本体论的现代语用及内在学理透析

从古今中外在学术领域里语用的实际状况来看,本体论主要有两种:一是本原和本质意义上的本体论,采用主客观认识论的视角;另一种是西方近现代哲学包括目前中国学术界广泛使用的关系或方法论意义上的泛本体论,取主体实践本体存在论的视角。目前对两种本体论的认识和语用未能通过融合互补而达成科学辩证的共识。因为客观中包括客体和主体,主观是主体对客体和主体的认识,因此,主客观论也是本体论,即本原和本质意义上的最高层次的学科即哲学上的大本体论;而主客体是被包容涵盖在客观中的各种相对具体的事物和现象的存在,主体实践本体仅仅是主客观大本体论中的部分内容。

补正辞格探析

从修辞学的角度对补正辞格的基本特征进行系统探析,从心理学、语用学的角度对补正的生成理据进行研究,并将补正与易混淆的换述、撇语、层递辞格进行比较,发现补正与这三个辞格的不同之处在于补正是通过追加手段来强化思想感情。补正的修辞文本在古汉语时期就已出现,具有效果的特异性、方式的超常性、格式的模式性三大特性,辞格身份毋庸置疑。从心理学的角度来看,补正可以引起接受者的情感共鸣,强化不随意注意。从语用学角度来看,补正是利用冗余信息构建辞格,以达到增强表达效果的目的。补正与换述、撇语、层递等辞格有明显区别。

Analysis of English literary works based on face theory

Brown ＆ Levinson＇s face theory is an important theory in Pragmatics and it is an influential theory in expounding the phenomenon of politeness. Through an analysis of the functions of ＂face＂ in English literary works, this article intends to shed new lights on literary pragmatics.

On College English lexical teaching

Vocabulary is a fundamental element of a language. It undertakes the task of conveying semantic meanings. And it guarantees the implement of language communication. Thus, accumulation of a certain amount of vocabulary and the master of proper use of them is the essential condition of skillful employment of a language. The current lexical teaching in College English is far from satisfaction. Based on the findings of psycholinguistic research, this paper intends to explore an effective way to help the students enlarge their vocabulary and use them correctly with the help of various psychological associations with English vocabulary through analysis of some lexical mistakes committed in students＇ daily writing exercises.

Studies on Garden Path Phenomenon in English

Garden path phenomenon is a term that originated from psycholinguistic field. As a special temporary or local ambiguity in language processing, it has been widely explored and studied from aspects of semantics, syntax, pragmatics as well as psycholinguistics and cognitive linguistics over the years, since it was first put forward by Bever in the 1970s. The research of garden path phenomenon is of considerable significance both theoretically and practically. This paper is designed to explore the garden path phenomenon in English through literature and examples. Some basic concepts and main triggering factors of garden path phenomenon are analyzed. This paper explores the triggering factors of garden path phenomenon from the aspects of syntax, semantics, and pragmatics. The major finding is that garden path phenomenon can help learners understand the operation of human language processing mechanism and improve their abilities to deal with garden path sentences, which is of great benefits to learn and understand English language.

The Application of Error Analysis in College English Teaching

Error analysis theory is an important aspect in SLA （second language acquisition） study, which is quite significant for exploring English teaching rules and improving teaching methods. Error analysis theory is also a useful means in English teaching and study. Through analyzing learners＇ errors, some regular patterns will be discovered. Language learning is a process of making mistakes, correcting them, and enhancing language ability. In order to promote language teaching, teachers should analyze carefully the causes of students＇ mistakes and take different measures to put them right. This paper will study error analysis and related theory, focus on the causes and the types of the errors in students＇ writing, and discuss the coping strategy in English teaching

The Application of Constructivist Learning in English Teaching

In 21 st century, there is more and more constructivist teaching theory education seriously. Majority of educators also consciously use latest teaching theories to guide their teaching practice. In this paper, based on some of the main points of constructivism, such as teaching concept, the concept of the learning process of learners and mentors role concept in the analysis of constructivist teaching and traditional teaching concept, we propose the theory of constructivism teaching college English teaching which has a profound revelation.

The Application of Stylistics in British and American Literature Teaching

Stylistics applies modem linguistic theory to the description of and analysis into varieties of language and their stylistic features. As such it may serve to investigate the styles of British and American literary works, thus facilitating the teaching of British and American literature. This paper, after surveying the basic stylistic theory and its relevance to research on and teaching of literature, illustrates how to effectively adopt the method of stylistic analysis in the teaching of British and American literature

＂Dao＂ Cannot Produce ＂One＂

＂Dao＂ refers to the noumenon; ＂One,＂ ＂Two,＂ ＂Three＂ in the ＂Dao De Jing＂ refer to many kinds of independent existence. This paper would argue that the ＂Dao＂ cannot produce ＂One,＂ and ＂One＂ cannot produce ＂Two.＂ So, we should realize that the main relation between any independent existence should be the force effected to each other. There are two production ways of the force： One is the external force stated in the study of the physical science; another is from the contradiction within a body, as the demonstration in this paper.

The Significance of Image Schema in Embodied Cognition

As a recurring pattern of sensory-motor-affective experience, image schema is not only a concept discussed in linguistics and psychology, but also a significant one in the study of embodied cognition. Through analyzing the features of image schema considered by the authors as embodiment, recessiveness, sedimentation, logicality, scientificity, and dependency to cognitive metaphors and reviewing the definition of embodied cognition, the paper argues that image schema is an integration of bodily property and mental property, and accordingly a core and inseparable concept of embodied cognition by bridging body and mind. Image schema can help to explain how abstraction and inference generate from body-environment interactions, thus making the theory of embodied cognition more persuasive and reliable.

Explore of English reading strategies based on mental model pragmatic inference

With the continuous advance education reform and improvement of the quality of English teaching reform, it has become an important content to meet the needs of social development, and promote the comprehensive development of students＇ comprehensive quality and ability. In English teaching, learning English requires a lot of reading, and English reading effects and improve students＇ English scores are closely linked the relationship between the development of future good student. In this paper, the mental model of pragmatic reasoning and English reading give an overview of the psychological impact of the model, they were analyzed using the language to English reading brings reasoning, mental models proposed Pragmatic Inference in English reading, and it can effectively improve English reading efficiency, and promote English Reading level rise.

The Application of Research Teaching Model in English Courses

The research teaching in the field of education is not a new vocabulary, but to give a complete definition of scientific is not an easy task.It is so much better to say it is a teaching model or teaching philosophy than teaching model and its purpose is to ＂teach＂ and ＂learning＂ the whole process runs through the characteristics of research, including research of teachers＇ ＂teach＂ and students＇ research- based ＂learning＂ . According to the characteristics of English language teaching combined with the advantages of teaching research to explore the teaching model of English courses.

Growth Modeling of Charolais and Serrana Soriana Native Spanish Beef Cattle

The alternative productions, increasingly importance, are based on the rational utilization of the resources, on agreement with the environment and the use of autochthonous breeds that many cases are found in danger of disappearance, due to the tact that their suckling is not economically profitable. A way of predicting and knowing the growth of the animals is using mathematical models. This work presented the results of the estimate of the growth according to the Gompertz-Laird model of males of the atttochthonous breed Serrana Soriana and Charolais. The weight to the birth of the breed calfs Charolais （45.14 kg）, was superior to those of Serrana Soriana （40.13 kg）, and presented a greater relative growth （9.9%） before the inflection point of the growth curve： furthermore it ~as also superior to the maximum decline relative after this point （6%）, Serrana Soriana reached 7 days after the maximum growth point but with a smaller weight （315.05 kg vs 384.76 kg）. It was calculated a weight to the maturity of 1 ,（176.91） kg for Charolais and 856.40 kg for Serrana Soriana.

On Application and Practice of Theory of Constructivism in English Teaching

With the reform of college English teaching, many new teaching methods have been applied to college English teaching. This article is based on constructivist theory to explore its application in college English teaching. Constructivism emphasizes student-centered, collaborative learning, self-learning and real learning environment. It emphasizes active leamers meaning construction.

Leaming Strategies Applied by Students at University Level

The presentation aims at addressing the most frequently applied strategies for language learning adopted by Polish students of English at the university level. For the purpose of data collection, R. Oxford＇s Strategy Inventory for Language Learning （SILL） is adopted. The analysis is an attempt at identifying common existing patterns or preferred ways of language processing among learners at advanced level of language mastery.

THE THEORY OF SENSE RELATION AND ITS APPLICATION IN READING COMPREHENSION

The usefulness of sense relation in facilitating reading comprehension is obvious. This paper analyzes its function in the correct understanding of a piece of written information.

English as a Lingua Franca: A New Approach for English Language Teaching in China?

Research on English as a lingua franca(ELF)has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF.This article provides an overview of current research on teaching English as a lingua franca.It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching.Concrete proposals of how to incorporate ELF-informed teaching into English language teaching(ELT)classrooms are presented.Then controversies in the debate are summarized.They are:A lack of ELF-informed textbooks;a lack of ELF-informed assessment;and a lack of qualified teachers.It then reviews recent publications dealing with these controversies.This is followed by a discussion about the research on ELF-informed teaching in the Chinese context.This article argues that research on the practicality of ELF-informed teaching should start with prospective English users,such as students in China’s Business English Program.It concludes with some suggestions for future research and practice on ELF-informed teaching in China.

An Investigation into Teachers＇ Corrective Feedback in Chinese EFL Classrooms

This paper reports a study on the provision of teachers＇ corrective feedback （CF） and its effect on learners＇ uptake in Chinese EFL classrooms. It investigated what CF strategies were used and examined the effect of error types on strategy choice as well as the effect of CF strategies on learners＇ response. The subjects were four teachers and 89 English majors from a foreign language school and a top university. Data were collected through 40 class hours of classroom observation and interviews carried out with the four teachers. The CF strategies used were then analyzed both quantitatively and qualitatively. The findings are summarized as follows： 1. In Chinese EFL classrooms, a new type of CF was included, namely, nonverbal signals. With nonverbal signals, teachers could use gestures or facial expressions to indicate the existence of errors in students＇ utterance. Altogether teachers provided seven types of CF in Chinese senior-school and college EFL classrooms： explicit correction, recast, clarification request, metalinguistic feedback, elicitation, repetition and nonverbal signals. All of the seven CF types can be explicit or implicit, input-providing or output-prompting. Implicit/input- providing feedback dominates in the different CF types. 2. Different error types led to different choice of feedback strategies. Discourse errors attracted greatest attention from teachers who showed much more tolerance for syntactic errors than other CF types. Recasts, as implicit/input-providing feedback, were still used most frequently in treating all the error types while teachers tended to prompt students＇ self correction when lexical and discourse errors occurred in order to make error correction salient to learners. 3. Output-prompting feedback worked more effectively in eliciting learners＇ uptake than input- providing strategies did. But input-providing feedback moves yielded a lower needs-repair rate, which means students could do self-correction more successfully when offered with input-providing feedback.The results reveal that different CF strategies can be used according to the nature of errors and thus will yield different responses from learners. Based on these findings, the study suggests that teachers should employ different feedback strategies to improve their teaching qualities.

A Retrospective Study on Test-takers＇ Cognitive and Metacognitive Processes in Taking a Compound Dictation Test

This study investigates the cognitive and metacognitive processes used by EFL test-takers in completing a compound dictation test through analyses of their verbal protocols obtained immediately after the test and through semi-structured retrospective interviews. The study explores relationships between the test-takers＇ actual performance and the instructions for the compound dictation test, the language abilities measured, any major construct-irrelevant factors affecting the test-taking processes, and the performance patterns of performance across test-takers of different overall proficiency levels. Findings are as follows. （1） Test-takers＇ actual performance does not apparently relate to the instructions given in the compound dictation test, which may raise doubts over the effectiveness of the instructions, thereby posing a potential threat to test validity. （2） Test-takers may pay more attention to the pronunciation of the words to be used to fill the blanks than to the actual meaning of the words, their difficulties in spelling and sentential expression possibly interfering with test performance even though they appear to use a variety of cognitive and metacognitive strategies throughout the test. （3） A number of construct-irrelevant factors posing a potential threat to test validity were found in the test-taking processes. Some of these factors are related to the test-takers, for example, memory capacity, attention failure and psychological factors, while others relate to the test, including speech rate and time constraints. （4） Test-takers in the study at all three proficiency levels appeared not to follow the instructions given in the compound dictation test. However, higher proficiency test-takers appeared to make more frequent use of cognitive and metacognitive strategies, and they appeared to be less influenced by construct-irrelevant factors.

A Bibliometric Analysis of the Research on the Web-based Formative Assessment in College English Writing Teaching in China from 2000 to 2009

This paper makes an overview of the studies on web-based formative assessment in college English writing teaching in China from 2000 to 2009 on the basis of relevant papers published in 10 important Chinese journals of English language teaching. It analyzes the achievements and weaknesses of the research so far based on which to provide some implications for future development,