With the translation studies leaning to target-language, the translator＇s subjectivity has been paid more and more attention by translation scholars. It is noticed gradually that translation is actually a dynamic and...With the translation studies leaning to target-language, the translator＇s subjectivity has been paid more and more attention by translation scholars. It is noticed gradually that translation is actually a dynamic and complex process, during which the translator, acting as a reader of the source text and also a writer of the target text, will unavoidably add something subjective in his or her translation. Since literary translation is interwoven with more cultural and social elements, the translator has to make a choice between loyalty and violation, getting freedom and being restricted when he or she confronts with all the clashes and conflicts between the source language culture and the target language culture.展开更多
The status of the social and human sciences as genuine sciences on a par with the natural sciences has widely been held in doubt, and the subject-oriented approach （SOA） to knowledge also shows the traditional scien...The status of the social and human sciences as genuine sciences on a par with the natural sciences has widely been held in doubt, and the subject-oriented approach （SOA） to knowledge also shows the traditional scientific view to be misleaded. Its shows that it is mandatory to dismiss the idea that personal knowledge is a representation of a common world created by some God, and also the mistake to take the seductive noun/verb structure as for given. We need a new methodological paradigm of science--an approach that avoids the pitfalls of dualism and realism--and take the effort to couch its thinking in a re-interpretation of natural language. This line of reasoning paves the way for the SOA--a new epistemology that takes the individual knower and its feelings as the coherent point of departure. The traits of a new foundation are sketched and to that end a bootstrap model is proposed that departs from the early man＇s first experience. In doing so, we, in a subject-oriented manner, can bring man＇s living experience and his priverse （or private universe）, under the collective umbrella of a consensual science. This approach brings the promise to provide a sound theory of everything-or rather a theory of every thin/kin/g-which in one step removes the cleft between the natural and social sciences.展开更多
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, i...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.展开更多
This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners base...This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.展开更多
文摘With the translation studies leaning to target-language, the translator＇s subjectivity has been paid more and more attention by translation scholars. It is noticed gradually that translation is actually a dynamic and complex process, during which the translator, acting as a reader of the source text and also a writer of the target text, will unavoidably add something subjective in his or her translation. Since literary translation is interwoven with more cultural and social elements, the translator has to make a choice between loyalty and violation, getting freedom and being restricted when he or she confronts with all the clashes and conflicts between the source language culture and the target language culture.
文摘The status of the social and human sciences as genuine sciences on a par with the natural sciences has widely been held in doubt, and the subject-oriented approach （SOA） to knowledge also shows the traditional scientific view to be misleaded. Its shows that it is mandatory to dismiss the idea that personal knowledge is a representation of a common world created by some God, and also the mistake to take the seductive noun/verb structure as for given. We need a new methodological paradigm of science--an approach that avoids the pitfalls of dualism and realism--and take the effort to couch its thinking in a re-interpretation of natural language. This line of reasoning paves the way for the SOA--a new epistemology that takes the individual knower and its feelings as the coherent point of departure. The traits of a new foundation are sketched and to that end a bootstrap model is proposed that departs from the early man＇s first experience. In doing so, we, in a subject-oriented manner, can bring man＇s living experience and his priverse （or private universe）, under the collective umbrella of a consensual science. This approach brings the promise to provide a sound theory of everything-or rather a theory of every thin/kin/g-which in one step removes the cleft between the natural and social sciences.
文摘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.
文摘This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.
