时间：2013年4月8日 晚6:30
地点：东五201（西）
题目：根据数据库对“着”的体特征的优化模型
报告人：包辰瑶
摘要：中文里的“着”在英语中可以翻译为完成体、进行体等，为了保证机器翻译的准确度，就需要知道如何区分某个中文“着”具体对应某个英文中的体。已经有了对上千句带“着”的中文句子中的四十多个特征做了统计的数据库。但是四十多个特征不利于计算机处理，而且其中有些特征可能并不相关。所以可以过线性回归对这四十个特征进行优化。具体方法是先根据特征确定虚拟变量，然后把虚拟变量代入线性回归模型公式中逐步求出对应的值，然后还原成体的类型。通过稳健性检验，用这种方法可以将四十多个特征减少到十几个，并且保持翻译的准确度。
题目：
A Content Analysis of Female Stereotypes in Chinese Online Advertisements: Role Portrayals and Beauty types.
中国网络平面广告中女性刻板形象的研究：角色塑造与美丽类型
报告人：王皓
摘要：Advertisements in modern society has become so pervasive that no social individual can avoid noticing them. They are printed on every street, every issue of magazines, newspaper; played or shown in every TV channel, and of course, on the internet. These advertisements themselves have become part of culture by reflecting the real-word in an artistic way. When speaking of stereotypes in media, more specifically, in advertisements, it is not difficult to think of the women in advertisements, who have been contributing to the industry for a long time while always stereotyped in all kinds of advertisements. The study will be conducted by analyzing 500 Chinese online advertisements with content analysis in order to find how women in advertisements are stereotyped in today’s China.
题目：同词反义动词“怀疑”的认知读解
报告人：吴洁雅
摘要：汉语心理感知动词“怀疑”主要有趋于相信和趋于不相信两义，为同词反义词。以往研究主要关注相关宾语的句法类型和动词独有的多义性。循认知语言学理念，本研究主张动词处于其论元结构构式。此外，语境和句内外其他组分对基本句义建构和解读也起重要调控作用。鉴于该动词构式的特殊属性，构拟该动词构式句的认知读解过程有望揭示词汇、句法、语义、语境的互动和整合，相关英汉语对比可展示语言间在编码机制上的差异。
关键词：认知语言学；认知读解；心理动词；同词反义；否定；怀疑
题目：Exploring the Effects of Listening Tasks with Different Involvement Loads and Listening Strategies on Incidental Vocabulary Acquisition
报告人： 许彩丽
摘要：Inspired by the Involvement Load Hypothesis put forward by Hulstijn and Laufer, which proposes that task inducing higher involvement load is likely to produce better vocabulary retention effects, the study is mainly aimed to apply the Hypothesis to substantiate incidental vocabulary acquisition in EFL listening comprehension. Besides, we found that the previous task has been conducted without the consideration of learning strategies. Actually, learners may employ their internally triggered learning strategies when they try to fulfill the externally decided tasks. Will the learning strategies influence the results of retention effects as well? Combined with our focus on listening, we hope to answer the following research questions:
1. Does the level of task-induced involvement affect the initial vocabulary learning and the retention of new vocabulary words of EFL learners from the same proficiency levels when three tasks with different levels of involvement are administered?
2. Do tasks with the same involvement load yield similar learning outcomes?
3. Do listening strategies exert any influence on incidental vocabulary acquisition?
A controlled comparison study will be done to answer the research questions. Four groups of Non-English major freshmen will take part in the experiment. The four different tasks will be assigned to them randomly. After the subjects finish the tasks, they will have an immediate post-test on the learning of target vocabulary, and finish a listening strategy questionnaire. Then the author will have a semi-structured interview with four subjects from each group. One week later, all the subjects will take a delayed post-test.
Reasons accounting for the results are to be illustrated and the thesis ends with pedagogical implications for teachers and researchers.
热忱欢迎广大师生积极关注和参与！
外语学院研究生科
外语学院研究生会
2013年4月7日
