从音节特征看动词重叠的适用范围

动词重叠有自己的音节特征 ,从音节特征入手 ,通过对不同文体音节特征的对比和对不同文体作品语用实际的调查统计 ,确定白话体作品是动词重叠的适用范围     

学术叙事与抒情倾诉熔铸的历史小说新文体--以张承志《心灵史》为个案

在书写成为化的主要传播方式已使判断历吏叙述真实性的标准由世代相传的“口碑”转向书面“史料”之后,历史叙述的精确性与取悦读的生动形象性势必呈反比函数关系;而现代实证科学和现代学观念从学术建制上对“史易辙”的进一步强化,更使历吏与学在同一体中越来越难以相处;但张承志的《心灵史》以学术叙事与抒情倾诉熔铸而成历史小说的新体,使学与历史的关系在历史小说中获得了重新定义。     

Using a Think-Aloud with Diverse Students: Three Primary Grade Students Experience Chrysanthemum

Many struggling readers, students with English as a second language, and children with disabilities do not engage in the strategies that good readers use when reading for understanding. Reading comprehension depends upon the students’ ability to successfully use strategies to monitor and control their own comprehension. Teachers need to help students develop skills that will aid in reading comprehension. The think-aloud is one strategy that can help struggling readers improve fluency and comprehension. One of the most important components to determine the success of the think-aloud is the teacher’s ability to model and facilitate the think-aloud procedure. The teacher needs to have a basic understanding of what is meant to be accomplished using this method. This article profiles how three teachers model and facilitate a think-aloud with three struggling readers.     

Reopening Inquiry into Cognitive Processes in Writing-To-Learn

Writing produces generally positive, but inconsistent, effects on learning. The reasons for this inconsistency are unknown. This review examines four hypotheses about writing-to-learn: Writers spontaneously generate knowledge at the point of utterance (Britton, 1980/1982); writers externalize ideas in text, then reread them to generate new inferences (Young and Sullivan, 1984); writers use genre structures to organize relationships among elements of text, and thereby among elements of knowledge (Newell, 1984); and writers set rhetorical goals, then solve content problems to achieve these goals (Bereiter and Scardamalia, 1987; Flower and Hayes, 1980a). These four hypotheses invoke different aspects of writing, and so are mutually compatible. The genre hypothesis has been supported by empirical research; the other three hypotheses have been tentatively supported by research concerning writing-to-learn, or indirectly supported by other research concerning learning or writing. Further investigation is needed concerning: The empirical validity of the four hypotheses, and interactions among the processes that they identify; the declarative and procedural knowledge that underpins writing-to-learn; and the educational effectiveness of applying cognitive strategy instruction to learning through writing.     

主位推进模式与语篇体裁

从主位推进的角度来分析语篇的体裁，得出的结论是：语篇的主位推进模式不是任意的，而是根据语义内容的需要适当选择的。属于同一体裁的篇章有着相似的主体推进模式。     

Unpacking challenges of data commentary writing in master’s thesis projects: an insider perspective from chemical engineering

Background Data commentary, in-text comments on the visual presentation of data, is acknowledged as a central aspect of academic writing in many engineering disciplines. At the same time, it is a feature that has been shown to be challenging for students. One of the genres in which data commentary plays a significant role in many engineering disciplines is the master’s thesis. Comparatively little research has been done on the process of master thesis supervision, and combining the study of data commentary and master’s thesis supervision is therefore particularly interesting.

Purpose This study explores the challenges of data commentary writing through interviews with master’s students and thesis supervisors of chemical engineering.

Sample and method Master’s students at a Swedish university were invited to participate in a workshop about the writing of data commentary. Nine master’s students and five supervisors were interviewed about what is difficult and important about writing data commentaries in their discipline as well as about decisions made in data commentaries written by the students. The interviews were divided into a semi-structured and a discourse-based part.

Results Our results indicate that data commentary comes with a variety of challenges. Among the most difficult and important aspects are selection of content and clarity. The study also indicates a close connection between data commentary and disciplinary learning in chemical engineering, suggesting that highlighting data commentary in the teaching of master’s thesis writing will be time well spent.

Conclusions In order to make the teaching and learning of data commentary effective in the context investigated, we propose that important measures are: the development of a shared metalanguage among students and supervisors, a genre approach, and collaboration between engineering and communication faculty.     

文体的常态与变态

本文认为,文体研究,除了重视文体的常态特征,更要重视文体的变态特征.只有充分甄别文体的变态,重视亚文体的亲缘性和变异性的研究,才可能文学的文体走向丰富和多样.而这,恰恰是文体研究的难点所在.     

译者风格对比描写的多维分析途径

语域特征是文本的一种重要属性,译本的语域变异由此成为译者风格描写的有效参照。多维分析法(MF/MD)能有效识别译本的语域类属并在不同语域维度上描写其倾向性特征,因此可用于对比基于同一原作的多译本语域特征,以考察不同译本的语域变异情况。译本语域维度差异及参与计算的因子差异均可作为译者风格的综合考察指标,其聚类共现能够反映出译者各自的语言风格乃至翻译策略。多维分析对译本语域特征描写和译者风格考察均具重要意义。     

当代语文教学流派论

文章针对当前语文教育大讨论 ,总结了当代语文教育改革的成果 ,阐述了教学流派的理念 ,确立流派的标准 ,形成流派的原因 ,并对主要教学流派进行了评述     

基于语料库的英文索赔信体裁分析

以40封英文索赔信作为语料,运用语料库分析软件对索赔信进行体裁分析,目的在于观察和解读其特有的语步框架及词语模式。对索赔信的系统实证研究是从宏观和微观两个方面展开的,归纳出其六大语步结构和功能;并对其词汇特点进行分析和解读。旨在为专门用途英语写作教学提供有价值的依据,加深二语学习者对索赔信体裁的理解,熟练地撰写索赔信。