across four different early years settings using a range of observation schedules and interview techniques. The impact of the National Literacy Strategy and National Numeracy Strategy on reception practice is compared to those settings not engaging with the formal aspects of these initiatives. The perceived impact of the Curriculum Guidance for the Foundation Stage is also examined and discussed. The study concludes that 4-year-olds in different types of settings appear to experience different educational realities for a number of reasons, which are discussed. How to minimise the differences between the different types of settings in order to achieve greater continuity and progression for 4-year-olds is considered.     

存洋气与求易解--鲁迅的归化和异化翻译观

在中国翻译史上，鲁迅曾做出巨大的贡献。他提出的一些翻译观点极大地推动了中国的翻译研究。本试就他所提出的归化和异化翻译法有机结合观展开论述，以期推动当代翻译研究的发展。     

Determinants of Impact: Towards a Better Understanding of Encounters with the Arts

The article argues that current methods for assessing the impact of the arts are largely based on a fragmented and incomplete understanding of the cognitive, psychological and socio-cultural dynamics that govern the aesthetic experience. It postulates that a better grasp of the interaction between the individual and the work of art is the necessary foundation for a genuine understanding of how the arts can affect people. Through a critique of philosophical and empirical attempts to capture the main features of the aesthetic encounter, the article draws attention to the gaps in our current understanding of the responses to art. It proposes a classification and exploration of the factors—social, cultural and psychological—that contribute to shaping the aesthetic experience, thus determining the possibility of impact. The ‘determinants of impact’ identified are distinguished into three groups: those that are inherent to the individual who interacts with the artwork; those that are inherent to the artwork; and ‘environmental factors’, which are extrinsic to both the individual and the artwork. The article concludes that any meaningful attempt to assess the impact of the arts would need to take these ‘determinants of impact’ into account, in order to capture the multidimensional and subjective nature of the aesthetic experience.     

历史的呼唤主体的选择--论郭沫若对惠特曼的选择

郭沫若在其创作的第二阶段曾深受美国诗人惠特曼的影响作出了伟大的浪漫主义诗集《女神》，开创了一代诗风。本文试着借用接受美学的理论成果，从历史环境、接受客体、接受主体三个角度考察郭沫若对惠特曼的选择接受这个问题。     

从接受美学视角看诗词意象的隐喻审美意义——以中国古典诗词中红色意象为例

在接受美学看来,文本具有意义未定性,读者具有期待视野,作品的意义是读者从文本中发掘出来的。古典诗词语言具有模糊性,诗词中的诸多未定性的点和意义空白召唤读者展开联想,诗词意象更是如此。颜色词在很大程度上是通过建立在人体感知基础上的隐喻表达的。人类对红色有相同的视觉效果和认知基础,借对中国古典诗词红色意象词语进行分析,旨在揭示：隐喻是对诗词意象的欣赏,是一种创造性的语言活动,更是一种审美创造。与此同时,也印证了语言本质上是认知的,隐喻不仅是一种语言现象,更是人的一种思维方式。     

接受美学对网络阅读的启示

在网络阅读时代,网络文本和读者都发生了迥异于纸媒阅读时代的结构性变化。网络在给大众带来阅读自由的同时,也引发了诸如信息焦虑、阅读浅表化等问题,这使文本和读者主体性的构建成为网络阅读关注的焦点。接受美学对文本和读者主体地位的研究理论,为人们认识网络阅读提供了一个全新的视角,并为网络阅读构建指明了方向。     

接受美学视野下的商务文本翻译策略探析

“期待视野”是接受美学的核心概念,影响着读者对文本的理解和鹇释,决定了译文的实际效果。读者的“期待视野”被文本融合的程度越高,评价就越高;否则,就不会获得读者的认可。在商务文本翻译的活动中只有充分考虑目的语读者的语言习惯、文化心理、审芙情趣等诸多因素,译者才能实现译文和目的语读者之间的视野融合。