词体与词体学略论——词学研究中的两个基本问题

词体是中国古代各种文体形式中最具特色 ,也是最为复杂和精巧的。词的体式 ,不仅仅是艺术形式的问题 ,而是涉及到词的创制、功能、艺术风格以及内在艺术特质的重大理论问题 ,故对词体的探讨和研究 ,应该是词学研究的一个重要方面 ,具有极其重要的理论意义和实践意义。本文就词学研究中的词体问题作了初步的探讨 ,对词体的概念进行了较为细致和认真的梳理 ,提出了“原词”与“变词”两个重要的词体概念 ,进而提出建立词体学的理论任务 ,并对词体学的理论框架进行了初步的构拟。

词体学与语言学的架构互动

新时期的词学研究在诸多领域获得了空前的发展,而对词体本身却关注不够。在当今文体学研究渐趋发展之际,词体学亟须发展。词体学属于特殊的文体学之一种,而文体学又是语言学的分支学科,将语言学引入词体学,且形成架构互动,就成为今后词体学研究的发展方向。

词体学的初步建构——论木斋《宋词体演变史》

木斋治学具有创新的勇气,他将学术追求溶入生命本身,成为一种生命存在的内容和形式。木斋新作《宋词体演变史》具有以下几个特点:尝试建构了词体学,以创作者和接受者的互动关系作为词史发展的终极动力,对词体个案研究作出了新贡献以及严谨的论证方法。这些特点打造了《宋词体演变史》很高的学术价值。

试论清代词体学的特征

清代词体学研究的是词的形式特征及其结构要素 ,其具体性、专业性、系统性和实证性的研究方法 。

被遗忘的律谱群落:论民国词谱的发展特征及其词学意义

民国词谱是从明清词谱到当代词谱这一学术链条中的重要一环,但从目前的研究情况来看,又是较为薄弱的一环。民国词谱的文本形态多样,按照各种衡量前代词谱的标准进行分类,都能找到相对应的著作,并且出现了断代型词谱、女性词谱、韵列型词谱等多种前所未见的类型。民国词谱的文献载体、出版地域、编纂方式以及编纂理念等都打上了鲜明的时代烙印,体现了传统词学向现代词学的转型。考察民国词谱,不仅有助于词谱发展史的完整呈现和民国词体学的建构,同时对于扩充词学文献资料库、深入研究民国词学批评史以及全面把握民国时期的词坛创作生态都具有积极意义。

守律辨声 重塑词统——民国词社的创作理念与词学研究

民国时期南北词社兴盛一时,这些词社既受晚清常州词派的影响,也有现代文学社团的重要表征,其成员由清遗民、文化名流和大学教授三类人组成,在创作上表现出一种从反映世变到逞才斗艺的倾向。在词成为一种文人展示才情的工具之后,他们尤其重视词的形式——严守四声,谨遵词律,但当形式成为一种新的束缚之后必然形成反弹,因而在现代词坛发生了关于协律与是否守四声的激烈论辨,出现了拥护、反对、调和的三种声音,这表明现代词坛在填词守律问题上呈现着多元取向。民国词社对于现代词学而言有两大意义,一是发扬晚清以来编辑地域词选的风气,力图重建地域词统;二是推动现代词学对于词调、词律、词韵等问题的深入研讨,为现代词体声律学的建设做出了重要贡献。

Aspects of Urhobo Grammar Taught Through Poetry： The Verb ＂Edia＂ to Be

Unquestionably, anyone born to Urhobo parents, being biologically Urhobo, should speak the Urhobo language. But does everybody born by an Urhobo parent speak Urhobo？ From our observation, the answer to this question is clearly ＂no＂. Many of the Urhobo people in the Diaspora as well as those at home have chosen to shift from their own language to other languages. Hence Urhobo language has gradually acquired the status of a second language. Therefore, its teaching would also veer away from language teaching methods that are used for first languages. Based on Noam Chomsky＇s theory of Generative Grammar, aspects of the Urhobo grammar will be treated as we present specifically the verb ＂edia＂/＂to be＂. As it is, it is being presented as a second language bearing in mind the great population of Urhobo people in the Diaspora as well as Mowarin＇s ＂miguo generation＂ of Urhobo children back home in Urhobo land. This being so, the methods applied in this study are the Grammar Translation Method Approach as well as the Direct Method Approach. To facilitate its learning especially for the new generation of Urhobo persons, the poetic approach would also be applied.

Lexical Phrases as Pathways to Academic Genres:A Report on Two Cases in an EAP Writing Classroom

In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases （i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies） and move- specific lexical phrases （i.e., lexical phrases specific to the move/steps） as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students＇ acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students＇ awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.