认知语境与翻译策略

认知语境在传统的语境概念之外,还包含了“人的认知能力”。翻译是一种双重交际行为,译者需把握作者和读者各自所处的认知语境,并依此采取相应的翻译策略。文章从把握译语读者的认知语境入手,论述几种主要的翻译策略:归化与异化、隐含与明示、译与不译、句序与句长。     

“VP之前”与“没(有)VP之前”区别特征分析

一般认为,动词或动词性短语是形成整个句子所要表达事件内在时间结构的重要基础。从认知语言学的角度,用动词或动词性词语来描述事件或状态,解释句式运用的现象,特别是对汉语教学,尤其是对外汉语教学,无疑有着十分现实的意义。     

‘Revisiting’ the South Pacific approaches to learning: a confirmatory factor analysis study

There has been substantial research evidence concerning the learning approaches of students in Western and non‐Western contexts. Nonetheless, it has been a decade since research in the South Pacific was conducted on the learning approaches of tertiary students. The present research examined the learning approaches of Fijian and other Pacific Islands students enrolling in a professional‐based education course at the University of the South Pacific. Biggs’ (1987 Biggs, J. 1987. Student approaches to learning and studying, Melbourne: Australian Council for Educational Research.  [Google Scholar]) Study Process Questionnaire was revised to suit the social and cultural contexts before it was distributed among 159 undergraduate students. Exploratory factor analysis and confirmatory factor analysis did not support the theoretical framework of a three‐factor model (Biggs, 1987 Biggs, J. 1987. Student approaches to learning and studying, Melbourne: Australian Council for Educational Research.  [Google Scholar]) and, instead, indicated the existence of a two first‐factor model, emphasising two major types of learning approach – reproducing and meaning (Richardson, 1994 Richardson, J.T.E. 1994. Cultural specificity of approaches to studying in higher education. Higher Education, 27: 449–468. [Crossref], [Web of Science ®] [Google Scholar]). The study’s findings suggest that educators should ensure that assessment and other teaching learning components are aligned constructively to promote the appropriate approach of learning.     

Making sense of young people’s digital practices in informal contexts: The Digital Practice Framework

There is a growing body of research looking at young people’s use of digital technology in informal contexts. However, there is a gap in the literature about how to describe and categorise young people’s digital practices in such contexts. This gap is important because in order to be able to understand the differences between young people’s digital practices in informal contexts and how these differences arise, you first need to be able to describe and categorise those differences in meaningful ways. You need to be able to answer the question “How do young people use digital technology in informal contexts?” in order to be able to answer questions such as “How do children’s digital practices in informal contexts vary?” and “Why do children’s digital practices vary?”. This paper is significant because it introduces The Digital Practice Framework, an original, theoretically informed, tool to fill this critical gap in the literature. It goes on to indicate how this framework has been used to analyse the factors that facilitate or hinder the development of young people’s digital practices in informal contexts.     

妙趣横生的双关语

双关语是英语修辞的一个重要分支，同时也是修辞学界一个有争议的问题，有些语言学家过分强调它所造成的歧义，认为它让读百思不得其解而无所适从。这里参考国内外出版的各种教材、报刊、学作品和语言学论，明晰双关语的定义、分类及功能，有助于英语学习关注双关语在学作品、新闻报道、商品广告及日常生活中的积极作用。     

数学学习背景的讨论与分析

创设数学背景是为学生提供一个更好的数学化的环境,这种背景应来源于现实生活和社会,也来源于数学自身的符号和结构系统.不同的背景对应于不同的教学方式和教学理念.在教学的过程中,数学概念与原理、问题解决以及交流技能的学习应始终贯穿在背景中,同时数学学习和理解应超越背景的限制。     

SOCIAL CAPITAL, SOCIAL INCLUSION AND CHANGING SCHOOL CONTEXTS: A SCOTTISH PERSPECTIVE

ABSTRACT:  This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth.     

Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption

The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in‐depth qualitative interviews adopts a classic grounded theory approach of concurrent iterative cycles of data collection, conceptual categorisation and analytical abstraction, to identify six emergent concepts indicative of policy actor engagement with the policy process: (1) Professional and Emotional Investment; (2) Decisional Legitimacy; (3) Hierarchical Trust; (4) System Integrity and Viability; (5) De‐professionalisation; and (6) Identity Safeguarding. Further, and significantly, the grounded theory analysis identifies the core concept of Affective Disruption, conceived as an interruption to an individual's emotional equilibrium resulting from interference to their cognitive sense‐making in relation to policy. It is proposed these six emergent concepts and Affective Disruption as a core concept are precipitated within policy actors in response to the tensions created by the process of policy enactment; the research findings moving towards what might be tentatively termed a policy social psychology.     

Characterizing highly cited method and non-method papers using citation contexts: The role of uncertainty

The top 1000 biomedical papers by number of citations are classified by method, type of method and non-methods by examination of citation contexts. Supervised machine learning is applied to the context data for a training sample of papers which is then used to classify the full list, revealing that words indicating utility are most important for the classification of methods. Further word analysis is carried out using corpus linguistics to uncover context words that characterize non-methods. Hedging words are found to play an important role for non-methods, and several are selected for further analysis with logistic regression. Other variables in the regression are a consensus variable based on the similarity of contexts for a paper and another variable based on whether citations come from “methods” sections of citing papers. Accuracy of predictions from logistic regression is comparable to machine learning. The results are interpreted in terms of the perceived certainty or uncertainty of the underlying knowledge, that is, methods and their outputs have higher certainty, and non-methods higher uncertainty. Evidence is found that hedging is inversely related to citation frequency. Implications of this work for the study of the development of science and the role of methods and tools in biomedical research are discussed.     

Building the Cognitive Bridge: Children,Information Technology and Thinking

In the UK, approaches to developing, encouraging and extending children’s’ thinking are of considerable professional interest. Teachers and researchers have explored a number of different strategies. These are categorized in recent Department for Education and Skills (DFES) guidance into three broad areas: philosophical, cognitive intervention, and brain-based learning approaches. Within all these approaches, spoken language has been identified as essential for collaborative learning of any kind and in some, information technology is also seen as a potentially supportive collaborative medium (McGuiness, 1999).This paper takes the form of a case study of children aged 10–11, from two Primary schools and considers the place of diagrammatic software in supporting children’s’ exploration and representation of ideas. The case study provides some concrete examples of ways in which the children made links between their discussion of ideas and their visual record. Children were recorded as they worked together to produce their map and as they reported to their peers on its completion.Data were collected over a six week period using observational schedules, field notes, and pupil feedback. The analysis of maps themselves was a central concern as this as techniques for this are not yet fully established, although some significant work is available (e.g. Mavers et al., 2002) The study showed the ease with which all pupils adapted to the use of the software.