网络聊天室中的"中-英"语码转换现象研究

网络会话中所使用的语言是一种特殊的语言变体,和我们在日常面对面交际中使用的语言存在着一定的差距。"中英"语码转换现象是网络会话语言中一种独特的语言现象。本文从Jef Verschueren的语用顺应理论的角度对网络聊天室中存在的"中英"语码转换现象进行探讨,阐述其发生的原因、社会语用功能及其与发生在面对面交际中的语码转换现象的语言特性的不同。     

当代中国书法现代性的艺术表达机制

当代中国书法艺术现代性的艺术表达机制主要体现在：艺术话语、审美意象和艺术意象呈现出一种多重叠合与共振的特征;注重在数量众多的传统民间书法遗迹中寻觅某种可能的“现在性”,把其中的蓬勃生命力的艺术话语和自然真率的审美意象,转换成为作品的现代性因素;通过把自己的对象加以审美变形,来寻找解决矛盾与冲突的方式和途径。中国书法的现代性生产关系既规定审美意义的价值取向和尺度,又是体现为把主体的内在要求和来自现实生活的要求(新的价值指向)等因素统一起来的框架。对新时期中国书法现代性的艺术表达机制的理论分析和探讨,无疑将有助于我们对中国书法艺术在21世纪的发展有一个较为清晰的认识思路。     

学术语篇中可能性情态与模糊限定语的接面分析

可能性情态和模糊限定语语义上具有相容性,以系统功能语言学关于情态的理论为基础,探讨可能性情态和模糊限定语在学术语篇中的使用。研究结果显示这类用语可以使学术作者在审慎地呈现知识的同时,又能成功地构建学术语篇的人际框架,实现作者和读者之间的互动,体现了功能语法所主张的语言概念和人际功能,从而加深了对可能性情态和模糊限定语在语义、语用和语篇层面的理解。     

网络交际语的语域视角分析

网络语言是一种新的语言形式。本文以语域理论为框架，对网络交际语产生的情景因素分别从语场、语旨、语式三个角度进行了分析，并对网络交际语的词汇特点、句法结构、语义表达以及语用功能进行了讨论，最后对网络交际语的应用前景进行了展望。     

《围城》的话语魅力

《围城》是一部以三、四十年代知识分子病态畸形生活为主要描写对象的幽默而辛辣的讽刺小说。作品的叙事话语风趣诙谐而寓意深刻,承接着鲁迅暴露国民性的主题。其含蓄蕴藉的象征,精辟的比喻,辛辣的讽刺等照示了《围城》的话语特色,增强了文本细读方法解读其文学魅力。     

试析柔石小说中的男性话语

柔石的小说在叙述女性时透出男性话语,忽视了女性的主体性.全知叙述者的频繁使用构成了男性叙述的权威;外部视点的采用又将女性放在客体和被看的位置.这种话语的形成有其内在的原因.     

英语写作教学初探

本文谈了英语写作教学的地位、存在的问题、写作综合训练的方法及写作教学方面的几个问题。     

Problematizing the cisgendering of school washroom space: interrogating the politics of recognition of transgender and gender non-conforming youth

ABSTRACT

This paper examines how transgender and gender non-conforming youth are represented and shaped as specific subjects vis-à-vis the cisgendered problematics of the washroom space in schools. In the first part of the paper, I undertake a critical analysis of one policy-informing text on the implementation of the gender neutral washroom in schools to consider how the transgender and gender non-conforming student is constituted through specific discourses of accommodation, submission and protection that delimit their recognisability and force a potential risk of misrecognition. I also draw upon my own empirical research [Ingrey, Jennifer C. 2014. “The Public School Washroom as Heterotopia: Gendered Spatiality and Subjectification.” PhD diss., University of Western Ontario] to prioritize transgender and genderqueer voices and provide an analysis of the practice of recognition. The analysis is grounded in [Foucault, Michel. 1980. Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. Translated and edited by Colin Gordon. New York, NY: Pantheon Books; Foucault, Michel. 2000. “Afterword: The Subject and Power.” In Michel Foucault: Power, edited by James D. Faubion and Paul Rabinow, 326–348. New York, NY: The New Press] the analytics of subjectivation and pastoral power, [Butler, Judith. 2004. Undoing Gender. New York, NY: Routledge] the politics of recognition of the self, [Juang’s, Richard M. 2006. “Transgendering the Politics of Recognition.” In The Transgender Studies Reader, edited by Susan Stryker, and Stephen Whittle, 706–719. New York, NY: Routledge] transgendering of the politics of recognition, alongside [Bacchi’s, Carol. 2009. Analysing Policy: What’s the Problem Represented to Be? Pearson: Frenchs Forest, NSW] critical approach to policy analysis.     

安徽凤阳小岗村:媒介形象的建构与发展--以《人民日报》487篇报道为例

2018年是改革开放四十周年,以安徽省凤阳县小岗村的包产到户为序拉开了农村改革的序幕。本文对1978—2018年《人民日报》上487篇关于小岗村的报道进行分析,并将这些报道分为三个时间段,发现,第一时间段媒介形象呈现是将小岗村视为农村改革的典型,第二阶段由小岗村的第一书记沈浩来表征小岗村的形象,第三阶段再次用农村改革的典型来呈现小岗村的媒介形象,媒介形象呈现呈回归性报道趋势。通过对487篇报道进行内容分析,试图来探究国家政策如何影响和引导新闻媒体报道,不同新闻文体之间又是如何借用小岗村的形象来证明什么是政治的合法性。     

Readers building fictional worlds: visual representations,poetry and cognition

This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework Text World Theory to examine the teacher's role as facilitator and mediator of reading. Specifically, the article looks at how one teacher used visual representations as a way of allowing students to engage in a more personal and less teacher‐driven transaction with a poem and to encourage them to reflect on their own roles as active makers of meaning and knowledge in the classroom. The article shows how teachers can be mindful of the various contextual factors that can privilege and legitimise certain kinds of response in the classroom and be wary of external factors and pressures that can promote the idea of preconceived knowledge. The teacher in the case study presented was able to both facilitate the experience of reading poetry in an unmediated way and also develop her students' metacognition in relation to the reading process itself. The article shows how Text World Theory's status as a socio‐cognitive grammar may be of benefit to teachers in understanding the nature of communicative interaction and literary transaction.