从隐喻的角度分析语篇的衔接与连贯

衔接是建立语篇连贯的重要手段,存在表层/显性的衔接方式和深层/隐性的衔接方式。文章基于当代隐喻的相关理论,探讨了语法隐喻和概念隐喻作为显性和隐性的衔接手段如何作用于语篇连贯性的生成与建立。     

亚运情境下广州民生举措满意度对知觉与凝聚力的中介作用

以广州亚运会为个案.采用自行设计的民生举措知觉和满意度量表及居民凝聚力量表,探讨亚运情境下当地居民对政府民生举措满意度,及其对居民民生举措知觉、居民凝聚力是否具有中介作用.结果显示:当地居民时政府在举办亚运情境下所采取的能源、安全、就业、全民健身、生态环保、民生服务等举措的知觉,显著影响居民凝聚力;由于民生举措满意度的加入使该影响变小或变得不显著.说明民生举措满意度对民生举措知觉与居民凝聚力具有中介作用.     

Education and social cohesion: developing a framework for education sector reform in Sri Lanka1

There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.     

Translation Analysis from Functional Linguistics Perspective

As a branch of linguistics,Functional Grammar plays an important role in translation analysis.From the perspective of patterns of progression and cohesion,a text and its translation from TEM8 examination is studied as an example to get some general rules,and thus,a new approach of translation analysis is offered.     

英汉小句性省略对比研究——以《苔丝》语篇为例

省略具有语篇衔接功能,小句性省略是省略的极致,表达简洁明了。文章以哈代的小说《苔丝》为语篇语料,从韩礼德和哈桑(Halliday&Hasan)(1)(2)的语篇衔接观出发,以英汉对比方式分析英汉语篇中小句性省略的异同,阐明英汉小句性省略差异的原因。     

Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses

Abstract

This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.     

Linkages between cognitive and social dialogue patterns during collaborative small-group discussions

BackgroundCollaborative small-group discussions have the potential to promote reading comprehension, critical thinking, and argumentation. However, few studies have gone beyond cognitive processes to understand the social characteristics of dialogue and their potential contributions to students’ cognitive processing in turn-by-turn dialogic exchanges.AimsThis study closely examined dialogues between speakers and addressees regarding their levels of cognitive processing (i.e., cognitive dialogue patterns) and social processes reflecting social cohesion (i.e., social dialogue patterns). The aims were to understand, first, the relations between students' cognitive dialogue patterns and their social dialogue patterns, and second, the relations between students' cognitive dialogue patterns and peers’ social dialogue patterns.SampleThis study included 4070 speaking turns generated by 120 fifth-graders in 60 small-group discussions.MethodsStudents participated in small-group discussions, called Collaborative Social Reasoning. Dialogue between pairs of group members formed social networks, based on which Exponential Random Graph Models (ERGMs) were specified.ResultsFindings showed that speakers' social dialogue patterns were associated with their cognitive dialogue patterns. However, receiving social dialogue patterns from peers did not always predict students’ advanced types of cognitive dialogue patterns.ConclusionsThis study demonstrated that cognitive and social aspects of small-group discussions are intricately linked, and that encouraging social cohesion does not guarantee that students will engage in collaborative and critical discussions.     

我国近年衔接与连贯研究综述

衔接与连贯是语篇分析领域中的两个重要概念。我国的语篇研究者在介绍国外学者研究成果的基础上 ,对衔接的手段、层次 ,连贯的标准及分类 ,以及衔接与连贯的关系提出了补充和不同看法。有的学者试图建立自己的理论模式 ,也有的研究者应用衔接与连贯理论进行中英文对比研究 ,试图寻找某些翻译时可以遵循的规律     

英语经济新闻语篇的衔接研究

英语经济新闻是新闻英语语体的一种实用次语体,基于韩礼德和哈桑(Halliday & Hasan)的衔接理论,选取国外著名通讯社的新闻报道为语料,通过定量分析与定性分析相结合的方法,从衔接方面对英语经济新闻进行研究分析,并总结了其衔接特征.     

An Examination of Text Complexity as Characterized by Readability and Cohesion

To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.