对《语言学概论》教学的再认识

语言学的一般理论主要是在研究、分析印欧语系语言的基础上建立起来的 ,没有很好地概括到汉藏语系尤其是汉语的研究成果和材料 ,和汉语语言学研究难免是会有所脱节的。而《语言学概论》作为普通语言学的一门基础理论课自开设以来 ,在教学实际中一直存在着不少的意见和问题。本文结合多年的教学实际 ,就《语言学概论》这门课该讲什么 ,不该讲什么 ,如何把语言学的一般理论和汉藏语系的语言特别是汉语的实际相结合 。

The Comparative Study of Metaphors -- From Cognitive and Systemic-Functional Perspectives

Metaphors have different expressions in cognitive and systematic-functional linguistics, which are conceptual metaphors and ideational metaphors. Conceptual metaphors belong to traditional vocabulary metaphors, and ideational grammatical metaphors are pointed out by Halliday--the main representative of systemic-functional theory. This paper elaborates on the specific grammatical feature of EST （English for Science and Technology） text--＂nominalization of processes＂ to reveal the source of ideational metaphors. From the analysis of some examples, it is found that nominalization as a grammatical metaphor expresses the transference between process types, so it reveals the essence of ideational grammatical metaphors. Meanwhile, the comparison made between grammatical metaphors and vocabulary metaphors reflects the similarities between conceptual metaphors and ideational metaphors. In this way, this paper comes to the conclusion that the combination of the study methods of metaphors from both cognitive and systemic-functional perspectives is the best way to uncover the basic characteristic of human thinking.

The One Who Has Left the Bildung Friedrich Nietzsche＇s Philological Turn as a Catastrophe＊

Bildung, a western cultural ideal, which fundamentally can be traced back to biblical connotations, but is also rich in Platonic elements from the history of hermeneutics, reached its culmination point by the 19th century. As the vast superstructure of western erudition, it has acquired the rank of the sole discursive and epistemic normativity, which has defined not only its own system, i.e., education in its narrow sense, but also the criteria of scientific assertions. Since the basis of Bildung was formed by the variations of classical erudition changing by every era, so in the Age of Bildung the defining epistemological and methodological pattern, which determined it from a discursive, and at the same time, an epistemological point of view, was meant by classical philology. As a classical philologist Friedrich Nietzsche was among the first to point out the inseparable connection between rhetoric, interpretation, and epistemology. Nietzsche, as against the monolithic tradition of Bildung, developed a set of aspects of subversive criticism of science, so his surpassing of the nineteenth century academic philology and renewal of it as a kind of cultural hermeneutics walk hand in hand. Nietzschean philology, first and foremost, has to be adapted for revaluing its scientific statements from the aspect of art, i.e., aesthetical sensitivity, which has to be reassessed from viewpoint of effects on life as active potential. The claims of Nietzsche are so comprehensive that the notion of morality defined by Bildung, as well as the ethical system of Bildung, the sole sense of morality is questioned, and his issues are extended over the methodological basis of Bildung considered as normative. However, he does not use such a method of interpretation that, to a certain extent, would not have been known and used by the philology of the Bildung＇s scientific ideal. With the difference that the Nietzschean critical practice does not have respect for the borders defining homologous structures but, by implementing transgressive tactics, it claims the authority of these borders. In my article, I show how the Nietzschean propositions for the methodological reform of classical philology did set the stage for Nietzsche＇s later critical comments, now purely on the philosophy of science, and I analyse the multifold consequences of the concept of the Nietzschean philology as an ＂existential science,＂ which was aimed to de（con）struct the concept of Bildung.

THE ROLE OF CONCEPTUAL FLUENCY IN FOREIGN LANGUAGE TEACHING

Danesi advocates that conceptual fluency should be the aim of foreign language teaching. This paper propounds its theoretical basis by reflecting on the philosophical and linguistic trends in modern era, and points out the defects of Danesi's theory, insisting that conceptual fluency should be built on both the lexical and grammatical levels. It then exemplifies the implementation of the theory in actual teaching practice.

Autonomy, Agency and Identity in Foreign and Second Language Education

This paper reviews key constructs explored in this special issue of Chinese Journal of Applied Linguistics, including autonomy, agency and identity in foreign/second language education. We first explore and compare, in relatively greater depth, the complex meanings of the two similar concepts of autonomy and agency. In discussing autonomy, we start with an analysis of the meaning of capacity and control in Benson＇s （2011） broad definition of autonomy as a capacity to take control of one＇s own learning, and briefly look at related issues of learner agendas and affordances. Based on a close scrutiny of the concept of agency, we propose that autonomy and agency are best treated as distinct concepts in terms of the degree of effective control over the learning-teaching process. Following a dose examination of the two similar concepts of autonomy and agency, we discuss the concept of identity and finally the interrelatedness among these major concepts of autonomy, agency, and identity in language education.