《辽史》与辽人语境中的契丹西楼

今本《辽史》有关契丹西楼的记载,以《太祖本纪》中保留的3条记录最为原始,故其史料价值独高。契丹西楼最早是指代辽朝初年行政中心所在的地域名称,而非特指某处或某组具体建筑。辽朝初年,其行政中心曾经有过一个由西楼到上京的历史发展过程。契丹西楼得名应该早于公元912年,神册三年（918）皇都建成后,在辽人语境中,西楼遂改称皇都。到了会同元年（938）十一月太宗诏改＂皇都为上京＂以后,皇都之称则又停废,从此直到辽亡,官方正式文献中始终都称上京。     

英汉网络语言的构词共性研究

词汇是构成语言的三大要素之一,它在承载着语音的内容同时又体现着语法的功能。词汇作为一个开放的体系,是语言中最敏感、最富于变化的部分。网络的出现催生了大量的网络词语。我们的研究表明,英汉网络词语主要通过合成、缩略、转义和生造法构成,体现了两种语言的共性,反映了网络语言的简洁、新颖和不稳定性。     

Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement.     

语文教育要切实加强语文基础——从语文教材谈起

当前的语文教材普遍存在三大突出问题:一是教材内容缺乏必要的语文知识;二是练习设计缺少有效的能力训练;三是单元主题只有人文,没有语文。教材是教学的凭借。语文教材不努力改变这三缺现象,夯实语文基础,所谓提高学生语文素养的理想高楼只能是海市蜃楼。     

构建以语言教学为核心的语文教学体系

当前迫切需要研究和建立科学发展的学科理论,从语文学科的基本性质出发,以语文教学的基本任务为核心,以读写听说的语言教学为主体,正确处理语言教学基本任务带动思想教育、文学教学、知识教学等其他任务的主从关系,构建以语言教学为主要线索的语文教学体系,充分发挥语文教师的主导作用,无论是教语文还是学语文,坚持从语言出发再回到语言的基本教学原则。     

青海少数民族语言与翻译论略

随着社会的不断发展、民族的大融合,青海少数民族翻译工作已成为西部地区文化传播的重要途径。因此,展望青海少数民族翻译工作前景,重视民族翻译工作质量,不断改进民族翻译事业和培养更多优秀的民族翻译工作者,必将对促进民族地区文化建设、社会稳定、经济繁荣起到积极作用。     

第二语言习得中的逆向迁移研究

从有关语言迁移定义的回顾和三种语言迁移理论的述评可以看出,忽略逆向迁移现象的语言迁移研究显然是不够全面的。本文论述了语言迁移路径、逆向迁移研究的进展及其理论假设,希望引起对于二语习得逆向迁移研究更多的重视。     

青海河南蒙古族自治县蒙古语的衰退与复兴

河南蒙古族自治县位于青海省黄南藏族自治州,在历史发展的长河中因社会环境的变化,地理环境的制约,藏传佛教的影响,长期与周围藏族往来等原因,蒙古族自身原有的传统民族文化发生改变,许多表层文化现象如服饰、饮食、语言文字、风俗习惯等已基本与当地藏族相同。20世纪80年代当地政府和蒙古族群众开始蒙古语教育复兴工作,试图通过制度化的教育有效传承蒙古族文化,然而这一工作在其后的发展过程中却暴露出诸多问题,蒙古语的学习陷入困境。本文以此为案例,运用田野调查的方法,对河南蒙古语教育发展状况作了剖析。     

Cultural diversity in science education through Novelization: Against the Epicization of science and cultural centralization

Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and investigating these problems. Drawing on the work of Mikhail Bakhtin, we articulate epicization and novelization as concepts that allow us to understand, respectively, the processes of (a) centralizing and homogenizing culture and language and (b) pluralizing culture and language. We present and analyze three examples that exhibit how existing mundane science education practices tend, by means of epicization, towards a unitary language and to cultural centralization. We then propose novelization as a way for thinking the opening up of science education by interacting with and incorporating alternative forms of knowing that arise from cultural diversity. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 824–847, 2011     

Where words collide: social class,schools and linguistic discontinuity

The prestige accorded to standard language varieties, particularly within the field of education, together with language management role of schools with respect to the variety and the extent to which linguistic differences construct discontinuous relationships between the school and specific social groups provide the rationale for this paper. This qualitative study, based on a friendship focus group design, was conducted with two groups of 12-year-old children from contrasting ‘ideal type’, socio-economic groups over the period of one school year. Findings outline specific practices where the linguistic expectations and demands within school-space create different implications and outcomes for middle-class and working-class children as a result of their linguistic experiences in non-school space. The implications of these linguistic interactions on patterns of engagement with the school among the children in the sample are also considered.