中国近现代思想史上的“刺猬”与“狐狸”

在中国近现代思想史之演进与变迁中,大致存在两种不同类型之思想家,他们之间的区别与英国思想史专家以赛亚.柏林"刺猬"与"狐狸"之著名划分十分相似,他们的是非高下也绝非用简单的激进与保守、进步与落后之类的标签就能界定,而应当运用年鉴学派之"长时段"理论来重新界定他们在历史上的地位,并且,正是这两种不同类型思想家之交相共同作用以及其与社会之互动,才真正影响了中国近现代思想史的趋势与走向。     

基于DSP的G.729语音编码研究

本文阐述了G.729标准的CS-ACELP算法原理,设计并实现了基于DSP的G.729语音编码系统,最后讨论了几种G.729算法的优化方法。     

维特根斯坦"语言游戏说"述评

本文主要是阐述维特根斯坦后期的主要哲学思想——"使用论,"维氏提出了"语言游戏说"。文章首先对其基本观点及思想作了一个简单的介绍,然后从优点和缺陷两方面对其进行评介。它主要对后来的言语行为理论和家族相似性理论的形成以及语用学的大力发展产生了积极深远的影响。     

论大历十才子与盛唐边塞诗派边塞诗歌审美特征的区别

唐代是边塞诗发展的极盛时期，中唐大历十才子和盛唐边塞诗派都写作了大量的边塞诗作。但二者虽属同一题材，可在抒情方式、诗歌意境、写作笔法、诗歌形式等审美特征上呈现出极大的差异。     

英语教师课堂话语特征及其语用功能分析

教师课堂话语是一种特殊的职业语言。本文讨论了教师课堂话语的特征和形式,并在言语行为理论的框架下分析了其语用功能。最后,本文分析了教师课堂话语的局限性,以期对我们的英语课堂教学实践提供有益的启示。     

浅谈心理语言学对言语失误的研究

根据言语生成理论,交流中话语夹带言语失误是真实的自然言语的体现。此种失误有规律、广泛的存在于日常交流中。语言学界对言语失误现象的规律及其解释各不相同甚至互相对立。综合言语失误的研究成果,本文从心理语言学角度就言语失误的类型、特征、成因、研究方法及其研究的价值作一简要回顾。     

简论《讲话》的内容与影响

《在延安文艺座谈会上的讲话》是一个复杂的存在,其内容有深刻之处,也有功利的地方;其对中国现当代文学的影响,有积极的一面,也有消极的一面。要正确地理解和继承《讲话》的思想,就必须全面地认识分析其内容与影响。     

广告语言的劝说力

文章根据语言行为理论,统计分析了商业英语广告的劝说力在言语行为中的分布特征和体现形式,并分析其成因。从分布来看,劝说力主要由指令行为来体现,辅之以断言行为和提问行为,承诺行为和表情行为使用较少,宣布行为几乎不用,这种分布不仅受到礼貌原则的制约,也受到不同文化因素和适宜条件的影响;从体现形式来看,直接言语行为和间接言语行为的使用同样普遍,且多以消费者为出发点,但直接言语行为略多于间接言语行为。分析表明,广告商总是试图运用多种手段使广告的语言生动活泼,引人注目,既要达到其最终销售产品的目的,又要尽量避免"冒犯"读者的危险性。     

Language maintenance and loss in a population study of young Australian children

Information about children's cultural and linguistic diversity and language acquisition patterns is important for the development of sustainable educational practices. While there is some knowledge about language maintenance and loss in adults and older children, there is limited information about young children. The first three waves of data from the Longitudinal Study of Australian Children (LSAC), involving 4252 young children, were considered longitudinally over the first five years of life to identify patterns of language maintenance and loss among those who speak languages other than English. The most common languages other than English spoken by the children were Arabic, Vietnamese, Italian, Spanish, and Greek and 9.1% of all children were reported to use a language other than English at wave 1, 15.7% at wave 2, and 15.2% at wave 3. Overall, 91.5% of children maintained speaking a language other than English between wave 1 and wave 2, and 86.6% did so between wave 1 and wave 3. Children's patterns of language acquisition and loss over the first five years of life varied within and between language groups. For example, Arabic-speaking children tended to maintain Arabic throughout early childhood, whereas Italian-speaking children's use of Italian decreased over the first five years of life while use of English steadily increased. Environmental and personal factors such as parental language use, presence of a grandparent in the home, type of early childhood care, first- and second-generation immigrant status, and parental perception of support from the educational environment were related to language maintenance among non-English speaking children.