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1.
索绪尔是现代语言学的奠基者,结构主义的创始人。本文从语言是一种符号系统、语言和言语、符号的任意性、组合关系和聚合关系、共时语言学和历时语言学等五个方面综合阐述了索绪尔在《普通语言学教程》中显露出的结构主义语言学理论,以帮助我们更好地领会索绪尔的结构主义语言观,并借以加深对结构主义的认知和研究。 相似文献
2.
富晓星 《南宁职业技术学院学报》2002,7(4):62-64
语言学在人类学研究中有重要的作用 ,它对人类学的许多学派产生过积极的影响 ,如对结构主义人类学、认知人类学、人类学中文化符号论、象征人类学等都有过不同程度的影响。人类学在研究缺乏史料记载的民族时 ,语言民族学与民族语言学则显得更为重要 相似文献
3.
王琼文 《华侨大学学报(哲学社会科学版)》1992,(1)
一、语言的层次系统和关系体现 1、元语言层次 “在当代语言学的两大思潮中,语言是多层次的系统还是单层次的系统是分歧的一个重要标志,”(胡壮麟,1990)。索绪尔(Saussure,1915)最早提出语言的“系统”概念,区分了内部语言学与外部语言学,共时语言学与历时语言学,语言与言语,组合关系与聚合关系等等语言学研究的现象和问题;他同时指出,语言是一个包括能指(signifier)和所指(signified)的符号系统(system of signe) 。后来的结构主义语言学派的Bloomfield,法位语法学派的Kenneth Pike以及生成语言学派的的Chomsky均得益于索绪尔的理论,确认了语 相似文献
4.
索绪尔的结构主义和美国描写学派是20世纪前半叶结构主义语言学的两大主流学派,其根本贡献在于认识到了语言单位的两种根本关系:对立关系和组合聚合关系,提出了处理这两种关系以便提取单位、给单位分类、说明单位组合的基本方法:对比和分布。汉语语法研究借鉴了结构主义的方法,形成了中国的结构主义,对汉语语法研究产生了重要影响。 相似文献
5.
张成材 《青海师范大学学报(哲学社会科学版)》1993,(2)
当今世界上流行的语法学派很多,转换生成语法是影响最大的学派之一。本文想对这一学派作一评介,以作为深入研究现代汉浯的借鉴和参考。 一 要评介转换生成语法,就不得不先介绍结构主义学派。 结构主义学派是二十世纪上半叶新兴的一个语法学派。它的理论主要来自瑞士语言学家费尔迪南·索绪尔,其代表作是《普通语言学教程》。他认为,语言学应该研究语言的结构,也就是音素和意义所形成的关系。1928年布拉格语言学会的特鲁别茨科伊第一次把这个 相似文献
6.
索绪尔作为现代语言学的奠基人,开创了结构主义语言学派,而且他的语言观彻底改变了前人对语言的认识,他从对立统一的哲学视角对语言本体的关注及关于语言的系统性、符号性、社会性的论述,对现代西方哲学的语言转向具有深远的影响。本文从“二分法”的哲学视角,阐释了索绪尔的语言观。 相似文献
7.
张志华 《中国科教创新导刊》2012,(8):91-92
受结构主义学派的影响,语法研究一直被认为是地语言结构的研究。实际上,不同的语法符号及语法结构也具有不同的交际功能,而这种功能是通过上下文（即语境）得以体现的,本文试图通过分析一些语法现象和语法教学的目的与方法,揭示语境、功能和语法教学之间的关系,从而避免语法教学的片面性。 相似文献
8.
张翔 《中山大学学报论丛》1999,(5)
(一)引言结构主义思想的先驱者索绪尔(Ｆ.ｄ.Ｓａｕｓｓｕｒｅ)的《普通语言学教程》(以下简称《教程》)给我们提供了许多重要的启示和崭新的思维方式。20～30年代以后的捷克的布拉格学派,丹麦的哥本哈根学派和美国的描写语言和转换语法等语言学派,以及60年代的结构主义都是从索绪尔的原则出发而发展起来的。对索绪尔学说的研究历经数十载而不衰,证明了它强大的生命力。作为一个语言工作者,应该认真看待这一理论,并且思考如何从中得到进一步启发。本文将依据索绪尔的《教程》,对语言符号中所指与意义的关系问题作一些探讨,尽管这样讨论可能… 相似文献
9.
乔姆斯基的语言转换生成理论在语文教学中的应用 总被引：1，自引：0，他引：1
乔姆斯基的语言转换生成理论在语文教学中的应用满洲里市一中王红英美国的语言学家乔姆斯基是西方结构主义理论学派的主要人物。他提出的语言转换生成理论对结构主义的模式理论作出了重要贡献。乔姆斯基的这种理论来源于对儿童学习语言的研究：儿童无论生活在什么样的语言... 相似文献
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周璇 《宿州教育学院学报》2010,13(6):12-15
语言系统观是对语言性质和特点的总体性认识,最早对语言系统展开较为全面论述的是索绪尔。本文以索绪尔的语言系统思想为依托,对结构主义的三支流派、生成语法以及系统-功能语法学派的系统观进行了概述;通过比较各流派在系统的符号、共时态结构、价值关系网络等观点上的异同,分析了他们思想差异的认识论根源。 相似文献
11.
袁耀辉 《辽宁教育行政学院学报》2007,24(5):88-90
叶尔姆斯列夫是哥本哈根学派的主要代表人物,其语言观是哥本哈根语符学派理论的基础。我们可以从叶尔姆斯列夫语言理论形成的前提、理论的主要内容及理论的贡献与局限等几个方面对叶尔姆斯列夫语言观进行阐述,这是有助于我们全面评价哥本哈根学派在现代语言学史上的贡献和地位的。 相似文献
12.
王秋萍 《锦州师范学院学报(哲学社会科学版)》2010,(5):134-137
语符学是语言学史上最重要理论之一,长期以来国内忽视了这一理论的研究。在新世纪里,《语符学语言模型研究》作为国内第一部系统探索哥本哈根学派语符学理论体系的专著,让国内语言学界对这一现代语言学史上的重要学派的学说有了进一步认识。《语符学语言模型研究》提出的理论体系也为我们探求其他语言学理论提供了有益参照。 相似文献
13.
This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders' actions toward improving the School Learning Environment (SLE) and teaching practice. A reciprocal relationship between school policy and stakeholders' actions is also considered. A longitudinal study was conducted to test the framework's main assumptions. A stratified sample of 64 primary schools was selected and students' achievement in Mathematics at the beginning of Grade 4 and at the end of the next three consecutive school years was measured, alongside the school policy and teachers' actions with regards to issues associated with teaching and the SLE. The results of multilevel structural equation modelling analyses supported the main assumptions of the framework. Implications for the development of school policy are drawn and suggestions for further research are provided. 相似文献
14.
Elizabeth B. Moje 《科学教学研究杂志》1995,32(4):349-371
This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction. 相似文献
15.
覃邦金 《楚雄师范学院学报》2008,23(4):89-95
根据反思性教学的特点及英语教学反思的内容,分析行动研究的内涵及中学英语教师开展行动研究的优势,探讨反思性教学与行动研究的方法,有助于中学英语教师进行反思性教学和开展行动研究,从而不断提高教育教学质量,推动基础教育课程改革. 相似文献
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Since 1970s,the research on second language acquisition has been developed with times.The research focus of lLanguage teach ing has shifted from the study of how to teach students to how to learn for students,with particular attention to explore the influence that students’psychological factors such as learning motivation,learning attitude and learning anxiety have on learning outcomes.Among those emotional variables,anxiety is considered to be one of the most critical psychological variables.English classroom anxiety is different from the ordinary classroom anxiety and receives much attention from scholars.Horwiz(1986) pointed out that foreign language anxiety is a unique phenomenon in language learning.In China,English learning in senior high school is a very important period.It is a common phenomenon to see students behaving anxiously in the English class.Therefore,the anxiety in the English class of senior high school de serves attention.This paper will analyze the main reasons of students’anxiety and points out several effectively methods to relieve their anxiety so as to enhance English classroom teaching and learning effect. 相似文献
18.
Inequality in language achievement growth? An investigation into the impact of pupil socio‐ethnic background and school socio‐ethnic composition 
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下载免费PDF全文 Barbara Belfi Mieke Goos Maarten Pinxten Jean Pierre Verhaeghe Sarah Gielen Bieke De Fraine Jan Van Damme 《British Educational Research Journal》2014,40(5):820-846
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's socioeconomic and ethnic backgrounds have the largest impact on achievement and growth in reading comprehension and the smallest impact on reading fluency. Furthermore, school ethnic composition—but not socioeconomic composition—was related to pupils' achievement in all three language domains at the first measurement occasion, though none of the types of school composition was related to growth. The research findings therefore imply that to combat the deficits in language proficiency often found in ethnic minority pupils, priority should be given to investments in individual intervention programmes over policy plans to desegregate schools. Moreover, our study identifies the specific points in time during primary school at which intervention programmes are needed the most. 相似文献
19.
采用非参与式观察,以弗兰德斯互动分析法为主要研究方法,以课堂志与开放性访谈法为辅助研究法对大班额英语课堂教学中生动的师生言语活动进行了记录分析,揭示了当前基础教育阶段大班额英语教学课堂语言互动现状及存在的问题与困境,并尝试提出相应的解决途径。 相似文献
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Kristen H. Perry 《比较教育学》2008,44(1):57-73
This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African researchers focuses more on sociocultural and sociopolitical issues such as promoting a ‘reading culture’, shaping language policy, and examining literacy as a local social practice. Increasingly, researchers advocate local, rather than western/northern, solutions to African problems in literacy development and instruction. However, African perspectives are nevertheless influenced by western perspectives and agendas, as a result of colonialism, postcolonialism, and globalisation. Hybrid solutions that combine western and African perspectives therefore may be important for literacy development in the region. 相似文献