试析英语平行结构的语篇功能

本文在语篇研究基本理论的基础上,对英语中平行结构的语篇功能进行尝试性的研究。文章通过分析各种实例来总结排比结构在语篇中的作用,初步提出了英语平行结构的语篇功能即语篇衔接功能、辅助语篇拓展功能和焦点对比功能。     

Lifelong learning in England and Japan: three translations

This article provides a comparative analysis of the development of lifelong learning in England and Japan, while addressing the multi‐dimensional nature of ‘lifelong learning’. The article argues that ‘lifelong learning’ is a concept which has unusual adaptability and legitimacy, and for these reasons has been subject to multiple translations over the last twenty years in both England and Japan. These translations can be identified: a) through discourse; b) in the development of policy; and c) as the shift in the political ideology. Drawing on the insights generated from the three strands, the article concludes that lifelong learning is being translated to accommodate various agendas and has been adapted in diverse contexts.     

中国画“形”“神”结构及潜在话语解读

“形”与“神”是中国画领域中对举的两个概念,它们十分巧妙地结合在一起,不仅具有不同的结合层次,而且其中包含不同的潜在话语。中国画“形”“神”结构及潜在话语,包括“形外之形”和“神外之神”两个方面。它们影响着中国画的创作、审美和文化价值,具有一定的社会功能。解读潜在话语是中国画的一个重要话题。     

论数学教师课堂话语的本质特点

教师课堂话语是教师向学生传达信息的主要方式,也是教师调控学生课堂行为的重要手段,同时也为学生数学思维的发展起着关键的作用.数学教师课堂话语主要是指数学教师在课堂教学中,根据其知识储备和相关生活经历,结合学生在知识储备和相关生活经历等方面的特点,对数学教材话语进行双向解读的结果.包括:(1)自然性话语.具有通俗易懂、贴近生活等特点;(2)专用文字话语.具有层次性、逻辑性等特点;(3)专用符号话语.具有高度的概括性和精确性等特点.     

英文写作中的母语文化负迁移现象

中国学生在进行英写作时往往无意识地利用母语进行思维，往往从汉语的视角来看待事物和表达思想。母语化常对学生的外语学习和写作产生负面影响，即母语化的负迁移干扰了外语学习，因而常常引起书面交际的失误。造成这一现象的原因及其解决方法可以从词汇、句法和语篇三个层面的分析中找到答案。     

知识分子话语的"有趣"表达--论王小波杂文随笔

王小波走出沉默挤入话语圈的努力,其实就是退居边缘选择写作。对自身知识分子身份的确认和对知识分子的思考贯穿于他的杂文随笔创作中,他的杂文随笔是知识分子话语的表达,他在表达时实施的策略是发现“有趣”。     

Reading–writing connections: Discourse-oriented research

As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between these two psycholinguistic processes, particularly from a discourse and cognitive perspective. Argumentative texts were analyzed in the present investigation on reading–writing connections. Four tests were designed and tested on 439 eighth graders. The tests assessed psycholinguistic variables that account for the microstructural, macrostructural and superstructural levels of comprehension/production processing. Correlation results showed significant coefficients between reading and writing of argumentative texts in all the psycholinguistic levels analyzed. These results suggest that the processes involved in both activities share some common knowledge-based strategies.     

Understanding media mentalities and logics: institutional and journalistic practices,and the reporting of teachers’ work

ABSTRACT

This paper explores the ‘media mentalities’ about teachers and their work in the Australian print media. The notion of media mentalities draws on the theoretical concepts of discourse, mentalities, and mediatisation. This refers to the constructed realities and forms of thought in media coverage that circulate particular accounts. These are linked to institutional and journalistic practices in media that are governed by media logics. Drawing on newspaper text and interviews with journalists, the following practices are addressed: agendisation and accountabilisation which are both institutional practices; and the journalistic practices of factualisation, emphasisation, and sensationalisation – all of which operate globally, to some degree, across and within media institutions and media practitioners, and produce the news about teacher's work within the framework of these practices.     

听力语篇的多维解读——兼谈主述位结构在听之中的作用

基于语篇的教学思想倡导“语言即语篇”,把语言当作语篇来进行教学,这就要求在教与学中建立语篇概念。语篇作为多功能的构建体具有多重维度,即语言、社会和认知维度。听力语篇多维解读可体现在听之前、听之中、听之后的教学过程中,其中主述位结构在听之中语篇教学的整体理解中有着重要作用。     

话语标记的功能

Discourse markers are pervasive in conversation, generally used to facilitate human communication.With respect to different contextual effects that discourse markers have in utterance interpretation, they may function subjectively, interactionally or textually.