新聞動態

適用語言學高端論壇暨馬丁適用語言學研究中心學術委員會
第二次會議日程

意昂体育 馬丁適用語言學研究中心系列講座
時間🧑🏻‍🎤：2017年6月7日
地點‼️：意昂体育214室

9:00-10:00    David Rose教授（悉尼大學）
Analysing Pedagogic Register

10:00-11:00  楊延寧教授（華東師範大學）
語法隱喻視角下的漢語構式演化研究

14:00-15:00     祝克懿教授（復旦大學）
“文化輸出”的歷時與現代認知

15:00-16:00  David Rose教授（悉尼大學）
Embedding language skills in academic register teaching

David Rose教授簡介：
Dr David Rose is Director of Reading to Learn, an international literacy program that trains teachers across school and university sectors, in Australia, Africa, Asia and Western Europe (www.readingtolearn.com.au). He is an Honorary Associate of the University of Sydney (sydney.edu.au/arts/linguistics/staff/associates/david_rose.shtml). His research includes analysis and design of classroom discourse, effective practices for beginning literacy, techniques for embedding reading and writing skills in curriculum learning, professional learning for teachers about pedagogy and language, language typology, language evolution and social semiotic theory. His work has been particularly concerned with Indigenous Australian communities, languages and education programs, with whom he has worked for over 30 years.

祝克懿教授簡介：
祝克懿，復旦大學中文系教授🛄，文學博士🗽，漢語言文字學博士生導師🧘🏻。主要從事修辭學🦵🏻、語體學🥹、語言風格學👰🏿‍♀️、語篇語言學的教學與研究🍩👨🏿‍🎤；兼任中國語言學核心期刊、CSSCI來源期刊《當代修辭學》主編👍🏿👷🏽；中國修辭學會副會長🧗；陳望道研究會副會長；上海市語文學會常務理事。
出版學術專著兩部🧑🏼‍🚒，主編七部🔆，合著五部，發表學術論文80余篇👰🏽。完成國家社會科學基金項目、教育部人文社科規劃項目、省部級社科項目和復旦大學科研項目數項⛹🏿‍♀️。獲上海市、復旦大學獎項數項。

楊延寧教授簡介：
楊延寧教授於2007年獲新加坡國立大學語言學博士學位，並任教於新加坡南洋理工大學🧑🏻‍🦽，擔任助理教授👳🏻、博士生導師👵🏼。2014年至今，任華東師範大學外語意昂教授🟠、博士生導師，並獲聘上海市 “東方學者” 特聘教授✏️。研究主要集中於系統功能語言學𓀈、認知語言學和應用語言學領域。 出版中文專著3部，英文專著2部。發表學術論文20篇，其中 SSCI期刊論文8篇，CSSCI 期刊論文3 篇。參加世界各地的國際學術會議19次，其中5次受邀做大會發言🚴🏽‍♂️。2012年10月擔任新加坡翻譯課程委員會委員及新加坡國家考憑局顧問。2013年7月起擔任國際學術期刊Researching and Teaching Chinese as a Foreign Language主編。

Analysing Pedagogic Register
David Rose
This paper reports on recent findings of an ongoing project to develop tools for analysis and design of classroom discourse (Martin & Rose 2007, Rose 2014). A major focus of the research has been on structuring of pedagogic activity. Pedagogic activities are analysed as series of learning tasks that may be prepared, evaluated and elaborated. This analysis has enabled careful design of task preparations and elaborations that can support all students to succeed with learning tasks.
Recent work has expanded the analyses to multilingual classrooms (H. Kartika 2016) and academic literacy (L. Macnaught 2015), focusing attention on pedagogic modalities. This research has led to reconsidering curriculum genres as configurations of a pedagogic register with a curriculum register. A pedagogic register includes pedagogic activities (field), pedagogic modalities (mode) and pedagogic relations (tenor). A curriculum registerincludes the knowledge and values that are exchanged through pedagogic activities, modalities and relations.
Pedagogic discourse of all kinds is analysed as series of choices by teachers and learners. Options for pedagogic activities, pedagogic modalities and pedagogic relations have been described using system networks, and these are re-applied to analysing discourse. This description of system networks for register is a significant innovation in SFL.

Embedding language skills in academic register teaching
David Rose
This paper describes an effective methodology for teaching language skills in the context of teaching an academic curriculum. It applies genre based literacy pedagogy to teaching skills in both reading and writing academic discourse. It has been developed over 2 decades as part of the Reading to Learn teacher education program (Liu 2011, Rose & Martin 2012, Rose 2015, Shum et al 2016).
Strategies will be demonstrated for supporting learners to read academic texts, to read in detail and depth, to appropriate academic language into writing new texts, and to construct coherent texts.

 

“文化輸出”的歷時與現代認知
祝克懿

摘要：現代意義上的文化交流實質為各國文化間以互動對話方式進行的文化傳播。與“拿來”的“文化輸入”相對的“送去”的“文化輸出”即為各國世界觀與價值觀通過最新科學技術與人文科學成果實現的跨文化傳播。17世紀以來，中國儒學在各國文化交流中始終處於一種主導地位。報告從宏觀縱向的角度⛪️🏙，以學術思想超越時空的對話發展為線索🧑🏻，考察了17-19世紀“歐洲漢學”以譯介中國儒學經典為要的文化傳播，闡釋了20-21世紀以克裏斯蒂娃為首的歐洲學者學術研究吸納中國語言文化的文化自覺。報告歸結出：幾個世紀以來👶🏽，歐洲“文化輸出”主體這支跨世紀、跨國界、跨學科的域外學者隊伍🎊，主觀上是為本民族的文化策略實施“文化輸出”這種政府行為👱🏽‍♀️、宗教行為、文化行為，客觀上以卓絕的人文科學成果推動了中國傳統文化在歐洲的廣泛傳播。

 

語法隱喻視角下的漢語構式演化研究
楊延寧

摘要：語法隱喻指語義層與詞匯語法層之間的交叉組配關系🙇🏻‍♂️🦜，其本質是表義需求擴充所促動的形義互動。國內外學者在語言哲學、認知模式、意義發生、文體特征、翻譯等領域對語法隱喻做過大量研究。這些研究表明👨🏽‍🍼，語法隱喻既作用於共時層面的語義句法調整，又作用於歷時層面的語言演化。基於古希臘語、拉丁語和英語的研究證明😧，語法隱喻在語言演進過程中起著關鍵作用🫶🏽。構式語法理論強調形式和意義的內在聯系，催生了一系列研究成果。但構式研究註重靜態描述，對構式的演變過程缺乏分析👋🏻。有鑒於此，構式研究群體內部開始呼籲重視構式研究的歷時取向。語法隱喻理論為漢語構式演化研究提供了可靠的理論框架👩🏽‍🎓。同時，語法隱喻理論建構了完備的語義語法分析框架☪️，可以有效地呈現構式演化中的形義互動過程☀️。本研究以語法隱喻理論和漢語歷史語料為基礎，為構式演化研究探索新的路徑。 同時，本研究追尋漢語演進中形義互動的軌跡，辨識形義互動的基本發展方向，並通過大量的實例分析，總結出漢語構式演進的典型模式。