《尤利西斯》和《达罗卫夫人》意识流表现之比较

本文以《尤利西斯》和《达罗卫夫人》为例，分析比较了意识流小说大师乔伊斯与伍尔夫在意识流表现上的以下不同：乔伊斯更多地使用内心独白，语言也更为奇特费解，伍尔夫较多使用间接叙述，语言上风格典雅，文体优美。     

文化因素与跨文化的交际能力

语法能力、社会语言能力、语篇能力、策略能力构成了交际能力。语言是文化的载体，又是交际的工具，交际能力必然受到文化因素的影响。尤其在跨文化的交际中，构成交际能力的语法能力、社会语言能力、语篇能力深受文化因素的制约。     

让历史告诉未来——《蜕变的尴尬》及其启示

<蜕变的尴尬>以"话语"为切入点,采用独特的视角,对百年中国现代化与报刊话语的嬗演关系进行了深入研究;打破了历史分期研究法的框架,从材料海洋中提取关键范畴,采用文本解读法、辏聚与辐射统一法等,通过辩证思维的综合运用,创新了新闻传播史研究方法;思想丰富,内隐批判的锋芒,涌动生命的张力,具有深刻的社会启示和新闻传播学警思.     

《螺丝拧紧》的叙述视点

本文从分析视点入手 ,认为《螺丝拧紧》的叙述模式颠覆了小说意欲创造的鬼魂故事的真实性幻觉 ,小说的叙事话语通过突出叙述行为本身创造了文学性的效果 ,叙事作为人类存在模式与思维功能对生活经验具有构形作用。     

Drawing near and pushing away: critical positioning in multimodal composition

As the tools and modes of literate practice continually emerge, so too must our critical approaches to understanding their expression. While media production has been praised for its potential to provide youth a voice to challenge dominant narratives, various questions remain as to what happens at the multimodal levels of composition in terms of critical engagement. This study uses mediated discourse analysis to examine adolescent students’ use of multimodal resources for purposes of critical positioning in ways unique to the multimodal dimensions of composing radio and video documentaries. Research findings reveal students’ active use of multimodal resources to both draw audiences near as well as push them away for purposes of pleasure, analysis, and critique. Implications for research and teaching include attention to the movement of shifting social positions as critical social practice.     

Spaces of agency within contextual constraints: a case study of teacher’s response to EFL reform in a Chinese university

This paper draws on a case study conducted in a Chinese university in the context of national College English reform. The aim is to investigate the policy enactment of the latest College English reform in China and the interaction between national policies, institutional policy, and teacher agency in responding to this educational reform from an activity theory perspective. The analysis examines the tensions and contradictions within and between the macro policy initiation level, the university implementation level, and the teacher’s classroom level, as well as examining the power distribution between these three activity systems. Data were collected from classroom observation, interviews, and examination of reform policy documents and analysed by Critical Discourse Analysis (CDA). The findings suggest that the control-compliance model functioned as the rule for the curriculum implementation at both national policy and institution level. However, in such a restrictive context, the participant teacher’s agency was enhanced through her engagement with the research and reflection on teaching, even exceeding the expectations of the reform.     

美国教育公共治理改革的话语选择困境

20世纪80年代以来,美国教育公共治理改革的话语选择大体上有三个范畴:现代性的政治哲学话语、公共服务治理的空间结构、官僚制/后官僚制。由于这些范畴自身充满着诸多冲突,因此,美国教育公共治理改革的话语面临着两难的选择。然而,两难的话语抉择必将推动美国教育公共治理实践的发展。     

引进语篇模式——提高阅读理解的有效方法

本文分析了语篇模式与阅读理解的关系,并探讨了如何在阅读课堂上引进语篇模式的具体途径,以提高学生的阅读能力。     

汉英语篇中省略的对比研究

省略现象包括名词性省略、动词性省略和小句性省略,在汉英两种语言使用广泛并表现出一定的相似性。但是,由于汉英两种语言存在差异,省略现象仍然有本质上的差异。     

Lesson Study and Pedagogic Literacy in Initial Teacher Education: Challenging Reductive Models

This paper argues that teacher learning is not reducible to lists of ‘performative’ standards. Funded by the Society for Educational Studies, we used ‘lesson study’ as a vehicle to develop new teacher expertise, following which we concluded that conceptualising ‘learning to teach’ as acquisition of standards is insufficient for understanding the process of teacher growth. We propose an alternative holistic vision.