从学者自指方法看语用能力的培养及其文化因素     

陈融美  刘少杰译 《浙江教育学院学报》2014,(2):9-23

文章是对一系列中国学者自指方式的研究。这些研究的发现主要有两方面：一方面,国际上语言领域的英语母语作者主要用第一人称单数代词＂I＂来指单个的自己（例如：＂I propose that...＂）。而中国学者在单个自指时却极力避免使用第一人称单数代词,他们更多地使用第一人称复数代词＂我们＂、第三人称名词短语如＂作者＂和无生命名词短语如＂本文＂来指称单个的自己。另一方面,中国的英语学习者在习得自指语用能力时并未呈现稳步前进的态势。他们在步入硕士研究生阶段后,逐渐远离英语的自指方式,越来越向中文中的自指规范靠拢。在博士学位其间,尽管他们对I的使用有所上升,但总体说来,他们的作者自指还是中式的,和英语方式相去甚远。  相似文献   

《楚辞·招魂》作者研究述评     

刁生虎  王晓萌 《绵阳师范学院学报》2014,(7):25-29

关于《楚辞·招魂》的作者,自汉至明清,学界多围绕屈原或宋玉为中心展开论述,民国开始,又生发出诸如宋玉屈原合作、作者不详等论说。而在当今没有更为直观和权威的文献资料情况下,结合历代学者的研究角度及其论证过程来看,还是《招魂》乃宋玉拟屈原作这一观点更为可信。  相似文献   

国内耦合分析方法研究现状与展望     

邱均平  刘国徽 《图书情报工作》2014,58(7):131

阐述国内情报学领域耦合分析方法的研究现状,包括文献耦合思想从国外的引入、在国内的发展过程及其与同被引的关系;作者耦合的产生与发展现状,包括作者文献耦合与作者关键词耦合两种重要形式。在此基础上,进一步阐述耦合分析在实践中的应用拓展情况。最后对耦合分析的研究与应用进行展望,包括耦合分析类型与耦合分析应用范围的发展两个方面。  相似文献   

作者学术影响力双重测度探讨：引用影响力和合作影响力之整合1）     

杜建  张玢  唐小利 《情报学报》2014,(4)

考虑到科学交流方式和作者学术关系,应从引用和合作两个角度综合反映作者学术影响力。但目前研究有两点不足,一是作者被引次数、h指数未考虑到合著论文的作者数及每位作者的贡献程度;二是中心度指标均将作者合作网络视为无权重网络,而无法反映不同作者之间有不同的合作强度的实际情形。本文将署名次序（反映作者在合著论文中不同的贡献度）、合著频次（表征作者之间的合作强度）两个因素引入作者引用指标和合作指标,提出“调和h指数+调和R指数”、“h度+R度”分别测度更加真实客观的引用影响力和合作影响力。实证研究表明,作者传统引用影响力、调和引用影响力、合作影响力指标之间均呈正相关,但相关程度并不高,合作影响力能够反映出区别于引用影响力的另一种角度的影响力,从而建立二维测度框架,从引用和合作两个角度遴选领域高影响力学者,可为相关机构的人才评价和引进提供支持服务。  相似文献   

《四库全书总目》之《三楚新录》辨证     

贾连港 《山东图书馆季刊》2014,(4):102-105

《三楚新录》是一部收入四库全书史部载记类的五代史史料,四库馆臣所作提要对了解本书提供了难得的便利,但也存在诸多不准确处,而学界对此却少有论述。此书的通行版本有三卷本和一卷本,内容实无差别。今传《三楚新录》主要分为说郛本与古今说海本两个系统,而四库所据底本可能为说郛本。该书作者应是周羽冲,其生活年代至少可推至真宗朝。该书对于了解五代十国时期南方三楚地区的历史有较高的史料价值,应值得重视。  相似文献   

编辑之道：不卑不亢   总被引：2，自引：0，他引：2  

聂言之 《江西师范大学学报(哲学社会科学版)》2003,36(5):126-128

编辑对待作，应采取不卑不亢的态度。在实际工作中，编辑对待作往往容易发生两种卑与亢的偏差：对知名作卑，对无名作亢。要做到不卑不亢地对待作，关键在于编辑要不断提高自己的业务能力和学识水平，具备与任何作平等对话的实力。  相似文献   

试说《木兰诗》的作者   总被引：3，自引：0，他引：3  

邹光椿 《楚雄师范学院学报》2005,20(2):11-13,34

本文从“声口与情态”、“生理与心理”、“知识与才华”等三个方面来探讨《木兰诗》的作者应是一位有才华的北方女子。  相似文献   

“Home Is Where the Shaykh Is”: The Concept of Exile in the Hagiography of İbrahim-i Gülşeni     

John J. Curry 《Al-Masaq: Islam & the Medieval Mediterranean》2005,17(1):47-60

The hagiographical narrative of the Halveti shaykh ?brahim-i Gül?eni, spanning a critical period in Islamic history when the shaykhs of Sunni mystical orders were pushed out of Iran and Azerbaijan to take up residence elsewhere, initially seems to be an excellent source for understanding how medieval thinkers reacted to the concept of exile. However, upon closer examination of the hagiographer and his work, we realize that it was not just the existence of a physical exile from one's homeland that was critical to the work. This article takes a closer look at how Muhyi-yi Gül?eni, the author and compiler of the hagiography of ?brahim-i Gül?eni and his followers, constructs the concept of exile in both its physical and metaphorical senses. In the world of a vastly expanded Ottoman Empire in the aftermath of the reign of Sultan Süleyman that required its literate elites to take up posts far from home, Muhyi reconfigures the idea of exile to reflect a separation or estrangement from one's mystical guide. This narrative strategy both reinforced the audience's devotion to the order and offered a source of comfort to groups who were forced to travel to distant parts of the realm.  相似文献   

Directed forgetting among third and seventh graders     

Carla J Posnansky 《Contemporary educational psychology》1976,1(3):247-256

The present studies examined the effectiveness of explicit and implicit Forget cues for enhancing memory of to-be-remembered items within a directed forgetting paradigm. Such a paradigm may be viewed as a laboratory analogue to a classroom testing situation where students read through an examination before beginning in order to cue themselves as to which information is important to remember. Subjects were third- and seventh-grade children. Evidence was provided that directed forgetting processes were operative at the time of recall so that memory enhancement did not merely reflect differential rehearsal of the to-be-remembered items during study. When easy partitioning of items into Remember and Forget sets was possible, subjects as young as third graders could benefit from postpresentation Forget cues. The data suggest that postpresentation Forget cues permit a selective search during recall and a consequent reduction in interference from to-be-forgotten items. Applications of these findings to a classroom testing situation were discussed.  相似文献   

The rule-assessment approach and education     

Robert S. Siegler 《Contemporary educational psychology》1982,7(3):272-288

This paper describes the rule-assessment approach to cognitive development and summarizes work using it that is relevant to education. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Addressing this issue requires a means of assessing what people already know, a means for studying how they learn, and a means for examining basic processes that may underlie developmental differences in knowledge and learning. Research using the rule-assessment approach is summarized in terms of eight conclusions about these issues. Each of the conclusions is illustrated with empirical examples.  相似文献