论《红楼梦》中体态语的运用

鸿篇巨著<红楼梦>中大量体态语的妙用是曾雪芹塑造人物形象的一个重要手段.根据体态语的形式,<虹楼梦>中个性迥异的人物所表现出的体态语可分为三大类:表情语、手势语、体姿语.体态语独特的功能、特征使其在塑造人物方面起着巨大作用.     

古汉语专书词汇研究中同义关系的确定方法问题

古汉语专书同义词研究，要有一套科学而又切实可行的确定同义关系的方法。目前学术界所使用的“替换法”、“义素分析法”、“同形结合法”等，都不适应于古汉语专书同义词的研究。而以“系联法”为主，以“参照法”为辅，二者结合以确认同义关系的方法，具有合理性与可操作性，并以《论衡》“征兆”类同义词做了证明。     

“是……的”句型日译汉的偏误分析

据实际语料考察,日本留学生在日译汉过程中使用“是……的”句型的出错率较高。留学生误译语句中有的没有使用“是……的”句型,有的虽然使用了“是……的”句型,但语序等方面存在问题。在分析偏误产生的原因的基础上,通过朗读等语感训练方式,可以提高“是……的”句型使用的正确率。     

Taking the longer view: Explaining Multicultural London English and Multicultural Paris French

The article explores the perplexing outcomes of comparative research projects in London and Paris on language change in multilingual areas of the cities populated by large numbers of recent immigrants with very diverse language backgrounds. In London, as in many other northern European cities, language contact on such a large scale has resulted in the emergence of a “multiethnolect”: a repertoire of innovative linguistic forms used by young people of all ethnicities, including monolingual non‐immigrant speakers. In Paris, however, there was no such repertoire. I propose four factors that are necessary for a multiethnolect to emerge and that explain why similar processes of population movement, immigration, and globalization have produced such different linguistic outcomes in London and Paris. These factors remind us that language evolution, like language use, is constrained not only by the social characteristics of individuals but also by the socio‐cultural historical contexts in which individuals live.     

What you say,and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation

The idea that language skills support school readiness, predicting later self‐regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or social communication skills, may also be critical. This article examined longitudinal contributions of children's vocabulary and social communication skills, from preschool to kindergarten, to kindergarten academic achievement (reading and math) and self‐regulation (executive functions and learning behaviors). Participants were 164 children (14% Latinx, 30% Black, 56% White; 57% girls) enrolled in Head Start programs. Results revealed that initial levels and growth in vocabulary and communication skills predicted better academic achievement. Social communication skills uniquely predicted self‐regulation, after accounting for vocabulary. We discuss potential mechanisms for these links and recommend that strategies to build social communication skills be incorporated in preschool interventions promoting school readiness.     

追问盘古——盘古神话来源问题研究之一

盘古神话在先秦乃至秦汉时期的汉文古籍中均没有记载,直到三国时代才出现在徐整的《三五历纪》中。盘古神话源自何处?源自什么民族?这是近百年来学术界争论不休的一个问题。本文及以后将陆续发表的系列研究文章认为,盘古神话来源于华南珠江流域的两粤(广东、广西)地区,来源于华南珠江流域的原住民族——壮侗语民族。     

在中国-东盟架构下的中国西南地区外语教育制度思考

本文归纳了东盟国家语言的概况,分析了东盟国家语言与中国西南地区民族语言的关系,结合在中国—东盟自由贸易区架构下中国西南地区外语人才的需求特点,指出了现行外语教育制度给当今社会特别是给西南地区带来的弊端,最后对外语教育制度提出了自愿化、专业化、基础化、区域化、激励化的系统改革构想,并从逻辑学、社会学、民族学、法学以及国际比较等角度进行了论证。     

"阴阳合德":壮族传统文化的精华——《布洛陀经诗》的性别哲学研究之二

《布洛陀经诗》虽然已超越"孤雌繁殖"的认识阶段,但却没有完全陷入男性"惟我独尊"的窠臼。其中关于男女祖神并尊的唱颂,以及对妇女地位和作用的某种肯定,都在一定程度上体现了壮族性别哲学的精髓。这些思想是我们在寻求性别和谐发展之道时可以借鉴的。     

语言多样性、信息获取与分析师盈余预测质量

考察了语言多样性对分析师盈余预测质量的影响,以及这种影响如何因员工教育水平的不同而变化.基于中国上市公司的实证检验结果显示,语言多样性显著降低了分析师盈余预测质量,但是随着公司员工受教育水平提高,语言多样性对分析师盈余预测质量的负面影响有所减弱.进一步研究发现,分析师与CEO间的校友关系增强了员工教育水平对语言多样性与分析师盈余预测准确性之间关系的正向调节作用.研究结论一定程度上丰富了分析师私有信息获取及其影响机理以及社会关系等方面的文献,而且还可帮助投资者、监管者等利益相关方更好地理解分析师行为,促进资源合理配置,增强资本市场的有效性等方面具有一定的启示意义.     

Values and Their Change During the Business Education – A Gender Perspective

Modern management and organization theory have been criticized for being based on masculine values and concepts. The theory and associated values influence not only managerial behavior in practice, but also business education's value system. In this study, we analyze the change in values during business education from a gender perspective. By values we mean feminine and masculine values. Our empirical study is based on the literature of cultural values and gender socialization theories. We surveyed 324 students. The result of our study lends support to earlier research: men are more masculine and women more feminine in their values. The change towards masculinity during business education is not supported statistically in this study. However, there may be a weak tendency towards masculinity, especially among female students. In addition, we propose that it is possible that business students have a tendency to try to fulfil masculine needs in their occupational choice. Further research is needed to investigate the empirical findings of our study. This revised version was published online in July 2006 with corrections to the Cover Date.