奥巴马就职演讲对思想政治教育的启示

历届美国总统就职时都要在仪式上公开演讲,这些演讲反映了当时的美国国情和国策。随着现代信息技术的发展,奥巴马的就职演讲突破原来空洞的政策演说,成为宣传美国精神和意识的重要手段。这启示我国思想政治教育者在进行教育时,一要注意教育内容的真实性和教育的语言美,二要充分发挥教育者的人格魅力,三要注重选择创造有利的教育情境。     

论演讲中的情感把握

情感是演讲中的重要因素,其基本要求是要抒发常情、把握分寸。情感的完美表达需要加强语言和情感的修养、体态语的修养,还要了解听众的特点。     

英汉“反复”修辞格比较研究

本文对英汉"反复"辞格在音、形和分类方面进行了比较研究.文章既阐明了两种辞格惊人的相似之处,也反映了二者在分类方面表现出的差异.     

语词与意义的文化解读

言与意的关系问题是古今中外文化史上讨论颇多的基本文化问题之一。矛盾论者割裂了二者关系 ,提出言不尽意、辞不达意的矛盾论题。如果从本体意义上揭示语言与意义的同一性 ,那么就语言存在方式而论 ,语言走向意义不仅可能 ,而且必然     

言论自由: 网络法治的“母”与“子”

作为言论自由在网络社会的表现,网络言论自由既有传统表达自由的共性,又蕴含特殊的规制难题.现时期出现的各类网络言论自由界限与法律缺位的案例使得相关多方的权利保障面临困境.西方国家对网络言论自由的规制以及我国现实司法实践中的良性做法提供了制度改革的思路.     

诗歌:修辞与想象例话

诗歌是想象的艺术,没有想象就没有诗歌;而概括性、抒情性极强的诗歌又最需要依赖修辞来进行表现。因此,寻找修辞与想象之间的互补点就显得尤为重要。     

对中国英语教材中"建议"对话的研究

探讨了中国英语教材中＂建议＂对话是否符合英语本族语者的会话习惯。研究发现,教材对话中＂建议＂的三种答复类型的比例和英语本族语者存在显著差异;教材对话中＂延缓答复＂方式和本族语者不同;教材对话没能像本族语者那样采取＂相互肯定＂和＂转换话题＂等方式退出建议;教材中几乎没有任何（元）语用信息。在对这些现象产生的原因进行了分析的基础上,提出一些有针对性的教材改进方案。     

Book Reviews

Books reviewed: Charles Antaki and Sue Widdicombe (eds.)., Identities in Talk Tove Skutnab‐Kangas, Linguistic Genocide in Education–or Worldwide Diversity and Human Rights? Marnie Holborow, The Politics of English: A Marxist View of Language Clare Mar‐Molinero, The Spanish Speaking World: A Practical Introduction to Sociolinguistic Issues Gail E. Hawisher and Cynthia L. Selfe (eds.), Global Literacies and the World‐Wide‐Web Justine Coupland (ed.), Small Talk Francesca Bargiela‐Chiappini and Catherine Nickerson (eds.)., Writing Business: Genres, Media and Discourses Geoffrey Lewis, The Turkish Language Reform: A Catastrophic Success Kenneth J. Gergen, An Invitation to Social Construction James Milroy and Lesley Milroy, Authority in Language: Investigating Standard English Linda Thomas and Sha¨n Wareing, Language, Society and Power: An Introduction     

Pragmatics of Self- and Other-Reference in Young Children

During the first years of life, children come to understand and talk about a self separate from others. This study examined self- and other-reference and communicative intents expressed by children and parents in dyadic interaction at 14, 20 and 32 months. Research questions included whether children's early use of self- and other-reference pronouns occurred for expression of particular communicative intents, how use changed with age, and whether parent and child pragmatic expressions of self and other were similar. Results showed that children's early explicit reference to self tended to take the form of I rather than me/my/mine, and was used primarily in making statements about their intended actions, in making requests or proposals to their parents and in stating propositions about the world around them. Children during this developmental period were only beginning to refer to the present other with the pronoun you and these instances occurred primarily in making requests or proposals. Despite age-related increases in pronominal forms and intents, a small set of intents continued to provide the context for most self- and other-reference pronouns. In the communicative contexts in which they explicitly refer to self and other, children did not appear to exclusively mirror those which were observed in parental speech.     

结社自由简论

宪法性法律和国际人权条约承认和保护的结社自由，是个体基于不同的原因而与他人结成名称、规模、宗旨和目标等各不相同的组织的权利。文章从四个方面，即什么是结社自由、它有什么功能、法律如何对之进行保护以及结社自由与表达自由之间的关系，对结社自由进行了界定。