信札的多模态话语分析——以毛泽东致宋庆龄的信札为例

以韩礼德的系统功能语法和Kress&Leeuwen的视觉语法为理论基础,对1949年6月19日毛泽东致宋庆龄的一封手札封面进行多模态话语分析,通过解读图像的再现意义、互动意义和构图意义,探讨了中国传统信札是如何通过文字及构图共同实现表意功能从而达到作者的交际目的。     

叙事符号与寒蝉残月

符号论美学兴起于二十世纪六十年代,符号学理论也成了当代哲学及其他许多学科领域核心的理论之一。它的外延与内涵、能指与所指理论备受关注。本文从符号学的角度切入,通过解读柳永《雨霖铃》中呈现的意象符号,从理论和实践两方面阐释了如何运用符号学理论达到对诗歌内涵的整体把握。     

翻译中文化障碍的弥合

本以语义三角为出发点，综合符号学和义项分析在翻译中的运用，针对翻译中经常出现的化障碍，提出了自己的解决办法，并且分析了此类译的比较全面的评价模式。     

从符号学角度看先秦名家对“名”的变化性的关注

名实关系是整个先秦时期诸子争论的中心问题。对名实相符关系的追求实际上是在名实不断变化的过程中寻求一个平衡点,因此,"名"的变化性思想是正确理解名实关系的理论前提。先秦名家对名实关系的分析尤为注重分析"名""实"的变化。文章从符号学角度研究先秦名家"名"的变化性思想,阐述了先秦名家的"名""实"思想。     

Semiotic Principles for Metadata Auditing and Evaluation

Metadata auditing is a common practice used to assess quality by drawing on a selection of documents to create a representative sample of the corpus. This article examines common techniques involved in auditing and argues that underlying semiotic principles should be considered before remediation and transformation work are undertaken. This article provides an inquiry into the structural nature of metadata, records, and corpora to analyze the semiotic processes and boundaries that can affect audits. Suggestions for effective auditing practices are offered as well as what can be obfuscated when transformations are undertaken without concern for the sign-functions of metadata.     

知识分子面对体制的逃逸和归附——兼《黄金时代》的语言符号学分析

运用语言符号学的文本分析方法对《黄金时代》进行阐释，以期解读出另一维的文本意蕴：即在貌似一个有关权利话语下知识分子坚守与抗争的叙说中，实质为我们敞现了在逍遥恣肆的性爱狂欢姿态背后所蕴涵的有关爱情、人性、知识分子个体在具体历史情境下所面临的悲凉境况。并同时对其中的女主人公陈清扬这一知识分子作个案分析，企冀思索在强大的权力势力下，具有几千年传统文化心理图式、惯于附着于权力运转机制之上的一部分中国知识分子，如何在本能的反抗中最终走向被权力机制所消化的生存态势。     

Students' Meaning‐making of Socio‐scientific Issues in Computer Mediated Settings: Exploring learning through interaction trajectories

This article reports on a study concerning secondary school students’ meaning‐making of socio‐scientific issues in Information and Communication Technology‐mediated settings. Our theoretical argument has as its point of departure the analytical distinction between ‘doing science’ and ‘doing school,’ as two different forms of classroom activity. In the study we conducted an analysis of students working with web‐based groupware systems concerned with genetics. The analysis identified how the students oriented their accounts of scientific concepts and how they attempted to understand the socio‐scientific task in different ways. Their orientations were directed towards finding scientific explanations, towards exploring the ethical and social consequences, and towards ‘fact‐finding.’ The students’ different orientations seemed to contribute to an ambivalent tension, which, on the one hand, was productive because it urged them into ongoing discussions and explicit meaning‐making. On the other hand, however, the tension elucidated how complex and challenging collaborative learning situations can be. Our findings suggest that in order to obtain a deeper understanding of students’ meaning‐making of socio‐scientific issues in Information and Communication Technology‐mediated settings, it is important not only to address how students perform the activity of ‘doing science.’ It is equally important to be sensitive with respect to how students orient their talk and activity towards more or less explicit values, demands, and expectations embedded in the educational setting. In other words, how students perform the activity of ‘doing school.’     

校园流行语的符号学—心理学视角研究

校园流行语具有新颖性、经济性、形象性和幽默性四大特点,这一新的语言形式映射出当代大学生所具有的心理状态,其中包括防御心理、合群心理、猎奇心理和仿效心理等。文章从符号学和心理学的双重角度探讨了校园流行语这一独特的语言形式的符号学特点及其产生的心理学动因。     

创造藏餐: 青海果洛地区藏族饮食研究简

通过对青海藏族地区的人类学田野调查,进而分析藏族传统饮食习惯、以及‘藏餐’这一概念的创造与变化;探讨不同地区藏族餐饮的味道、制造与食用方法、原材料和新佐料如何影响藏族人眼中的藏餐特征。通过这一过程讨论饮食文化所带来的符号对藏族民族认同的不同影响。     

Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings

The goal of this article is to present a sketch of what, following the German social theorist Arnold Gehlen, may be termed “sensuous cognition.” The starting point of this alternative approach to classical mental-oriented views of cognition is a multimodal “material” conception of thinking. The very texture of thinking, it is suggested, cannot be reduced to that of impalpable ideas; it is instead made up of speech, gestures, and our actual actions with cultural artifacts (signs, objects, etc.). As illustrated through an example from a Grade 10 mathematics lesson, thinking does not occur solely in the head but also in and through a sophisticated semiotic coordination of speech, body, gestures, symbols and tools.