论山西武乡方言中形容词的用法

武乡方言的形容词有重叠式和附加式两种表达方式,即形容词重叠式和形容词附加式。不论是哪种表达方式,武乡方言都有自己明显的特点,体现了武乡方言中的形容词在晋语方言中的特色。     

状语附加语嫁接问题探究

本文旨在解释状语附加语右嫁接的合理性。通过分析Larson和kayne各自对状语附加语左嫁接观点解释的方法，发现二者都存在不足。作者采用Ernst提出的Directionality Principle，Weight Principle等原则来分析状语附加语的嫁接问题，在遵守普遍语法的经济性原则的前提下，证明了右嫁接存在的合理性．     

Case study: adjunct’s perspectives of a mentoring program at a community college

ABSTRACT

Adjunct faculty use in higher education has been on the rise since the 1970s, with adjuncts teaching 58% of United States community college classes. Yet, adjuncts are consistently excluded from the professional development opportunities offered to their full-time counterparts. For institutions to ensure their students are receiving the best education possible, it is vital to provide resources, access, and points of engagement that enable adjunct instructors to build collegiality. Mentoring is an effective way for institutions to support their adjunct population. I highlighted points of consideration for mentoring programs within higher education by examining the implementation of a mentoring program at a community college in the United States. The purpose of my qualitative case study was to document adjuncts’ experiences while entering a new mentoring program.     

英汉状语语义指向对比分析

英汉状语由大体一致的句法成分来充当,具有类似的句法功能。英语状语在句子中的位置是不固定的,汉语状语在句子的位置比较固定。对《葛底斯堡演说》英汉语文本中的状语考察显示英汉状语在语义指向上是类似的,除了能指向动词和形容词外,也能指向做主语和宾语的名词。对比分析也发现为了适合目的语的规范和习惯,译者有必要对原语的状语进行恰如其分的调整,因而,翻译可能导致状语语义指向的改变。     

One Practitioner's Perspective on Online Cataloging Education

Adjuncts teaching cataloging is becoming increasingly popular in library science programs. This article shares the experience of one practicing cataloger invited to teach an online introductory cataloging course as an adjunct. Curricular decisions and pedagogical methods are among the topics explored in this informal article, with emphases on the benefits of learning cataloging from a practitioner and the importance of teaching the practical aspects of information organization.     

The Syntactic Position of Adverbial Adjuncts in Chinese

In modern Chinese,adjuncts can be classified into adjective adjuncts(also attributes)and adverbial adjuncts(also adverbials).This paper firstly attempts for a reasonable definition and classification of adjunct in modern Chinese,then analyzes the syntactic position of adverbial adjunct,and finally tries to find a general mechanism for the position of adverbial adjunct in the phrase level and the sentence level.     

老挝学生汉语程度副词作状语的偏误分析研究

在基于自建中介语语料库的基础上,对老挝学生程度副词作状语的使用情况、偏误情况进行分析。研究认为冗余、错序主要是由母语负迁移造成的,而误代和遗漏主要是由于汉语规则泛化造成的,再结合语言对比,汉语的程度副词发展时间长,使用复杂、表达细腻,这是老挝语所不具备的。因此对于母语同为依靠虚词作为主要语法手段该类语言的学习者而言,对其母语有一定的认识,能够促进对外汉语虚词教学。     

英语中的关系从句附加语

根据Otto Jespersen的理论,静词都可充当附加语,而关系从句是静词的一种,必然也可充当附加语,并且置于先行词(名词或代词)之后。附加语有限定性和非限定性之分,关系从句也可分为限定性关系从句和非限定性关系从句,分别有不同的特点和功能。本文旨在讨论英语中的关系从句附加语。     

Web-Based Social Work Courses: Guidelines for Developing and Implementing an Online Environment

Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the potentially adverse effects this could have on the quality of instruction provided to MSW and BSW students. A review of the social work literature, however, failed to locate any systematic investigations published on the topic of evaluating the quality of teaching provided by adjuncts or doctoral students. The authors undertook a comprehensive analysis of the course evaluations obtained from a large urban school of social work in the Southeast over a 3-year period, covering 294 courses (61% BSW, 39% MSW). Of these, 181 classes were taught by regular faculty, 63 classes were taught by community-based adjuncts, and 50 classes by social work PhD students. Inferential tests found no statistically significant differences in the global course evaluations earned by regular faculty or adjuncts. However, there were statistically significant differences in the course evaluations earned by regular faculty and doctoral students, favoring the former, but the effect size was small and of little practical import. In general, the authors found no strong evidence that adjuncts or doctoral students provided less positively evaluated teaching than did regular faculty. The authors' results are limited to one university setting but their research design can be readily adopted by other programs, given the widespread use of quantified student-completed course evaluations generally maintained on university databases. More serious attention needs to be given to determining whether the course evaluations commonly used by universities are truly valid.