“言社”考述

"言社"是清咸丰三年由越中孙垓、周星誉主创的诗文社团,成员共十七人,十二人有诗集传世,他们以复兴风雅为己任,主张以才学为诗,承浙诗派余绪。"言社"有比较鲜明的理论主张,创作实践也活跃一时,是咸丰年间较有影响的文学社团,惜今人鲜有论及。本文旨在考辨这一文学社团创办缘起、成员组成、交游、诗歌创作及主张。

“言语社区”与“言语共同体”——从历史流变谈社会语言学两个常用词

文章根据汉文、英文、德文、日文原始资料,对涉及社会语言学核心概念的"言语社区"和"言语共同体"作了深入的历时考察。指出:"社区"所指来自英文community,能指为我国学者创造;"共同体"所指来自德文gemeinschaft,能指来自日文。"社区"和"共同体"本属不同概念。由于语义交叉,加之其他因素影响,二者在社会学中呈合流趋势,而在社会语言学中仍被不少学者区别使用。文章认为以开放包容的态度对待"言语社区"和"言语共同体"的并存乃为务实明智选择;如果二选一,则需看到这样做的缺憾所在以及可能带来的问题。

The Effect of Study-Abroad on Pragmatic Transfer

This study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twentytwo Japanese college students completed a multimedia elicitation task(MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data.Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2;and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.

Freedoms and Restrictions of Translator＇s Subjectivity in Literary Translation

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.

Is Recast the Most Effective Type of Corrective Feedback？ --Under Cognitive and Sociolinguistic Approach

Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.

A Contrastive Study of Chinese and English Forms of Address

According to sociolinguistic research of speech events, the choice of linguistic forms is determined by the formality of the context and the relationship between interlocutors in a speech event. In this respect, address forms are socially driven phenomena which make the fundamental point in sociolinguistics clearly. The attempt of this study will be made to discuss the impact of the cultures, especially people in America and China. Mainly, the paper is pertinent to ask some questions： （1） whether there are any different pronouns of address used in different cultures, （2） the discrepancy of forms of address used in America and China and how interlocutors used them respectively and （3） are there any semantic systems presented in both two cultures based upon interlocutors＇ social position and cultural background.

The Dynamics of Hong Kong Identity： A Sociolinguistic Perspective

This paper looks at the language use and the language situation of Hong Kong and their relationship with the identity issue or identity crisis （as reported in some of the media, such as The Guardian, March 2012）. The ＂bi-literacy and tri-lingualism language policy＂ of Hong Kong is discussed. The use of the three language varieties, namely Cantonese, English and Mandarin are discussed in relation to Hong Kong people＇s proclaimed cultural identity. The emergence of mixed code （juxtaposing English into Cantonese utterances） also marks the link between language and proclaimed cultural identity. With the several social issues happened in Hong Kong 2010-2012, Hong Kong citizens＇ sense of belonging with an ethnic Hong Kong identity reached the highest according to the Public Opinion Program launched by one of the universities in Hong Kong. Language use in one of the recent television drama series magnifies the issue of ＂Hongkongness＂ which is closely linked to the use of Cantonese and mixed code.

Conversation Table as an Environment for Re-Signification of Subjectivity and Identities in Portuguese as a Foreign Language

As foreign language teachers, we always wondered about the silence of our students during the lessons. However, after we started the project ＂Conversation Table in Portuguese＂ （CTP）, we realized that the students assumed a more active role during the interactions, probably due to the less hierarchical situation they were in. The CTP provided the students the opportunity to express themselves in a foreign language without the interdiction they felt inside the classroom. Within this new context, the lack of confidence they might have been facing when communicating in a foreign language started to disappear, giving place to a motivation to express what they felt in this ＂new＂ language. Therefore, the target language started to become a new locus, a new way that made them not feel scared, but free and curious to say things that they would not say in similar situations when communicating in their mother tongue. In other words, the foreign language can be the place where everything seems to be possible as we do not have the control or interdiction imposed by the social values presented in our society and manifested in our mother tongue. In this study, we analyze some discursive situations taken from a session of CTP in which the students show their new identities in the foreign language. The results show that acquiring another language is much more than acquiring new linguistic aspects of communication, but also giving birth to new identities that make us become new subjects.

Teaching Speech Acts in EFL Classrooms： An Implicit Pedagogy

Language teaching is a combination of teaching syntax, content of language in use, and the social background of that language. As the study of the act in speech, speech acts naturally exist in social and interpersonal discourses. Thus it is of vital importance to let language learners to acquire its concept and principles. This paper is a brief introduction to the theories and approaches on speech acts as well as its application for ELT pedagogy. The paper is made up of three parts. In the first part, former investigations and theories on speech acts would be introduced and discussed. The second part is a discussion on communicative competence in English language teaching. In the third part, two sample tasks of implicit pedagogy for speech acts would be introduced. A conclusion of teaching speech acts implicitly is given out in the fourth part.

The Influence of Indian Culture on American English

Language and culture are inseparable. A language carries cultural message of a nation, which reflects the historical and cultural background of this nation, as well as people＇s thinking, social behavior and lifestyle. Culture records the social development and changes while social development and changes in a variety of things and phenomena will get accumulated and reflected in the language. In the collision of Indian culture and American English, Indian culture has left a deep imprint on American English. American English absorbs a large number of Indian vocabulary, including the names of animals, plants, and many other aspects of social life along with compound words. This paper mainly focuses on the influence of Indian culture on American English, and analyses semantic variants from Indian language in American English, including sound, spelling, semantic and syntactical change. With the tolerance of other languages and many borrowed Indian words, American English makes the 17th century become its starting point of continuous development and evolution.

On the Cultural Untranslatability in Chinese-English Literary Translation

The paper is intended to study the cultural untranslatability in Chinese-English literary translation and its compensation with a view to find some practical strategies in translation when untranslatabiltiy occurs. Based on Eugene A. Nida’s classification of language culture, the author analyzes causes of cultural untranslatability in terms of ecological culture, material culture, social culture, religious culture, and linguistic culture through specific examples. As the cultural untranslatability is conditioned, variable, and dynamic, some translation strategies are proposed for tranferring untranslatability to translatability.

Language and Culture in Foreign Language Teaching

Culture plays a very important role in language teaching. A deep study of the relationship between language and culture is not only necessary but also urgent in language teaching and learning. The paper briefly points out that in order to make teaching more effective, teachers should not only teach the language itself, but also teach the culture in the language while teaching the foreign language. It analyzes the differences of language customs reflecting in different cultures among different languages （between European languages such as English, Russian and Asian languages such as Kazakh, Chinese）. The analysis of diversity of different social cultures and different language customs of commtmication shows that the culture has a great influence upon the language. It includes the next components： （1） diversity of different geographies, natural environment, and customs, （2） differences of the history, religion, and belief, and （3） diversity of different thoughts of understanding objectivities. Further suggestions concerning how to use culture factors in the teaching procedure are also introduced in detail, such as： （1） the teacher＇s role; （2） the way of explanation, （3） the way of contrast; and （4） the way of practice. In order to conduct foreign language teaching well, teachers must take up the teaching of culture and the teaching of language at the same time. As long as the emphasis is laid both linguistic skills and communicative competence, the goals of language teaching will be achieved satisfactorily.

From the Perspective of Conceptual Metaphor -Analyzing the Heroine＇ s Resistance in The Scarlet Letter

Conceptual metaphor has always been the study focus of cognitive linguistics. Conceptual metaphor is ubiquitous, cognitive and systematic. Nathaniel Hawthorne in his representative work The Scarlet Letter makes full use of the conceptual metaphor. A detailed description of the heroine Hester Prynne through the conceptual metaphor fully expresses Nathaniel Hawthorne＇ s feminist thoughts. Through the metaphorical analyses of the name Pearl, the scarlet letter ＂A＂, the forest and the scaffold this paper analyzes Hester Prynne＇ s resistant consciousness. On the basis of this, the positive social significance of the novel is explored.

Literature and the Teaching of Stylistics： An Investigation Into the Pragmatics of Community Formation in the Educational Context of Namibia

The author＇s paper is an attempt to investigate the success of the pedagogy of stylistics and pedagogical stylistics in the Namibian context. As an applied linguistics course, stylistics is eminently suitable for study and analysis of literature, because it clearly explicates literary effects through linguistic analysis. Many scholars have illustrated the use of stylistics analysis for the purposes of studying literature and teaching it, which is, pedagogical stylistics. However, this paper combines both the study of Stylistics as a discipline, which is the pedagogy of Stylistics, and the use of stylistics for teaching literature in general and poetry in particular. Namibia adopted English as its official language 22 years ago. Since then, both teachers and students have been struggling with the analysis of poetry. This study is an empirical one using qualitative methods in the author＇s research to determine the impact of the study of Stylistics on the understanding and teaching of literature in Namibia. The author uses traditional British poetry from the 16th century up to the 20th century alongside postcolonial poetry to assess the importance of culture in understanding poetry and examine the advantage of using stylistics to teach the poems that the author selects.

The Theme Selection And Language Analysis Of Outdoor Public Service Advertisement In Guangzhou

As a dynamic language phenomenon, public service advertisement reflects the social language life. This paper presents a detailed analysis of the theme selection and language of outdoor public service advertisement language in Guangzhou. It describes the features and expressions of outdoor public service advertisement in subject content, sentence form and rhetoric, aimed at understanding the basic situation and effect of public service advertisement on the audience, and guiding the audience to improve their morality and behavior.

A Study on Hawking Language in Guangzhou Applying Sociolinguistics

From the perspective of sociolinguistics, this paper applies both observation method of covert investigation and oral inter-view to study the hawking language in Guangzhou, including its distribution area, code types, content and its relationships with districts and businesses.The survey results show that hawking language reflects the social language stratification condition in Guangzhou.

Poetic Religiosity in Brazilian Urban Peripheries

Starting from the observation of a greater religious pluralism of the Brazilian society, we ask ourselves, in the f＇trst instance, if it is a movement does not present itself as a paradigmatic change. That is, if as beliefs underlying social relations in a binary world of identity exclusions would not be in a process of weakening, allowing us to perceive new ways of latent arrangements. In a second instance, after recognizing that plurality requires recognition of the freedoms of belief and expression, we question the limits of such freedom point to a cosmopolitan ethics. For that matter, we take as reference in the non-religions in the Brazilian urban peripheries.

Using Mixed Methods to Investigate the Relationship Between Student Motivation and Academic Achievement From Socio-Cultural Perspective

Language learning is a complex process for many reasons. First, it is closely related to linguistics. Second, language is social as it occurs within certain social contexts. And finally, it is individual. Personal characteristics such as experience, gender and age, attitude and aptitude, motivation, beliefs, self-confidence, and anxiety greatly influence language learning. Among these variables, motivation is considered to be one of the most important factors affecting the success of second or foreign language learning. However, the relationship between motivation and educational achievement is not quite clear. In the current literature, motivation is regarded as socially constructed, therefore as dynamic rather than static. Little research has been conducted on the motivation of Vietnamese students studying English as a compulsory curriculum component rather than as a major from a socio-cultural perspective. Understanding the relationship between student motivation and academic achievement as well as the socio-cultural factors that affect students＇ motivation will be an important contribution to motivation theory. Therefore, the situation requires longitudinal and in-depth research into student motivation, the factors affecting it during the learning process, and the relationship between student motivation and academic achievement. A mixed method approach has been chosen to meet the needs of the study. It is believed that insights in these areas will help address the issue of motivation at the Police University.

Inclusion or Exclusion of Roma Children From the Serbian Educational System？

The Roma represents one of the major ethnolinguistic minorities in Serbia. According to the last census, 108,193 Roma citizens live in the Republic of Serbia, and they represent 1.44% of the total population. Because of the frequent migrations and unreported places of residence, it may be considered that this data do not demonstrate the real situation. According to the unofficial data of the Ministry for Human and Minority Rights, it is considered that there are between 400 to 500 thousand Roma citizens in Serbia. Due to a number of economic and social reasons less than 40% of Roma children become part of the overall formal education system. Even though many Non-Governmental Organization （NGO） programs try to include Roma children into educational system, segregation and discrimination are still present. The causes tbr exclusion of the Roma children from the Serbian educational system are numerous： poor economic situation of Roma families, complicated bureaucracy, and low level of competence in language of education, etc.. This paper examines the main reasons for exclusion of the Roma children from the Serbian educational system, and offers some ideas for programs that could change the present situation and help Roma children integrate in educational system and society.

Incommensurability in Second Language Acquisition Approaches

Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative research methods. Other researchers regard the social context of activity as an essential characteristic of learning and teaching. These groups of researchers make use of qualitative research methods like case study, grounded theory, narrative inquiry, and ethnography. There are many other routes that SLA researchers have taken, but the two just mentioned are perhaps the most predominant ones and the ones that are most easily contrasted. The present paper explores the disparity between the different research paths from the perspective of philosophy of science echoing the notion of incommensurability. In this paper the author argues that the differences between different SLA perspectives are not only commensurable but wholesome for the development of SLA.