From Theoretical Grammar to Grammatical Competence:An Empirical Study

In China,English teachers usually take a three-step approach to grammar teaching,namely,the presentation—practice—production principle(3P Principle).This method consists of both“morphology”and“syntax.”It adopts the traditional mode of grammar teaching,including knowledge presentation,grammar exercises,and grammatical competence production,which will inevitably lead to time consumption and low efficiency in grammar learning.This study is about cultivating English majors'grammatical competence through the theoretical mode of grammar teaching.The research results show that the theoretical mode of grammar teaching helps cultivate learners'grammatical competence.

A Study of English Grammar Teaching and Cultural Introduction from the Perspective of Applied Linguistics

Grammar teaching is the main content of university English teaching,and the quality of teaching will affect the effect of university talent cultivation.Based on the perspective of applied linguistics,it is crucial to use cultural introduction teaching for English grammar teaching.This paper will combine the basic concepts of applied linguistics and cultural introduction teaching,analyze the role of using the cultural introduction teaching method to innovate grammar teaching mode under the perspective of applied linguistics,and put forward a scientific English grammar teaching strategy with the goal of improving teaching quality.

NewBee: Context-Free Grammar (CFG) of a New Programming Language for Novice Programmers

Learning programming and using programming languages are the essential aspects of computer science education.Students use programming languages to write their programs.These computer programs(students or practitioners written)make computers artificially intelligent and perform the tasks needed by the users.Without these programs,the computer may be visioned as a pointless machine.As the premise of writing programs is situated with specific programming languages,enormous efforts have been made to develop and create programming languages.However,each program-ming language is domain-specific and has its nuances,syntax and seman-tics,with specific pros and cons.These language-specific details,including syntax and semantics,are significant hurdles for novice programmers.Also,the instructors of introductory programming courses find these language specificities as the biggest hurdle in students learning,where more focus is on syntax than logic development and actual implementation of the program.Considering the conceptual difficulty of programming languages and novice students’struggles with the language syntax,this paper describes the design and development of a Context-Free Grammar(CFG)of a programming language for the novice,newcomers and students who do not have computer science as their major.Due to its syntax proximity to daily conversations,this paper hypothesizes that this language will be easy to use and understand by novice programmers.This paper systematically designed the language by identifying themes from various existing programming languages(e.g.,C,Python).Additionally,this paper surveyed computer science experts from industry and academia,where experts self-reported their satisfaction with the newly designed language.The results indicate that 93%of the experts reported satisfaction with the NewBee for novice,newcomer and non-Computer Sci-ence(CS)major students.

Study of Problem-Based Learning in English Grammar Teaching

This thesis took students from Grade one of Xuancheng No.3 Middle High School as the research objects,mainly employing the classroom observation,the questionnaire,and test to investigate the effect of problem-based learning method in English grammar teaching.The findings are as follows:(a)the scores of students in the experimental class obviously improved;and(b)compared with the traditional teaching method,the application of problem-based learning method in grammar teaching can stimulate students’interest in learning.To sum up,this method can improve students’English competence and learning interest significantly,which suggests it can be applied in grammar teaching.

A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students

This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.

A Semantic Look Into English Verbs and Its Implications for Grammar Teaching

Among the different parts of speech in each language,verbs are usually the most complicated and difficult to understand and master.This paper attempts to classify and analyze English verbs from a semantic perspective,esp.to have a semantic analysis of the grammatical concept of the progressive aspect of English verbs,so as to raise students’awareness of the relationship between semantics and grammar,and thus to help students have a deeper understanding and mastery of the grammatical rules in future English teaching.

A Study of Nominal Predicate Sentences Under the Framework of Cognitive Grammar

Cognitive grammar,as a linguistic theory that attaches importance to the relationship between language and thinking,provides us with a more comprehensive way to understand the structure,semantics and cognitive processing of noun predicate sentences.Therefore,under the framework of cognitive grammar,this paper tries to analyze the semantic connection and cognitive process in noun predicate sentences from the semantic perspective and the method of example theory,and discusses the motivation of the formation of this construction,so as to provide references for in-depth analysis of the cognitive laws behind noun predicate sentences.

“行为本位”与口语语法研究

行为是举动与活动的连接点,行为实施是口语交际的基本目的。鉴于行为在口语互动中的基础性作用,口语语法研究宜秉持“行为本位”观,将行为作为语言功能描写的观测点。基于该研究理念,本文构建了一个行为体系,将其分为评价、传情、际构、问答、求予、协商、讲述、推理等八大基本类型,并进行二级、三级、四级分类。在“行为本位”观下开展口语语法研究可重点关注三种范式:行为的资源形式与位置分布、行为的类型归属与解构分析、行为的包装设计与动态征用。

基于形状文法的威县土布纹样再生设计应用研究

目的为了威县土布文化传承与发展,提升威县土布文化产业的经济和社会价值,提出基于形状文法的威县土布纹样创新方案。方法首先对采集到的威县土布纹样数据进行了提取、筛选和合并;其次抽取核心纹样,利用形状文法进行基本图形元素的设计;最后通过形状文法演化基本图形元素并进行新的纹样方案设计。结论这一方案设计不仅保留了威县土布的传统民间文化特征;同时紧跟时代的步伐,与当代审美相契合。将创新纹样和设计产品进行有机结合,形成威县土布特色文创产品,宣传威县土布,树立民族自信。

形状文法审美下的七曲山文昌文化之纹样衍生设计研究

目的为促进七曲山景区文昌文化和景区自然资源的可持续性发展,提高景区文化宣传价值和经济价值,建立景区文化自信,提出一种基于形状文法的纹样衍生设计方案。该方案既包含形状文法的秩序之美,又融合景区的自然特征,可与景区相关产品设计进行有机融合,形成特色文创产品。方法筛选、整理、分析素材,形成感性词汇。结合文昌文化特征元素及关联传统纹样设计图元因子,并运用用户感知评价、层次分析矩阵等进行图元因子排序。随后,运用形状文法设计纹样创新图案,以相关文创产品进行设计验证。结论纹样方案包含七曲山景区特征,拓展了形状文法审美外延,形成秩序与自由的对比之美。该方案可有机融合于景区文创产品设计中,从而有效宣传景区文化,提高旅游和经济价值。

语义制约语法刍议

语法问题说到底是语义问题,语义对语法的制约不仅体现在词语、特殊句法结构中,还体现在语篇组织甚或语篇透露的“文化背景”上;不仅现代汉语语法受制于语义,古代汉语语法亦然。丰富的具体实例剖析展示了语义影响制约语法的丰富与复杂性,这也造成“似乎至今没有人深入探究过语义和语法的关系”的窘境。然而,认识“语义制约语法”很重要,这就要求研究者在考察、描写或解释某个语法现象时自觉地追究语义是如何制约语法的。

从“赋形”到“造像”——何塞·平托·杜阿尔特的研究成果回顾和设计哲学凝练

计算性设计思维、方法和技术作为当下解决复杂工程设计问题的密钥,对建筑学学科的发展产生着深层影响,其中,最为直接的表现是该领域研究者的不断涌现以及他们在教育、科研到实践过程中累积而成的大量成果。葡萄牙籍学者何塞·平托·杜阿尔特作为该领域的杰出代表,以形状语法作为主要工具,构建了面向大规模定制的建筑计算生成方法论,结合以形状规则为支撑的生成平台研发、算法思维主导的教育理念凝练以及数字技术驱动的多元化探索,凝练出系统性、自新性、开放性兼备的计算性设计哲学。本文对杜阿尔特的学术历程、理论探索和教学实践进行深入剖析,旨在为我国建筑学学科的发展和改革提供启发。

高职英语教材中语法板块的典型问题探究

当前我国部分高职公共英语教材的问题颇多,其中语法版块的问题尤为突出,主要表现为:语法知识的编排缺乏全局观与体系性;对语法知识结构体系认识模糊;对基本语法概念的理解和认识不清晰;对语法知识的讲解过于简略,错误频繁出现等。教材出现的诸多问题直接影响教材的科学性,进而影响教材的权威性。教材的权威性不足会直接削弱学生对于教材的信任,挫伤学生学习英语的积极性,降低学习效果。语法板块频繁出现问题甚至错误,其根源一方面在于对语法之于英语学习的重要性认识不足,另一方面在于编者对语法知识的理解不够透彻,更进一步说,是对于英语教材建设重视不够,责任心不够,缺乏工匠精神,必须引起重视。

用户需求视角下湘西竹编纹样在家具设计中的应用

为探索湘西竹编纹样在家具设计中的传承应用,使其满足当代用户的需求,以圈椅为例进行剖析。首先通过调研和搜集资料构建圈椅样本库及湘西竹编元素库;其次通过问卷调查、文献检索和目标用户访谈法获取用户需求,利用熵权TOPSIS模型对用户需求进行整合,AHP计算用户需求的权重,以此为依据从圈椅样本库和湘西竹编元素库中确定初始形状;并通过形状文法的造型推演规则对各设计要素进行草图方案推演;最后基于灰色关联分析法得到方案评判关联度,确定最佳方案。结果表明,通过设计实践验证了使用AHP-熵权TOPSIS得到的用户需求较为准确,用形状文法将湘西竹编纹样运用在家具设计中的可行性。该设计方法的运用使竹编文化在家具设计中得到传承的同时,也能满足用户的需求,既提升了家具产品的文化内涵与美学价值,也为“以竹代塑”在家具行业的推行提供借鉴。

基于可拓语义的传统纹样在食品包装设计中的应用

为了满足消费者将传统文化意蕴与食品包装相结合的需求,提出一种可拓语义下的传统纹样特征提取设计研究方法。通过对唐代金银器纹样加以分析筛选,确立目标纹样基元,构建可拓语义模型;对纹样基元进行语义词汇可拓分析,得到最大设计价值区间。利用图解思维对特征语义进行可视化分析,加以形状文法进行推导演变。以某款月饼包装设计为例,采用该方法设计出数款应用方案,并对其进行模糊综合评价,获得了较高满意度。

位置敏感语法的三类主要敏感位置

位置敏感语法是互动语言学领域富有影响力的语法观,但言谈互动中究竟有哪些敏感位置?尚需进一步厘清。本文在现有研究的基础上,做进一步探讨,将互动中的敏感位置分为三大基本类型:1)话轮序列类位置,包括TCU位置、话轮位置、序列位置;2)身体活动类位置,包括TCU和话轮参照位置、序列参照位置;3)行为进程类位置,包括行为进程位置、行为调适位置。会话中,语言资源和身体活动资源的选择往往要考虑位置因素,不同的敏感位置上,其互动功能也不尽相同。

基于形状文法的金秀瑶族服饰纹样在文创女包中的设计应用

为挖掘金秀瑶族服饰纹样在女包设计中的应用与创新,实现民族文化与文创产品的交流融合,结合形状文法对金秀瑶族的服饰纹样进行深入探讨。首先,通过实地考察,并选择具有代表性的金秀瑶族服饰纹样,根据其艺术特征进行归类,并从中提取造型要素,构建出初始纹样的素材库;其次,应用形状文法推演规则,使初始纹样经过演化和转换并生成新纹样,遵循现代设计手段将其应用于女包中;最后,采用模糊综合评价法对设计方案进行评价,选出最佳设计方案。验证了金秀瑶族服饰纹样在文创女包设计中的可行性,同时也为民族风格的文创产品设计提供了更加客观的设计方法,也对传承和创新金秀瑶族传统文化具有意义。

基于语料库的《政府工作报告》英译本情态动词的人际意义研究

情态是表达人际意义的重要语义系统。《政府工作报告》英译本受到学界广泛关注,但大多数研究集中在原文和各种译本之间的比较上,对于翻译所传达的主次人际意义鲜有深入讨论。鉴于此,基于自建语料库,运用Halliday的功能语法,从情态动词的角度对2013—2024年《政府工作报告》英译本中不同语态进行分析,发现:(1)在《政府工作报告》英译本中,非中动态主动句是主要传达政府情态意义的句式;(2)《政府工作报告》英译本中we will、we should和we must占比分别为36.83%、6.75%和3.11%,其中主要人际意义以we will和we should为主,体现了对英语读者阅读习惯的尊重,传达了中国政府谦虚低调的态度和团结带领中国人民共同发展的强烈意愿,而次要人际意义以we must为主,强化了中国政府的严肃性和权威性。通过情态动词的人际意义分析可为翻译实践提供一些参考,有助于译者更好地传达政治经济文本所期望传递的人际意义。

张竹坡与明清小说文法理论的新发展

明清通俗小说文法论在明末清初金圣叹、毛伦毛宗岗父子、张竹坡等人的手中得以建构与发展。张竹坡在金圣叹的基础上发展了小说文法论,从创作论的角度反向拆解《金瓶梅》的文法,还原作者的构思,注重文法在小说情节推进中动态照应的文章之美,揭示出了《金瓶梅》复合单线乃至初步网状叙事结构,这是其在小说文法论建构上的贡献。张竹坡的文法论建构推动了清代通俗小说的创作和批评,催生出了《红楼梦》的网状叙事结构这一璀璨的明珠。

客赣方言研究的又一力作——评《赣西北客赣方言语法比较研究》

罗荣华新著《赣西北客赣方言语法比较研究》对赣西北二十二个方言点的十三个语法专题做了系统深入的比较研究。通览全书,有以下三个突出特点:描写全面直观、内容丰富;解释深入客观、理论贯通全篇;热忱之心溢于言表。