人类失去语言能力的差异性分析

人类语言能力的形成,社会环境起到了巨大的促进作用。脱离社会环境,人就可能丧失这种能力,人失去语言能力的程度是有差异的,有的属于潜在的语言能力,无法转变为社会事实;有的是已成为社会事实的语言能力又重新变为潜在的东西。如果我们注意到各种情况的差异性,在语言能力恢复过程中采取适宜的方法,那么对语言能力的恢复是有帮助的。     

Human Services Management in Rural Contexts

The experience of managers of Social and Community Services(SACS) based in rural locations is the topic of this paper.Prompted by Richard Pugh’s article (2003, pp. 67–85),the paper identifies some of the features of managing socialwork services that are specific to rural contexts. Based onpostgraduate research, the paper briefly describes the contextof these services and the methodological approach used to collectin-depth, or thick, data. The issues of role, relationships,isolation, access to resources and training are discussed, asthese were the themes that emerged from the data. The findingsof the study suggest that rural managers’ experiencesdiffer in significant ways from those of their urban-based colleagues.These differences are relevant to understanding the nature ofmanagement in rural contexts, and the education and supportneeded by these managers.     

大众文化的原本与易境之改塑

20世纪以来,在欧美地区大众文化及其在人的行为层面上体现的日常生活审美化,在城市经济基础上高度发展起来之后,已广泛推向社会,成为对大众的一种整合和左右的手段,因此遭到西马和后来不少理论家应有的批判。20世纪90年代以来,大众文化在中国也愈演愈烈。由于大众文化是社会经济和科技发展带来的不可避免的一种广泛的文化形态,社会主义的文化建设与发展过程中,对于大众文化的生产方式应加以利用,对其内容应加以制导,对其先天性的非审美的低俗之风应加以消解,以社会主义的文化产业来创生多元性的属于人民的大众文化。     

英语双关言意关系的认知解读

英语双关可分为语音双关和语义双关两类。在关联理论框架下,着重探讨英语双关的认知解读机制,认为：认知语境在双关＂显＂、＂隐＂意义的甄别中起促进和引导作用;双关＂显＂、＂隐＂意义的确定受制于意义的关联性。英语双关的理解是一个分两步、第二步经历＂显＂、＂隐＂双重解读的序列认知过程。     

语义规约实证研究

语义条件能够制约句子中词与词之间的组合关系。句子的意义和形式之间存在一定的匹配关系,形式表达意义,意义也影响、制约着句子的形式。语义规约存在的客观基础是语言与思维的关系以及语言与现实的关系。语言和思维密切相关,思维影响着语言的形式与选择;语言反映现实,现实在一定程度上也制约着语言。     

Intercultural praxis: Australian diploma of early childhood education preservice teacher visual literacy comparisons between Australia and Vietnam

ABSTRACT

This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett’s developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers’ histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells’ intercultural praxis framework to understand students’ capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students.     

书写差异：林语堂同一作品在中美的不同策略

林语堂1936年离开上海,开始了30年的海外创作生涯。他连续在美国出版《吾国与吾民》、《生活的艺术》、《瞬息京华》等畅销书,名震一时。但是林语堂的英文写作,早在1927年就开始了,而且有些作品先在中国出版,后在美国再版。通过比较分析这两个文本在文化方面内容的处理差异,探讨林语堂面对不同语境、不同读者时所采取的不同写作策略,以及该策略对当今的华裔文学研究、汉英翻译研究和跨文化研究的意义,可以看出,林语堂的作品在中关的差异主要体现在写作技巧上,而非写作题材上。     

汉魏六朝品藻用语“有+N（P）”结构探析

汉魏六朝时期人物品藻盛行,“有+N（P）”是品藻用语中的一个常见结构,其中N（P）的聚合特征和“有+N（P）”结构的组合特征在形式上具有鲜明的时代性。在语义层面上,“有+N（P）”具有表多、表好的结构特征,N（P）则主要涵括人物外在容止和内在才性两大类型。     

内涵语境下替换失效问题及其解决

解决内涵语境下替换失效问题的基本思路是:内涵语境下的语言表达式表达了某主体所持有的信念或愿望等心理内容,因此是带有主体标记的,它只能被带有相同主体标记的并且和它具有相同指称的表达式所替换才不会改变包含内涵语境在内的整个句子的真值,否则,真值发生改变。     

Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement

Abstract

This article explores unaccompanied young refugees’ participation in various learning contexts beyond school. Drawing from a qualitative study based on interviews with unaccompanied young refugees, educators and social workers in Norway, the findings emphasise the need for a holistic approach to refugee education in and across contexts of learning. The refugees originate from countries where access to formal schooling was difficult or disrupted. Many of them have been exposed to traumatic events prior to arrival. As the educational and psychosocial needs of resettled refugees are diverse and complex, it is unlikely that schools are able to meet them all. Participation in diverse settings, activities and practices beyond school may expand young refugees’ opportunities for meaningful learning as well as promote their social inclusion. Facilitating access to adequate learning contexts, along with supporting their own commitment to succeed, is decisive for young refugees’ educational achievement, psychosocial adjustment and inclusion in society. The paper emphasises the need for reconceptualising refugee education as inclusive of diverse learning contexts in and outside of school. Enhanced collaboration between schools, local community organisations and wider society will facilitate and support resettling young refugees’ opportunities to achieve their fullest potential.