"吃"是一个组合能力极强的动词,其主宾语搭配情况看似异常复杂,其实有章可循.以往研究只注重单一视角的分析,因此存在解释力不足的问题.基于迫力图式理论,我们构建了动词主宾语搭配迫力双向语义模型,并将"吃"主宾语名词搭配分为两类:施事→目标正向迫力主动搭配;逆向目标←施事迫力被动搭配.研究发现:其一,正向迫力主动搭配是其主模式,逆向迫力被动搭配是其副模式,且副模式是主模式的衍生体;其二,在正向主动搭配中,施事均是受惠者;而在逆向被动搭配中,主语是受事、蒙事、受损者;其三,所有逆向迫力搭配均属于被动式,此被动式中的"吃"是被动义的标记.动词主宾语搭配迫力双向语义模型不仅可以给予"吃"的所有动宾搭配一个统一的阐释,亦可为其它诸如"偷秤""晒太阳"等动词主宾语名词搭配开辟新路径.
"超语"作为语言教育的新兴理念,已引起学界广泛关注.本研究借助CiteSpace及NVivo软件,对2010-2022年国内外权威期刊的729篇"超语"相关文献进行可视化分析,梳理相关研究发展脉络、共被引文献及关键词,剖析研究热点,预测未来研究趋势.研究结果表明,近十年"超语"研究态势稳定上升,未来将持续发展;研究热点聚焦"超语"教学实践及策略、"超语"者身份构建及意识形态认同、多模态"超语"研究等;结合我国语言政策及语言教育实践,本研究进一步从跨学科"超语"教学范式及"超语"理论系统助力普通话推广事业两方面探讨我国"超语"研究未来发展趋势.
翻译参与国家治理是一种极为复杂的政治文化现象,其表现形态、实施模式、演化历程与具体的社会历史时空环境密切相关.然而,翻译与治理的关联及其学术价值一直处于被遮蔽的状态.有鉴于此,本研究以周、唐、清三代为历史横截面,以"治理"为透视镜,检视有关国家翻译实践的译史、译述、译论,揭示被遮蔽的翻译治理话语及其理论蕴含.研究发现,周代以象胥为核心的国家翻译体系是中央王朝贯彻天下治理观念的重要制度安排,服务于国家宣德化、柔四夷、宾四方的天下治理目标.唐代的译场作为制度化的国家知识生产机构,以双重把关人的角色控制翻译知识的双向流动.清代中叶以前的国家翻译作为构建治统、道统的战略手段,对清政府构筑政权合法性发挥了重要作用.本研究有助于推动翻译学中国学派"国家"面向的理论话语构建与创新.
侮慢语是"非理想化交际语言"的重要构成,因其一系列特征以及由此引发的问题而成为近些年来语言哲学领域持续关注的热点论题.规约含义论是侮慢语研究中极具代表性的解释方案.规约含义论主张蔑称内容是规约含义,坚持侮慢语与其对应中立语有共同指称的共指论.本文聚焦侮慢语的规约含义论解释,并以此为切入点阐释侮慢语研究中亟需解决的问题.在详述规约含义论立场中颇具影响力的3种观点之基础上,反思其利弊,揭示其缺陷背后隐藏的根本原因,并提出相应的对策与建议,指出未来研究的方向.以期深化侮慢语研究的理论构建,对全面认识侮慢语的语义本质和指称性质带来启发.
否定是人们认知客观世界的语言表征方式之一,承载着人类辨识客观世界是与非的思考,其背后隐藏着人类的认知和思维规律.本文通过对英汉否定词缀演变过程的对比研究,主要发现有二:一是否定的语义和用法演变以空间认知为基础;二是时空性虽是人类思维的基本方式,但在英汉否定词缀的演变过程中,英语词缀越来越受制于时间性思维方式,而汉语词缀却依然体现出强空间性思维.对英汉否定现象与本质的探讨,不仅有助于推动否定理论研究,而且对于一语和二语否定语言习得也具有应用价值.
传统修辞学和认知语言学视角下的隐喻研究在隐喻研究史上最具影响力.传统修辞学将隐喻看作增强语言表达效果的修辞手段,存在于词汇语法层面;认知语言学则认为隐喻是人们认知世界的一种思维方式,存在于概念认知层面.本研究突破二者的藩篱,综合它们对隐喻的理解,提出并论证语言层面的隐喻表达是形式与意义的匹配体,是一种复杂的构式(即隐喻构式).在形式层面上,隐喻构式通常由两个词汇语法单位来体现本体和喻体;在意义层面上,隐喻构式的语义来源于对概念认知层面概念之间相似性的概念化,通过喻体的语义特征来体现本体语义.在实际语言使用中,隐喻构式具有概念语义功能、人际修辞功能和语篇构建功能.
"气"是中国古典哲学的元范畴,在文论、画论、中医、武术等领域有广泛的应用,但在翻译研究中还有待深入引介,以使其成为中国特色翻译理论的有机组成部分.本文比较系统地探讨"气"及其次级范畴在翻译研究中的应用,主要观点为:译以气为主,气乃翻译生成之本源;翻译过程以达气为主,包括传达原文之文气和通达译文之文气,文气又可具体分为气象、气脉和气韵3个层面;翻译批评以观气为主,包括作者之志气、气之盛衰变易、译文之文气、文气之清浊等方面;翻译伦理以养气为主,译者的浩然之气以诚为第一要义,气盛则诚,其它还包括人品高、言辞信等.
有效开展区域国别研究课程教学是培养国家"一带一路"建设急需人才的保证.本文采用定量与定性相结合的研究方法,通过半结构式访谈和问卷采集数据,探究项目依托区域国别研究课程教学小组合作学习的现状、问题及解决策略.研究发现,组内成员之间互相依赖、互相信任,但一部分人的消极行为和消极态度会降低组员间的信赖程度;小组组长责任心强,组员明确了解小组任务,但也有一部分人在小组合作中没有履行相应的责任;小组成员之间积极互动,相互支持,相互鼓励,努力实现小组的共同目标,但仍缺乏面对面的交流且部分组员之间互助意识不强;学生掌握一些社交技能,但在小组合作中有些人未能很好地进行交流;各小组对合作学习的组内评价不足,多数学生缺乏对小组成员间互相评价的意识,组内未形成完善的评价机制.针对存在的问题,本文提出了应对策略,并希望研究结果有助于改进区域国别研究课程教学.
从新文科建设的视角出发,本文对英文学科的起源、现状和跨学科特点作出梳理,提出英语文学学科的兴起是以文艺复兴、宗教改革运动、启蒙运动、法国革命和工业革命等为背景,较之基于拉丁文的传统文学或"古典学"更具进步性和实用性.很大程度上由于这种特质,当今英美英文学科表现出一种与时俱进、不受少数诗歌、戏剧和小说"经典"束缚的强烈倾向,其突出的跨学科性正源于此.
道思与俗观以一体两面的姿态构成学术发展的经纬:前者指向形而上层面,旨在纵向贯通人天;后者指向形而下层面,旨在横向经营人事.因陷入重俗观、轻道思的失衡状态,当代西方译学偏拘于形而下的实用考虑,流于世俗万象的牵扯而难以形成整体的学科向心力,导致译学碎片化的风险.作为翻译研究的新动向,翻译学中国学派则呈现出与上述情形不同的气象.该学派秉持强烈的道思,通过形而上关怀实现译学话语的终极归结,进而对译学碎片化风险形成有力反制.这有利于平衡翻译学界的俗观与道思,克服片面、隔阂的学术视野,成就圆融通达的学理格局.相应地,翻译学中国学派值得引起学界进一步的关注和期待.
主客关系是哲学层面对事物间联系的本质概括.本文从系统功能语言学加的夫语法视角分别考察英语、汉语、阿拉伯语小句的主语,探讨同一句法成分在不同语言中的体现形式、语义功能以及背后构建的主客关系,进而揭示3种语言在哲学基本思维方式上的本质差异.研究发现:英语、汉语、阿拉伯语小句的主语在形式和语义层分别彰显言说主体/客体、小句主体/客体等两对主客体之间不同的离合程度;其中,英语呈现主客分离的特征;汉语主客分离程度较低,主客融合程度高;阿拉伯语主客分离态势较英语更为明显.
基于概念隐喻理论和概念整合理论,本文对复合隐喻的界定、类别和功能作出阐释,认为复合隐喻是基于不同视点的语篇空间内多重概念域的映射复合而成的层创结构,包括辐射式、平行式、递进式和嵌入式4种复合类型,复合隐喻与语篇话题/主题及语言使用者乃至言语社区的思维图式密切相关.以《摆脱贫困》和《在全国脱贫攻坚总结表彰大会上的讲话》的英文本为语料,通过分析其复合隐喻模式,本文发现在不同时空语境下中国官方建构扶贫议题的认知心理图式差异,并揭示其历时演进的内在动因.
隐喻语块是目标域词语和源域词语习惯性地共现而形成的多词序列,商务英语隐喻语块以及语块技术性有待深入探索.本研究使用多类别逻辑回归模型和卡方列联表检验方法探索商务英语隐喻语块特征(频数、构式、具体度值、共现力)与其技术性之间的关系.研究结果表明,若隐喻语块的使用频率较低并且以名词性构式呈现,其源域词语比目标域词语的意义更具体,其源域词语共现力较高、目标域词语共现力较低,那么总体上看其技术性则越高.本文提出隐喻语块的概念,并在此基础上分析商务英语语块的技术性,对商务英语词汇教学与商务隐喻能力培养等具有指导意义.
口语中高频使用的副词"搞不好"可用于表达言者对所述命题的主观揣测,因此本文从互动语境视角出发,以语境模型理论为基础,通过交际主体的经验、知识、信念等心理表征探究自然口语会话中"搞不好"的特定话语功能,即强化低频信力、标记临界可能、申明偶合意念、平衡信息量级和提请听者对所述揣测予以重视并相信,以助推言者提示、劝慰和警告意图的实现.
Concept-based Language Instruction（C-BLI） is an important development of sociocultural theory in second language research. This paper briefly explicates theoretical mechanisms and practical principles of Concept-based Language Instruction, and systemically reviews empirical studies on C-BLI within international publications through 2006 to 2021 to explore how these stu-dies contribute to the development of research on instructed second language acquisition. Findings reveal that C-BLI research is at the initial stage of its development. A substantial portion of the empirical studies focus on mediational means and their effects du-ring the process of teaching interventions in concept-based grammar instruction. These studies adopt the longitudinal research method and follow the paradigm of a four-step interventionist quasi-experimental design, with the primary focus of data analysis on mixed methods. On this basis, this paper further discusses the development trend of C-BLI in foreign language teaching research.
Research paradigms are defined as whole systems of thinking that humans use to explore and understand the world. With an introduction of the paradigm definition, the present article maps out the paradigm shifts and presents how the shifts have informed changes in studies on foreign language teacher beliefs and practice abroad. Specifically, early studies stemmed from the positi-vism, in which researchers were keen on the exploration of a static, linear relationship between beliefs and practices, to constructivism, which highlighted the attempts that researchers made to explore the tensions between the two constructs. Then, studies steered to transformativism, which focused on teacher identity and the critical pedagogy to re-interpret findings of the studies on teacher beliefs and practices. Studies so far have reached to the stage of pragmatism, which advocates the nexus of teacher beliefs and practice to be studied from a dynamic, complex perspective. The article ended with future research directions on foreign language teacher beliefs and practices.
The Truth Conditional Semantics declares that assertions are related to the truth-value of propositions. However, assertions are not only related to the truth-value of propositions, but also to the epistemic status of the hearer and the beliefs of the speaker in language usage. From the perspective of Linguistic Informativeness Theory, assertions can be used by the speaker to convey information that the hearer does not know to the hearer, reflecting the transmission process of information from the speaker to the hearer. From the perspective of the Epistemology Theory, assertions can be used to express the speaker’s belief and try to make the hearer believe in the speaker’s belief or hold the same belief as the speaker. Assertions to be understood should depend on the communicative intention of the speaker and the interactive communication of both the speaker and the hearer in the process of interactive communication.
Translator behavior can be approached from multiple dimensions, one of which is the translator’s aesthetic consciousness. However, enough attention has not yet been paid to this aspect in the field of Translator Behavior Criticism. By taking Burton Watson’s Chinese classics translation as an example, this paper is intended to explore the relationship between translator’s aesthe-tic consciousness and behavior in Chinese classics translation from the perspective of Translator Behavior Criticism. It’s found that in the process of translating Chinese classics, Watson, as an active translation subject, shows a strong aesthetic consciousness and distinct subjectivity. Based on a good command of literary features of the ancient classics and a full consideration of poetics and readership in the West, Watson tries to strike a balance between faithfulness to the source text and acceptability among the non-specialist readers by making a pragmatic trade-off between the adopting and discarding of rhythms to highlight the transfe-rence of the “heart of poetry”, preserving the figures of speech, images and sentence patterns to represent the literary features, and employing plain English and simplified notes to seek the beauty of conciseness and smoothness, with the aim of guiding the non-specialist readers to appreciate the literary charm of Chinese classics and feel the profoundness of the Chinese history and culture. It’s proved that Watson’s aesthetic consciousness-guided translation of ancient Chinese works has achieved good effectiveness in Western non-specialist readers’ acceptance of Chinese classics. This study contributes to enhancing not only the study of Watson’s translator subjectivity but the criticism of translator behavior as well, and offers an illuminating example for the current out-going translation of Chinese literature and culture.
1引言 互动一直是语言学界关注的重点论题,互动不仅为中介语的使用提供有意义的语言环境,也是中介语体系发展和完善的源泉.2020年12月外语教学与研究出版社出版了由国内二语教学研究领域权威学者徐锦芬教授编著的《二语学习同伴互动研究》一书.该书是国内第一部聚焦二语学习同伴互动的专著,系统梳理了相关研究的发展脉络、理论、研究方法和重要成果,并对未来趋势进行了展望,对我国二语教学研究与实践有重要参考价值.本文首先介绍其主要内容,之后作简要评价.
The ability to communicate scientific information is not only recognized as a requisite in most undergraduate curricula, but is also an essential skill for scientists at all levels of their careers, both new and experienced. To explore how the specialized know-ledge are regrouped, reformulated and recontextualized when facing with the notion of “context collapse”, this study focuses on an emerging genre called 3MT（three-minute thesis） presentations, in which students present their research findings to the gene-ral public within three minutes. Although much attention has been paid to 3MT, our knowledge of how interaction is achieved and what rhetorical decisions and discoursal preferences are involved in this type of communication is still insufficient. Based on two self-compiled corpora of 3MT presentations and master’s theses with the same topics, this study compares the use of interactional metadiscourse between the two different genres. The results show that stance markers in both corpora are more often employed than listener engagement features. In addition, 3MT presenters use significantly more interactional metadiscourse than master’s students and the distribution and linguistic realization of its subtypes also vary across these two genres. These differences could be attributed to the rhetorical constraints and affordances of two generic contexts. This study has important pedagogical implications for English academic spoken instruction and research.
