基于Peppa Pig语料库的儿童模糊限制语使用探究

本文通过对英国学前电视动画片Peppa Pig第一季语料库的整理,建立以Peppa pig为儿童代表,以daddy pig为成年男性代表,以mummy pig为成年女性代表的三个子语料库,将三者的话轮作为研究对象,根据Prince et al等人及苏远连对模糊限制语的分类示例及界定,对比了儿童与成年人在模糊限制语使用上的异同。结果表明:(1)儿童与成年人在模糊限制语使用种类分布上有极大的相似性,并更接近成年男性;(2)儿童与成年人相比,在模糊限制语使用频次略低。(3)儿童在直接缓和型模糊限制语使用上更接近成年女性,这表明儿童与女性同属于"弱势群体",倾向于使用"弱势语言"。

A Comparative Study of Chinese and American Family Education Through Inter-culture Taking Simon Sucks and Peppa Pig for Example

Family education, as a widely-concerned topic, has always been up to an unprecedented level in most Chinese families.It shapes children's personalities and has life-long influence on children. Because of its importance of family education, she wanted to explore it. The paper will compare Chinese and American family education through hot cartoons, Simon sucks and Peppa Pig.It will be analyzed by literature review and case study methods. After researching, people can know family education better and improve their family education way.

On the Role of Distinctive Features of British English Sounds in the Cartoon Peppa Pig for Chinese Learners to Conquer Mother Tongue’s Negative Tra

With the process of globalization and integration,more and more people tend to be bilingual.Undoubtedly,mastering a second language is significant.This thesis aims to explore how to conquer the difficulties in learning British English sounds through analyzing a British cartoon Peppa Pig.Chapter one begins with the research background,significance and purpose of research.The thesis takes the cartoon Peppa Pig as the starting point to demonstrate the role of distinctive features for Chinese learners to conquer negative transfer.The empirical research could be found in Chapter two,because of requiring to know the concrete circumstance of Chinese learners.Through the collection and analysis of data,we can know these problems which Chinese learners exist in the process of learning British English.Based on the comparison of Chinese and British English,Chapter three clarifies the difficulties in learning British English.As for Chinese learners,mastering distinctive features can promote learners to master British English sounds better than stress and rhythm.Chapter four states the role of the distinctive features in helping conquer Chinese negative transfer in the cartoon Peppa Pig.The final chapter is the conclusion of this thesis and involves a new study for Chinese learners to learn British English sounds under the distinctive features.

Peppa Pig Kindles Love

Guancha.gmw.cn January 18A video, What Is Peppa?, recently went viral.It’s the trailer of a live-action-animation movie featuring the cartoon fi gure Peppa Pig and is scheduled to hit the screen on February 5,the fi rst day of the Chinese Lunar Year of the Pig.

“一块跳泥坑吧”:《小猪佩奇》对学龄前儿童地方感的建构

国内地方感的研究多以成年人为主体,忽略了人类从童年时期开始对环境的感知、体验、态度的变化。在新文化地理学的视角下,以《小猪佩奇》为例,采用文本分析等方法,侧重儿童地方感的主要维度,尝试解析动画构建儿童地方感的机制。研究表明:动画通过主角与地方发生的交互体验,包括建成环境、自然联结、社会联结等,向学龄前儿童展示了家庭空间的“非控制”地方性、学校空间的“非规训”地方性;这些方面可以建构儿童对于地方的美感、熟悉感与归属感。因此,动画作为拓展儿童认知空间的“虚拟缓冲地带”,是培养其形成地方感的重要媒介。

积极心理学视角下的家庭教育观——以动画片《小猪佩奇》为例

积极心理学倡导心理学的积极取向,为学前教育的发展和研究提供了新的视角。动画片《小猪佩奇》在情感表达和情感教育、积极身份认同、积极的思维模式、和谐有爱的家庭氛围四个方面蕴含许多教育智慧,与积极心理学所倡导研究的关注人类积极力量、人类健康幸福与和谐发展的理念具有很多相似之处,为家长提供了可以学习借鉴的教育理念与方法。

动画片《小猪佩奇》家庭教育观分析——基于斯宾塞快乐教育的视角

英国动画片《小猪佩奇》在我国受到广泛好评,片中蕴含许多家庭教育的道理,与斯宾塞的快乐教育具有相同之处。在家庭教育中,教育的目的是让孩子成为快乐的人,进而将这种快乐延续到学习中。作为家庭教育的主体责任人,父母是孩子最好的老师,孩子作为独立的个体,具有不同于他人的特点。父母应在体察孩子兴趣爱好和性格特点基础上,引导孩子逐步发现并体验学习中的快乐。帮助他们找到“要我学”向“我要学”方向转变的有效方法,为他们获得快乐人生打下坚实基础。

儿童动画译制作品的过度欧化现象——以热门动画《小猪佩奇》为例

从西方国家引进的儿童动画均有中文配音译制版,如热门动画《小猪佩奇》简体中文版,但其汉语的过度欧化现象明显。以余光中、谢耀基等学者对过度欧化现象的评述为基础,对《小猪佩奇》简体中文版的过度欧化现象进行条分缕析,发现问题包括词层面虚词和人称代词冗余,句法层面前饰和主语过长、被动标记显化和单一化,措辞层面措辞不符合语域要求,对儿童语言学习产生了不利影响。从政府、委托者、译者、审校四个方面初步探讨应对策略,以期政府和影视行业重视此问题。

从《小猪佩奇》看启蒙动画文学成功的要素

动画作为一门新兴的产业,融合了娱乐、商业性、教育性等多个特征,成了现代行业中一支有力的生力军。本文结合我国本土动画政策及发展现状,分析欧美动漫大国的动画发展特征,总结出一种新的动画形式——启蒙动画,并分析启蒙动画作为动画产业之一成功的要素及意义。

小猪佩奇“社会人”标签的青年亚文化解析

原本面向学龄前儿童的英国电视动画短片《小猪佩奇》,却在中国突然蹿红。经过网友的成人化解读及二度创作,小猪佩奇成为一种网络青年亚文化符号。从青年亚文化角度探析小猪佩奇"社会人"标签,可以获知其背后的文化表征和社会蕴含,以及"社会人"标签形成和走红的原因。