文学与叙事之维的历史存在——论海登·怀特的后现代历史叙事学

海登·怀特（Hayden White）的后现代历史叙事学理论拆解了文学、历史与哲学之间的藩篱,从而将史学批评转向了对叙事活动本身的观察。在他看来,历史只能以叙事的方式存在,而叙事则是一种有目的的组织意义的过程。这便使得有关历史的研究具有一种文学叙事学研究的意味。这一理论创见,对于史学研究以及一切有关历史的文本化叙事活动的研究都有着深刻的启示意义。     

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。     

Assessment in higher education: drivers,barriers and directions for change in the UK

Assessment is fundamental to student learning and achievement. However, whilst research consistently emphasises the role of assessment in supporting the development of the learner, the reality of assessment processes and practices in higher education is frequently indicated to fall someway short. This article aims to contribute to a shared understanding of the discourse surrounding assessment in higher education in the UK, and presents a synopsis of the role of assessment in curriculum change. Key drivers for change, the inhibitory role of the dominant discourse of assessment and suggestions for future development towards an assessment for learning culture, are considered as a means of giving greater prioritisation to assessment than is currently afforded.     

浅析电视谈话节目的互动话语结构

本文从语言学的角度，通过搜集的语料对电视谈话节目互动话语进行分析，描述其互动话语中有规律的形式特征。一个成功的电视谈话节目应该充分利用参与者之间的互动结构，调动大家说话的积极性，从而挖掘话题深度，最终揭示主题。     

Analysis of students’ ideas and conceptual artifacts in knowledge-building discourse

This study proposes a new methodological approach to evaluate students’ knowledge-building discourse. First, we discuss the knowledge–creation metaphor of learning. In the metaphor, theories mention that learners should consider their collective knowledge objects or artifacts that materialize as a result of their collaborative discourse. Second, we argue the necessity of developing new analytics to evaluate student learning. We describe how students’ ideas and their conceptual artifacts can be examined in discourse analysis. Third, we demonstrate the application of our analytics to real discourse data. We conducted a new type of social network analysis of discourse to examine how students continuously improve their ideas. Further, we conducted another network analysis of discourse, called the Epistemic Network Analysis, by coding students’ epistemic actions as conceptual artifacts to create and examine their ideas.     

女性诗歌中“自我”镜像的建构与解构之思

女性意识的彰显与淡化、张扬与超越是当下女性诗歌写作中存在的一个二律悖反而殊途同归的问题,二者相辅相成,互为补充,在矛盾中共同推动女性诗歌的发展。在女性“自我”镜像的建构与解构的互动中,女性诗歌建构着更加合理和谐的、与男性真正平等对话的女性话语方式和诗歌体系。     

概念隐喻在语篇中的衔接及连贯作用

隐喻作为语篇连贯的重要衔接手段,对语篇的构建有着重要的影响。概念隐喻作为隐喻的一类,对语篇的深层结构影响很大。本文基于当代隐喻的相关理论,探讨了概念隐喻在语篇中的衔接及连贯作用。     

外交话语英译中的体认思考

外交话语是一个国家外交思想的重要载体。中国外交话语的特性决定了外交话语英译的体认本质。将体认语言学的核心原则“现实—认知—语言”引入翻译研究,以《习近平谈治国理政》英译本为例,从正反两个方面分析外交话语英译所发挥的体认功能,旨在提升对外交话语英译的体认认识。总结外交话语英译过程中应遵循的原则,以拓宽翻译研究思路,推动中国对外话语体系建设。     

The Critical Discourse Analysis on Consumer discourse in housing market——a culture approach

Introduction:Discourse,asFaircloughputsit,isawayofsignifyingex-periencesfromaparticularperspective.Discourseanalysisisthestudyofpatternsoflinguisticorganizationindiscourses.(Crys-tal,p116)WhileCDAisawayofcarryingoutsocialresearchwithafocuson‘discourse’-onlanguageandothersemioticfor-ms.Itpicksuprecenttheoriesof‘discoure’insocialscience,butpushesthemtowardswhattheygenerallylackinthehandsofsociologistsetc.Itisinthetraditionofcriticalsocialresearchthatquestionsoftherelationbetweenlanguagean…     

Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge

In this study we investigated junior high school students' processes of argumentation and cognitive development in science and socioscientific lessons. Detailed studies of the relationship between argumentation and the development of scientific knowledge are rare. Using video and audio documents of small group and classroom discussions, the quality and frequency of students' argumentation was analyzed using a schema based on the work of Toulmin ( 1958 ). In parallel, students' development and use of scientific knowledge was also investigated, drawing on a schema for determining the content and level of abstraction of students' meaning‐making. These two complementary analyses enabled an exploration of their impact on each other. The microanalysis of student discourse showed that: (a) when engaging in argumentation students draw on their prior experiences and knowledge; (b) such activity enables students to consolidate their existing knowledge and elaborate their science understanding at relatively high levels of abstraction. The results also suggest that students can acquire a higher quality of argumentation that consists of well‐grounded knowledge with a relatively low level of abstraction. The findings further suggest that the main indicator of whether or not a high quality of argument is likely to be attained is students' familiarity and understanding of the content of the task. The major implication of this work for developing argumentation in the classroom is the need to consider the nature and extent of students' content‐specific experiences and knowledge prior to asking them to engage in argumentation. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 101–131, 2008