概念整合理论下的中国英语的词汇翻译研究     

于源 《海外英语》2015,(2)

国内对中国英语以及对中国英语中的词汇的翻译研究发展了近30年的时间,不同的人对中国英语中词汇的翻译问题所持有的态度也不同,传统的翻译方法自身存在的问题并不能够凸显中国英语作为一种具有中国特色的英语变体的特点,概念整合理论以其强大的认知阐释力证明了中国英语的词汇翻译是一种中国人独有的认知活动,从而进一步证明了中国英语是一种普遍存在的具有中国特色的英语变体。  相似文献   

Metaphor Analysis Based on Image Schema-Take the Poem Jie Fu Yin and its English Translation as an Example     

程中芳 《海外英语》2015,(2)

There are many implied metaphors in the poetry of Tang dynasty. In this paper, the poem Reply of a Chaste Wife and its English version are analyzed through the image schema theory to explore the explan...  相似文献   

天使、魔鬼与夏娃--从二元对立角度解析《觉醒》中的女性形象     

刘永丽 《海外英语》2015,(6)

《觉醒》是美国女作家凯特·肖邦的代表作,被誉为女权主义文学的经典之作。作者在小说中成功地塑造了三位女性人物,她们分别代表着父权制文学作品中的天使、魔鬼和夏娃。该文试图应用结构主义二元对立理论,对小说中的三位主要女性角色进行解析,从而探索作者笔下的理想女性形象。  相似文献   

认知视角的科学基金项目专家评议意见分析——基于ER规则的研究     

王东鹏  朱卫东  陈波  刘芳 《科学学与科学技术管理》2015,36(4)

科学基金专家评议意见的可解释性会影响项目资助合理性以及项目申请者对评议意见的理解。项目评议时,专家先根据评议要点对项目的科学意义和应用前景等属性进行评价,得出综合意见;科学基金再合成多位专家意见,得出项目评议结论。在此过程中,专家属性意见与综合意见的一致性和专家间的非共识意见是影响专家意见可解释性的主要问题。上述问题可从认知视角分析其影响因素,并利用ER规则量化影响因素、合成专家意见。通过分析量化可界定专家属性意见的一致性权重关系,判断意见是否一致;而专家间的非共识意见也可因此分为"因属性评价意见不同、权重不同或专家意见不一致造成的非共识";最后依据科学基金专家评议的真实信息验证了方法的适用性。  相似文献   

基于二进制代数学的关灯游戏模型     

曹建莉  刘媛媛  王毅敏 《科技通报》2015,(2):1-3

利用二进制代数学给出了一个关灯游戏的数学模型,对基于有限域上的线性方程组的9阶情形给出了所有解,并进一步运用代数学中的陪集分类方法给出了游戏的等价类,便于游戏者判断和解决游戏问题。  相似文献   

认知语言学角度下的英语新词形式意义解构     

吴均霞 《黑龙江教育学院学报》2015,(7)

认知语言学是一个正在蓬勃探索与发展的语言教育研究理论。英语新词随着世界全球化逐年增加,运用认知语言学解构英语新词形式意义,对促进我国英语教育事业的发展具有重要意义。  相似文献   

法语代词soi的教学新探     

钟秘 《黑龙江教育学院学报》2015,(2):174-176

"soi"是法语重读人称代词中的一个特殊存在。它既属于泛指代词,但是又能指代到群体中的个体。对于学过英语的法语初学者来说,这个单词既在英语里找不到完全相同的单词,又和英语的个别代词的个例对应,使得学生在学习这个词语的具体使用情况时感到陌生和难以掌握。针对在教学中学生对其理解的障碍,探讨如何根据认知语言学的理论指引,在课堂上既避免学生英法混淆,又能清楚记住"soi"的特点。  相似文献   

Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación     

Geoffrey B. Saxe 《Infancia y Aprendizaje》2015,38(3):473-508

This article sketches a framework for the study and analysis of culture-cognition relations that I present in my recent book, Cultural Development of Mathematical Ideas: Papua New Guinea Studies. Taking an historical approach, I focus on the reproduction and alteration of representational forms for number and the functions that representational forms serve in collective practices in and out of school. My key argument is that, in the context of their goal-directed communicative activities in collective practices in daily life, people unwittingly reproduce and alter representational forms and the functions that these forms serve. The process leads to continuities and discontinuities in form-function relations in communities over historical time. To provide evidence for this process and its role in the cultural development of ideas, I report selected findings from research conducted in 1978, 1980 and 2001 in Oksapmin communities; I focus on historical shifts in the forms and functions of the Oksapmin body part counting system over time. I then update that body of research with a sketch of a recent 2014 follow-up study. I close with reflections on the utility of my framework for the study of culture-cognition relations in other communities and on cognitive domains other than mathematics.  相似文献   

Science adjustment,parental and teacher autonomy support and the cognitive orientation of science students     

Tomas Jungert  Richard Koestner 《教育心理学》2015,35(3):361-376

Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers’ autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.  相似文献   

A framework for analyzing cognitive demand and content‐practices integration: Task analysis guide in science     

Miray Tekkumru‐Kisa  Mary Kay Stein  Christian Schunn 《科学教学研究杂志》2015,52(5):659-685

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