英汉赞同类肯定性应答标记对比研究——以“就是”及其英译形式“Exactly”“I Know”为例

文章以应答标记“就是”及其英译形式“exactly”“I know”为研究对象,从句法特征、语义特征、语篇组织功能和人际互动功能四个角度对三者进行对比分析,通过系统的研究发现:三者都能位于应答句句首、句中、句末及能单独成句,具有相似的语义特征,都具有语篇组织功能与人际互动功能,但在连用情况、主要程序意义、保持话轮功能和强调功能上存在量化差异。同时,文章还探讨了“就是”的英译策略。通过细致的比较研究,希望对二语习得、英汉互译、英汉双语词典编纂等双语活动提供借鉴功能。

汉英话语标记“谁知道呢”和“Who Knows”比较研究

“谁知道呢”和“who knows”在具体的语言环境中浮现出话语标记的用法,它们在翻译中的对译程度非常高,且二者在句法分布和语用功能上存在很大程度上的对等性,但目前学界对这一语言现象关注度不够,因而缺乏对二者的比较研究。本文从句法分布特征、语篇组织功能和人际互动功能三个方面对“谁知道呢”和“who knows”的话语标记用法进行系统细致地比较分析,以期对相关翻译、二语习得与双语词典编撰提供借鉴指导作用。

话语标记语You Know的元语用功能分析

人们在使用语言时,或多或少会受到元语用意识的调控。作为口语和书面语中高频出现的语言现象,you know在经历一系列语法化过程后,最终演变成话语标记语,体现了说话者不同程度的元语用意识,具有不同的元语用功能。本文依据COCA语料库,结合Verschueren的元语用意识理论以及Sperber和Wilson提出的关联理论对话语标记语you know的元语用功能进行分析,发现you know具有强调信息、深入解释、话轮监管、举例说明、提供建议以及维护关系六种元语用功能。通过探索you know的元语用功能,you know与语言使用者的元语用意识之间的关系也得到进一步揭示。When using language, people are more or less regulated by metapragmatic awareness. Frequently used in both spoken and written language, you know, after a series of grammaticalizations, eventually evolves into a discourse marker which reflects speakers’ metapragmatic awareness to different degrees and performs different metapragmatic functions. Based on the COCA, this paper analyses the metapragmatic functions of the discourse marker you know according to Verschueren’s theory of Metapragmatic Awareness and the Relevance Theory proposed by Sperber and Wilson. It is found that you know has six metapragmatic functions: highlighting the information, giving further explanation, regulating turns in conversation, providing examples, making suggestions and maintaining relationships. By exploring the metapragmatic functions of you know, the relationship between you know and the metapragmatic awareness of language users is further revealed.

优化阅读教学设计,渗透学科育人价值——以“Mom knows Best”诗歌教学为例

阅读是学生获取信息、认识世界、发展思维、获得审美的活动,是学生理解、领悟、吸收、评价和探究文章的思维过程。在这个过程中,读者收获作者的思想,碰触到自己的内心深处,影响到自己的思考甚至于行动,也就提升了自己的成长。即阅读要重视情感的体验,通过阅读让学生受到情感的熏陶,获得思想的启迪。

基于“KNOW-DO-BE”产出理论的塑性加工工艺及设备课程教学反思与改革

塑性加工工艺及设备是面向金属材料工程专业学生的一门专业方向课,对提升学生的从业水平至关重要。为更加契合工程教育理念,基于“KNOW-DO-BE”产出理论对该课程进行教学反思与改革。在课程教学阶段,提出开展多模式授课、问题导向式教学,并引入情怀教育。在考核方式上,提出改革试卷结构、改革平时成绩评定方式。通过课程改革,学生对知识理解得更深、工程实践能力更强、职业素养更优。

元话语构式you know what的元语用阐释

You know what构式在口语中使用频率较高,主要用于调节交际过程,具有动态的语境特征和丰富的语用功能,体现说话人的元语用意识,属于元话语资源,我们把它称之为“元话语构式”。本文基于元语用理论,以美国影视剧《摩登家庭》(Modern Family)中的会话作为语料,在对元话语构式you know what本身形式结构及语义特征进行分析的基础上,探究该构式如何在口语交际中对言语内容实施管理和调控,体现说话人的元语用意识。研究发现,说话人在元语用意识调控下通过元话语构式You know what的选择,为听话人推理其话语意义提供解读框架,突显说话人的立场和态度,调控交际双方互动关系等,这些调控因素构成了不同维度的动态交际语境,体现了说话人的主观性和交互主观性。

Novel coronavirus (2019-nCoV) update: What we know and what is unknown

The year 2020 was welcomed and characterized with a report of pneumonia of unknown etiology,which occurred primarily in Wuhan City of Hubei Province of China.Between 31 December 2019 and 3 January 2020,a total of 44 cases in human was reported to the World Health Organization(WHO)by the Chinese Health Authorities[1].By 3 February 2020,a total of 17391 cases have been confirmed globally with 2838 new cases(China:17238;2831 new cases and 361 deaths;Outside China:153 with 7 new cases and 1 death from 23 countries)[1].

话语标记语You know 的语用功能探析

You know作为一种语言现象,在经历了语法化的历程之后,涵盖了语义虚化、句法位置松散、语用充实,最终衍变成话语标记语。You know作为话语标记语,不再承担话语的语义功能和句法功能,而是在言语交际中充当语篇功能、社会认知功能、元认知功能和人际功能的语用角色。文章以话语标记语You know作为研究对象,旨在从语篇维度、社会认知维度、元认知维度和人际交流维度探讨You know在言语交际中的语用功能。

交互主观性视角下话语标记语You Know的语义研究

话语标记语作为话语中有着程序性意义而不影响话语命题意义的词语或结构,广泛应用于语言交际活动之中。近年来,随着语言本质的对话性、互动性在认知语言学研究中的重要性逐渐增强,部分研究者开始将话语标记语作为研究对象,讨论说话人在使用话语标记语时对听话人想法和态度的关注,即话语标记语的交互主观性特征。基于Verhagen提出的交互主观性识解构型,本文通过自建语料库,结合新型语料库分析工具LancsBox (v 6.0)对话语标记语you know进行定量、定性分析,从you know的词典释义、第二人称you的认知空间构建功能、you know交互主观性的形成机制等方面,对话语标记语you know所体现出的交互主观性意义进行识解。

心理学类微信公众号的健康传播探析——以KnowYourself为例

当下物质生活水平提高,社会压力增大,心理健康相关问题更为人们所关注。手机等移动智能终端的普及,使微信公众号成为心理健康传播的重要媒介之一。以"know yourself"为代表的心理学类微信公众号,是心理健康传播的重要渠道。本文尝试对"know yourself"公众号的传播现状进行分析,探寻心理学类公众号心理健康传播的优化路径。

健康传播视野下心理类公众号“know yourself”传播特点及路径分析

社会压力的增加导致心理疾病已经成为困扰现代人的一个主要因素,但与此同时,媒介传播平台的增多也为心理健康知识的普及与宣传提供了有效的通道,"know yourself"作为心理类微信公众号中较有影响力的一个,它围绕心理学知识所进行的健康传播活动为受众普及心理健康信息,进行情绪疏导.因此,从健康传播的角度对其传播特点进行分析,也许能够为探索自媒体心理健康传播活动的路径有些许裨益.

Knowing Changes and Seeking Changes

In the report of the 16th Party Congress, the first two decades of the 21st century are seen as "the period of important strategic opportunities which we must seize tightly and which offers bright prospects." How to seize this period of strategic opportunities and get something done is a major task for every decision-maker of every region, department, and industry and even for every ordinary Chinese.

To Know the World to Know Oneself——My 40 Years of Experience with France

FORTY years ago,in 1978,1 was working in a factory in Shanghai.At that time,the gateway to foreign countries seemed to me even more remote than that of paradise.I had already heard of the French Republic,but only because my father was Zheng Yonghui,an illustrious literary translator who spoke fluent French.My father was born in Vietnam(formerly under the control of the French colonial empire),but at a very young age he arrived in Shanghai,and then

DID YOU KNOW...? Facts and figures on water and sanitation

Water-related diseases,including diarrhea,are a leading cause of death in children of developing countries.However,they can be prevented and controlled by improving access to safe drinking water and sanitation,

“How do you know when the ground is getting close?”

Robert,an experienced sky diver(跳伞运动员),was readying him-self for a jump when he spotted(发现)another man outfitted(装备)todive wearing dark glasses,carrying a white cane(手杖)and holding aseeing-eye dog(导盲犬)by a leash(皮带)。Shocked that the blind

Know the Ropes

A good sailor knows all about ropes and how to tie theminto knots.From that we have this idiom,and it means toknow all there is about a job,a hobby,a business or a method.“You’ll never get to know the ropes if you continue to day-

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