常德方言动词语义配价初探

依据语义配价理论考察常德方言动词 ,可发现与普通话动词对价语不同的语义要求 ,这些具有语义配价特色的方言动词可按与普通话形与义的差别分为四大类。方言动词系统、词义系统与普通话的不同以及语言习惯的制约是造成语义相容性差异的主要原因。     

《六祖坛经》中的副词研究

《六祖坛经》中的副词共5类81个,其中时间副词9种36个,范围副词5种16个,程度副词2种4个,语气副词4种13个,情状方式副词9种12个。其使用特点有三:一是体现出了上古汉语、中古汉语、近代汉语三个不同的时间层次;二是单音节副词占优势;三是合成副词有双音组合副词和附加式复合副词两大类,并以双音组合副词成词为主要方式。     

"谈话法"在大学生个性化思想政治教育中的运用

谈话法是对大学生进行个性化思想政治教育的重要方法。要运用好这一方法,就必须充分认识谈话法的特点,灵活运用谈话技巧,加强谈话效果,确保大学生个性思想政治教育的开展。     

The Semantically Reciprocating Robot: Adult Influences on Children's Early Conversational Skills

Two-year-old children's conversational replies were observed in two social contexts: (a) with a partner who consistently responded to each of their utterances by semantically reciprocating and commenting briefly on their topic; or (b) with a partner who also consistently replied to each of their utterances but did not semantically reciprocate their topic. Children were significantly more likely to reply to a partner who maintained their topic. Given that a child replied, the verbal responses in the semantic reciprocation group were also more likely to have a topic-comment structure characteristic of more advanced conversational skills. These experimental data confirm previous correlational evidence suggesting that children are sensitive to semantic reciprocation during the early stages of verbal communicative development, and they support recent arguments suggesting that the adult's use of expansions scaffolds the child's tendency to use predicative, topic-comment replies…and perhaps advances the child's understanding of the adult partner as an attentional/intentional mental agent.     

会话交际中的语码转换研究--以某校英语专业学生宿舍会话交际为例

通过对某高校英语专业10个宿舍日常会话交际中的会话实例进行观察和记录,并依据会话实例对英语专业学生宿舍交际中语码转换的类型、特征、发生原因、功能及影响因素进行全面分析和研究,进而提出可行性建议,以克服学生在学习英语的过程中进行语码转换时的影响因素。     

Using the Therapist's Inner Conversation in Teamwork with Novice Therapists

Peter Rober's work (2005a) on the therapist’s inner conversation (TIC) has been a significant contribution to understanding the therapist's 'here and now' experience that focuses on the emergence of different voices responding to what is said in the therapy session. Frediani and Rober (2016) conducted an investigation into the experience and TIC of novice therapists concerning emotions aroused and how they deal with them during family therapy. Their research prompted us to ask how this methodology could work with recent graduates and those in the last year of their undergraduate training. This was addressed in the adolescent psychotherapy team that is part of the Equipo de Trabajo y Asesoría Sistémica (Systemic Counselling and Teamwork) (eQtasis) of the Psychology Department of the University of Chile. An important characteristic has been developing an ethics for clinical practice and generating a collaborative reflexive approach as a central aspect of the clinical training. The paper aims to promote the legitimacy of the experience of novice therapists who despite limited professional experience have many stories that connect with what is said in therapy.     

Making fathers relevant: How practitioners include both parents in talk about parenting programmes

Parenting programmes are recommended as an effective means to support parents in promoting positive relationships with, and managing the behaviour of, their children. One barrier that impedes their successful implementation is that partners, especially fathers, are less frequently recruited by child welfare services. This article reports on a study that investigated how both parents were engaged with parenting services. Direct recordings were made of initial telephone conversations between six practitioners and 28 parents referred to those services and investigated for evidence of how the other parent was recruited. Conversation analysis was used to identify how participants introduced the possibility of both parents being included in the service, how these possibilities were negotiated, and what eventual agreements were made for both parents to be included in future arrangements. Implications for practice, training, and future research are considered.     

The influence of ‘topic and resource’ on some aspects of social theorising

Developments in sociological theory since the 1960s have been responses to disciplinary problems rather than changes in fashion. The problem of topic and resource—where sociology has to use everyday understandings and practices as study resources even though they are legitimate topics of enquiry—has been an important and sometimes neglected spur to many of these developments. The turn to discourse, conversation analysis and the rise of Bourdieu's reflexivity are all attempts to address the problem, but each is shown to be unsatisfactory in different ways. In summary, they seek to address the issue as requiring either a principled methodological or a principled theoretical solution, and neither approach is capable of comprehensively addressing the matter. It is argued that these ‘solutions’ depend, in turn, on one of two particular construals of what the ‘problem’ consists in, neither of which is necessary or coherent. Each, it is argued, depends on a philosophical trick: making language out to need formal improvement (the Bertrand Russell trick) or introducing inappropriate scepticism to everyday life (the René Descartes trick). It is suggested that treating topic and resource not as a problem but as something which opens up new areas of investigation successfully deflates the issue and avoids unnecessary theoretical and methodological contortions.     

When to Make the Sensory Social: Registering in Face‐to‐Face Openings

This article analyzes naturally occurring video‐recorded openings during which participants make the sensory social through the action of registering—calling joint attention to a selected, publicly perceivable referent so others shift their sensory attention to it. It examines sequence‐initial actions that register referents for which a participant is regarded as responsible. Findings demonstrate a systematic preference organization which observably guides when and how people initiate registering sequences sensitive to ownership of, and displayed stance toward, the target referent. Analysis shows how registering an owned referent achieves intersubjectivity and puts involved participants' face, affiliation, and social relationship on the line. A video abstract is available at https://youtu.be/rNL70vawG3o     

现代汉语分裂句焦点分析

分裂句是用来强调句子的某一成分。现代汉语分裂句具有三种结构形式,即,“是……的”、“主……是……的……”及“主……是……的”,“是”和“的”组成了分裂句的结构形式,其中“是”为焦点标记,“的”具有时态标志性特征。现代汉语分裂句中的焦点可分为原位焦点和非原位焦点两类,非原位焦点又可分为内在焦点和外在焦点,外在焦点具有话题性特征。