时间：2019年4月9日晚18:30
地点：东五201（东）
陈梦蝶
摘要：本研究试图探究语义透明度和语境两因素对高水平汉语学习者的汉语委婉语理解的影响。采用问卷形式。研究结果表明语义透明度对字面义理解的影响显著，语境则对低透明委婉语理解的影响显著。此外，对委婉义的理解遵循“分级凸显假说”，高水平汉语学习者趋向于对使用频率高、规约度高、熟悉度高的委婉语委婉义理解程度更好。本研究不仅帮助我们了解委婉语的理解机制，同时对对外汉语教学有一定启示意义。
关键词：语义透明度；语境；委婉语；高水平汉语学习者
A Corpus-based Critical Discourse Analysis of Chinese and American News Reports on Terrorism
葛丽莎
Abstract: Since the 9/11 terrorist attacks in the United States, terrorism has increasingly become the focus of international media. As China and the United States are believed to be the two superpowers in the world, a comparative study of the media coverage on terrorism between China and America is of great significance in analyzing the ideology and diplomacy of the two countries and the international situation. Based on the framework of Norman Fairclough’s Three-dimensional Model, this research selected the terrorism-related reports from the mainstream newspapers in the past 16 years in China and the United States, and built a 100,508-token corpus with the help of AntConc. The results of the analysis show that China and the United States share identical attitudes toward the fight against terrorist attacks but differ significantly in their means of anti-terrorism and focus of areas concerning terrorist attacks. This research also shows the differences in ideology and international diplomatic strategies between China and the United States.
Key Words: Critical Discourse Analysis; terrorism; news corpus; ideology
The Development of Phraseological Complexity in L2 Writing: A Multidimensional Approach to Linguistic Complexity
解娜娜
Abstract: This article first investigated whether phraseological complexity could measure the development of low-intermediate L2 proficiency through writing. We examined the development of phraseological diversity and sophistication of adjective + noun collocations and verb + direct object collocations in 322 English compositions of Chinese L2 learners. In order to obtain a more balanced picture of linguistic complexity, we compared three kinds of complexity, i.e., syntactic complexity, lexical complexity and phraseological complexity through an exploratory factor analysis and a linear regression study. Using a cross-sectional approach, the results showed that phraseological complexity could measure the development of L2 proficiency, which however, also hinges upon the type of phraseological units investigated. Adjective + noun collocations were better at discriminating low-intermediate proficiency than verb + direct object collocations. The comparisons between complexity measures demonstrated that indices of lexical diversity and phraseological complexity based on adjective + noun collocations are optimal predictors of language proficiency. Clause-level syntactic complexity and phraseological complexity measures based on verb + direct object collocations revealed a weak but still significant contribution to predicting L2 proficiency. Nevertheless, phrase-level syntactic complexity and lexical sophistication failed to predict low-intermediate language proficiency. Further study is needed to probe into different types of phraseological units and the relationship between their phraseological complexity and L2 proficiency.
Key Words: phraseological complexity; collocation; L2 writing; L2 proficiency; linguistic complexity
Aligning Tests with China’s Standards of English Language Ability: Reading Part
吴昕曈
Abstract: China’s Standards of English Language Ability was put forward in 2018, providing an objective, stable and relatively unified description of English proficiency. As a yardstick, CSE will play an important role in the connection and positioning of various English tests at home and abroad, so the study on aligning various English tests with CSE is necessary, which will become a hot topic in recent years. The relevant aligning projects in the past usually referred to Manual for Relating Language Examination to CEFR, but it’s incipient to apply the methodology in the manual to CSE, which needs to be further explored and verified. In addition, the aligning studies will also contribute to the further revision of CSE, which is also the key point of researches since CSE’s first proposed. Therefore, to position the school-based English proficiency test according to CSE and to provide experience and evidence for the subsequent series of CSE aligning researches, this paper aims to report on a research aligning the reading part of a school-based English proficiency test with CSE, as well as the reflections on the entire aligning process.
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外语学院研究生科
外语学院研究生会
2019年4月4日
