This study made a comparative analysis of the diachronic evolution of the most typical color words — “hong/red” “bai/white” and “hei/black”in Chinese by means of a corpus-based dynamic behavioral profile（BP） analysis. It aimed to explore these verbalized color words’ features of behavioral profile, typical meanings’ evolution paths and their internal cognitive mechanisms and motivations in different historical periods. The results showed that the verbalized color words are mainly used to express “the dynamic process of color change of things”（physical meaning） and “the psychological process of emotional change of people”（emotional meaning）,which are mainly negative emotions. According to the corpus statistics, up to now, the verbalized “hong/red” is more likely to be connected with people or human parts to express the dynamic changes of people’s emotions; while the verbalized “hei/black” and “bai/white” tend to be connected with specific things, showing the dynamic process of things’ color change, which is closely related to the Chinese cultural cognition. The cognitive mechanism of verbalized color words is mainly metonymy, and the process of “new meanings’ generation, expansion,solidification and recycling” is also a powerful explanation of “categorization and decategorization” theory.

在中外翻译理论界,直译与意译问题似乎至今莫衷一是.但细究中外译论史上发现,它们终归应当合理地定位为翻译的基本方法,而不是翻译的原则或标准.而从它们各自的实际运用来看,也不难分清什么是直译,什么是意译;更明确的是,二者各有所指又辩证统一.合格的译者应当根据所译材料、翻译目的、自身水平和偏爱等,科学合理又创造性地、灵活地运用直译和意译,实现二者恰到好处的善译.

Traditional metaphor theory regards metaphor as a rhetorical device, but conceptual metaphor theory in cognitive linguis-tics believes that metaphor is also a universal way of thinking and a cognitive method which people can use to know the unknown. This paper mainly summarizes conceptual metaphor theory, discusses its contribution towards cognitive linguistics and its impor-tant developments—the blending theory. This study will benefit the further metaphor researching and language teaching.

微课是当下教育中备受人们关注的一种教育新模式,微课的合理应用不仅能有效提高课程教学的效率,也能在一定程度激发学生学习的动力.由此,下文将针对微课在大学英语教学中的应用进行阐述,分析其现状同时思考优化微课在大学英语教学中应用现状的举措.

文章基于汉英原因连词各历史时期的语料,对比分析“因为”和"because”语法化过程中典型的句法、语义以及语用特征的共性和差异.共性主要为,它们都来演变自实词或比较实的词,使用频率从最初较低到现在最高.差异主要为,汉语的来源和过程更复杂,汉语表达更丰富;初始语义与演变语义存在差异,理据性方面存在差异;使用范围、位置和语用功能存在差异.在语法化的机制方面,“因为”语法化过程更复杂,受类推机制影响较大;而"because”主要经历了重新分析的过程.

语言学界和翻译学界普遍认为英汉两种语言之间最重要的区别特征之一就是“形合”与“意合”。而从英汉语法特征来看，英语注重形合，汉语更重意合，但两者划分并不是绝对的，有其相对性。英汉语的形合、意合可以从词、句、篇等方面上进行探讨。该文主要从英汉语篇层面出发，重点讨论其相对性并通过英汉语篇的形合与意合的比较来探讨产生这一特征的根源所在。对形合意合在各领域的发展应用进行分析展望。