认知构式语法：主要思想和基本原理

构式是语言使用者学得的形式和语义/功能的配对,包括语素、词、熟语和句式等语言单位。论元结构构式是用来表达基本句子的形式和意义的配对,它本身具有独立于动词的意义。动词与构式整合时,要遵循语义一致原则和对应原则。在从事语言研究时,我们既需要认真研究论元结构构式,同时也需要认真研究动词和论元以及句子所出现的语用环境。     

vP壳结构与SVO句式的生成研究

SVO句式是人类自然语言中一类重要的句式。该句式在语义特征和句法结构上有着特定的关系,而在结构表征和生成推导中体现这种关系,是一个具有挑战性的课题。文章采用vP壳来讨论英语中两类看似相近、实则不同的典型SVO句式的生成过程,并从中反映vP壳对语言句式生成的高度概括性和解释力。     

现代汉语的语序及相关问题

语序分为句法语序、语义语序和语用语序.现代汉语的基本句法语序是"主语 谓语(动词 宾语)"即SVO,不存在所谓的宾语提前的OSV或SOV的语序.现代汉语句式多样化,即同一种意思可以用各种各样不同的句式来表达的语言现象是在语用因素的驱动下产生的,对一个句子进行分析时不但要进行句法分析,还要进行语用分析.运用认知语言学、论元结构理论等方面的知识,可以对SVO语序进行比较充分的解释.     

Child welfare workers’ constructions and causal explanations of poverty

Studying the perceptions of the causes of poverty is warranted because individual perceptions shape behavior toward poor people and actions related to poverty. Prior studies relying heavily on survey methodology fail to capture deeper and fuller meanings participants apply to poverty. This study explores how child welfare workers understand poverty by examining their definitions of, and what they see as causal explanations of, poverty. Individual interviews were conducted with 30 child welfare workers throughout a Midwestern state. Analysis indicated that workers all defined poverty as ‘not getting basic needs met,’ corresponding to the underlying assumptions of absolute poverty measures. Workers simultaneously augmented these definitions using other poverty constructions, namely the federal guidelines and more complex views – conceptually in line with relative poverty measures – that account for factors outside income or consumption. Workers’ causal explanations of poverty were multifaceted. Causal explanations included structural/systemic, individual, family/generational, and luck, with the first three being most prominent. These findings have implications for practice and training in the child welfare system as it relates to poverty.     

论语言事件句型中心

根据众多的语法研究著作,以历时和共时语言视角分析表明:句型是语言的中心。从语言结构的认知功能视角分析认为:事件句型是语言表达功能的载体,是形式与功能的实体,是语言的核心。语言知识是事件句型的形式和意义匹配的知识,是以事件句型为中心的知识。因此,从语言的内部结构、修辞和认知功能视角研究和分析英语基本句型的事件句型规律,能揭示语言的本质规律,是学习和应用语言的有效途径。     

公示语汉语地名及英译的转喻解读

以公示语汉语地名及其英译为研究对象,以转喻认知机制为理论基础,尝试对转喻进行重新分类,进而以公示语地名及其翻译的汉英词汇结构为例,考察转喻机制在语料中的操作模式和解释力。研究发现：1）所有公示语地名都是定中名词结构,包括名名定中和形名定中两类;2）公示语地名构词要素,包括专属词汇和通用词汇,其中专属词汇结合是概念和语义混搭的结果,汉语读音和英译拼音之间存在基于语音象似性的转喻机制;3）通用词汇组成的公示语地名中,部分显示指称转喻现象,汉英均是“名1+名2”或“形+名”定中结构顺序,其他地名不存在明显转喻机制,英译时呈现“名1+名2”和“名1 of 名2”两种形式。     

“自我”与“差异化”在近代广告叙事中的多重建构

中国近代广告叙事对差异化的建构不仅仅是为了推销产品,塑造品牌形象,更为深层的是表征这种差异化的那些意义生产过程。它所要传达的是一种复杂的自我建构意向。有多种要素介入并影响了此过程:产品、文字、声音、影像、识别标记、行动者,以及建构它们或者由它们衍生的各种符号、象征和意识形态。因为意义总是处于不断生成和再造之中,而表征也是多脉络地往返于不同符号的所指链和能指链之间。自我被表征的同时,也在起着主动的表征作用。这种相互建构的过程既是在具体的文本和叙事中显现的,同时也关联到场境外更大的社会历史过程。正是不同力量之间协商和共谋,意义之间邂逅和抵达、区隔和平衡促成了自我的多重影像。     

上海发展低碳建筑的现状问题及目标策略研究

本文通过对上海居住及公共建筑碳排放指标进行量化分析,研究上海低碳建筑发展的现状,分析现实问题及矛盾;运用情景分析方法预测未来发展目标及达到目标所要采取的应对措施。     

汉语中的话题突出和英语句法变异

从汉语句式中的话题突出入手,讨论了由汉语话题迁移所致的几种句法变异。汉语对话题结构的限制条件很少;而英语中对话题的约束条件却很多,话题必须和空位共指。在也学习中,汉语的话题特征会以默认值的形式迁移到英语句法当中。这使中国学生的英语句法具有大量汉语式的话题特征。本文认为,只有通过改善输入质量、加强针对性训练,使习得者内部大纲中的现行语法和产生12句式推导的相关输入特征发生冲突,才能使习得者内部的uG约束发生改变,并促使目的语语法进一步发展。     

Reinterpreting learning difficulty: a professional and personal challenge?

I want to explore in this article the ways in which people with a learning difficulty are constructed in a number of ways as disabled, as limited, as being special, and so on. Constructions can also be utilised for different purposes – to ensure that they have effective levels of support and to elevate the status of people with a learning difficulty. Positive constructs may articulate an ‘accentuation of the positive’ as Goodley and Armstrong prescribed. However, whilst I agree with this sentiment, one echoed in Swain and French’s important formulation of an affirmative model of disability, and one that I have also espoused, professionally I also feel that my experience of working with people with learning difficulties makes me suspicious of generalised statements about people, even those deemed positive. This may be especially true in a period of financial rationalisation, where such constructs may seem inevitable in the fight for effective support for people with a learning difficulty.