iReasearch学术科研网

摘要：Corpus-based approaches to researching metaphor use in business English have become increasingly prevalent, but metaphor use in the genre of mission statements has received little attention. Using a self-built corpus with the help of the corpus tool Wmatrix, we compared metaphor use as a discursive and cognitive strategy in the mission statements of Chinese and US companies from a cognitive sociolinguistic perspective, focusing on three conventional conceptual metaphors in business discourse: BRANDS ARE PEOPLE, BUSINESS IS COOPERATION, and BUSINESS IS COMPETITION. The use of the source domains of these conceptual metaphors was found to differ significantly in the mission statements of Chinese and US companies, thus revealing differences in the underlying corporate identities and ideologies. Chinese corporations, which tend to describe themselves as energetic leaders and strong competitors, are more competition-oriented, whereas US corporations, which tend to project themselves as ethical and responsible community members, are more cooperation-oriented. The findings of this comparative study can shed light on how Chinese companies build their brand images and thus lead to a better understanding of changing national image of China. [Copyright The American University; published by Elsevier Ltd.]

摘要：Often, the classification of words does not go beyond "difficult" (i.e., infrequent, late-learned, nonimageable, etc.) or "easy" (i.e., frequent, early-learned, imageable, etc.) words. In the present study, we used a latent cluster analysis to divide 703 Dutch words with scores for eight word properties into seven clusters of words. Each cluster represents a group of words that share a particular configuration of word properties. This model was empirically validated with three data sets from Grades 2 to 4 children who made either a lexical decision task or a use decision task with a selection of the words. Significant differences were found between the clusters of words within the three data sets. Implications for further study and for practice are discussed.

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摘要：This article makes a case for studying the perceptions that young people have of the ways of speaking of both themselves and others on the supposition that constructions of ambient sociolinguistic variation have an impact on the language development and use of individual language users. Such a study is particularly relevant in multilingual contexts in which differences with regard to social as well as ethnic and linguistic background may generate significantly different perceptions. In a speaker evaluation study, Swedish speech stimuli from 12 young Stockholmers were evaluated by 343 listeners from different backgrounds. The results show that young people may divide and relate to the linguistic space of Stockholm in very different ways and that they vary in their degree of accuracy regarding linguistic self-perception. Adapted from the source document

摘要：This article explores the usage- and exemplar-based roots of second language (L2) negation construction learning. Based on two longitudinal case studies involving two adult L2 English learners and a corpus of 63 three-hour sessions of recorded classroom interactions, the study shows that L2 learning follows the predictions of usage-based models of language knowledge and acquisition, as the two participants' learning of English negation constructions is found to go from recurring expressions toward an increasingly schematic, dynamic inventory of linguistic resources. Furthermore, exploring the evolution of two negation patterns in ongoing discourse, I suggest that local usage and long-term learning are inseparable and call for further detailed investigations of how locally contextualized interactions influence L2 development. Adapted from the source document

摘要：The present study investigates the rhetorical structure of academic lecture closings, and the impact of class size on this part genre. A framework of stages and strategies is developed to analyze the rhetorical structure of lecture closings. Large and small classes are further compared to find how class size may influence the ways lecturers close their lectures. Personal pronouns I, you, and we are also examined to explore interpersonal dynamics. Results show that lecturers use a wide range of strategies in closings, yet with great variation. Three strategies-explicitly indicating the end of lecture, explaining course plans for the next class, and dismissing the class-are most frequently used. Large and small classes differ in both stages and strategies. Strategies tend to concentrate at the Ending Stage in large classes, but at the Pre-ending and Post-ending Stages in small classes. Interestingly, students and lecturers in small classes have frequent, informal interaction on non-course-related issues. Lecturers may use personal pronouns flexibly and strategically, referring to a variety of semantic referents, to enhance student engagement and mitigate potential disfavor. These findings demonstrate the impact of class size on lecture closings, which provide an opportunity for lecturers to establish close rapport with students. [Copyright The American University; published by Elsevier Ltd.]

摘要：There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a 'form-first' approach, in which formulas are identified as the most frequent recurrent forms in a relevant corpus. While this research continues to yield valuable results, the present paper argues that much can also be gained by taking a 'function-first' approach, in which a corpus is first annotated for communicative functions and formulas are then identified as the recurrent patterns associated with each function. We demonstrate this approach through a comparative analysis of introductions to student essays and research articles. Focusing on one particularly common communicative function, the analysis demonstrates that (1) this function is more common in student essays than in articles; (2) both the choice to use the function and the choice of linguistic forms that realize the function vary across subject areas in research articles, but not in student essays; (3) research articles tend to be more formulaic in expressing the function than student essays; and (4) some parts of the forms used are highly formulaic, while others are more open. The key formulas are described and suggestions made regarding their pedagogical presentation. [Copyright The American University; published by Elsevier Ltd.]

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摘要：This longitudinal study investigated changes in reported language usage between Puerto Rican mothers and their preschoolers over a 4-year period. It also examined whether differences in language usage occurred depending on the timing of children's exposure to English and children's gender. Seventy-six mothers reported the languages they and their children used when talking to each other during 2 years in Head Start, kindergarten, and first grade. Mothers of children who were exposed to Spanish and English prior to preschool entry reported using more English to their children than mothers of children who were not exposed to English until after preschool entry. The language usage of the children followed the same patterns as their mothers. The difference between the groups was maintained over the 4 years, although both groups increased their English usage. A gender effect was observed. Mothers of girls were five times more likely to use "More or All Spanish" than mothers of sons. In addition, girls who were exposed to Spanish only prior to preschool entry were six times more likely to speak to their mothers in "More or All Spanish" than other participating children. The bidimensional model of acculturation is used to present and interpret the findings. Adapted from the source document

摘要：We present results of 2006 and 2008 replications of the 2000 General Social Survey (GSS), which included nine questions on languages other than English (LOEs) spoken (Robinson, Rivers, & Brecht, 2006). In 2000, 26% claimed they could speak another language, with 10% saying they could speak it "very well." In 2000, foreign language speakers were younger, graduate educated, and of "other" races, living in large cities. Spanish (51%), French (15%), and German (9%) were the most common LOEs spoken. More strikingly, we saw no change in the 10% of school learners of LOEs who claimed to speak the language "very well." We examine the stubborn stability of these results in light of the investments made in LOE programs for national security purposes, and contrast these investments with countervailing pressures on the educational system that limit LOE programs. We note that the arguments for expanding LOE programs, such as language and national security, or the concept of a "world-class" well-rounded education, have at best an attenuated impact on U.S. capacity in LOEs. Potential directions for mobilizing the diverse stakeholders in LOEs are presented. Adapted from the source document

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摘要：This article presents 2 case studies of intermediate university students of French, Casey and Melanie (both pseudonyms), and their developing use and understanding of stylistic variation over the course of an academic semester. It draws from a variety of data sources: classroom observation, learners' explanations of stylistic variants, learners' analyses of variation in transcriptions of spoken French, interlearner online chat discussions, and interviews with a teacher-researcher in French and English. The two case studies illustrate two dramatically different orientations to variation among second language learners of French. On the one hand, Casey uses variation during class assignments, and she is capable of creating and assigning social and symbolic meaning through its use. Yet variation for Casey remains an academic achievement and she resists incorporating variation into her natural speech. On the other hand, Melanie embraces variation as a mediating artifact that will afford her access to social, interpersonal interaction in the future, and enable her to engage in "being Melanie" in this additional language. In both cases, however, the importance of their personal histories, the role of language learning in their lives, and desired future access to French-speaking communities of practice beyond a school setting come into sharp relief. Adapted from the source document

摘要：Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader and perhaps more desirable range of classroom identities, but also occasions more complex and creative acts of language use than those normally found in L2 instructional settings. Likewise, critical sociolinguists have observed that the use of humor may constitute opposition and/or resistance to monotonous, culturally insensitive, or even face-threatening classroom practices. This article presents a case for a particular communicative mode-humor-to be seen as a pedagogical safe house (Canagarajah, 1999, 2004; Pratt, 1991), extending this notion beyond spatial and temporal domains. Specifically, it draws on the notions of performance, calibration (Bauman, 2004; Rampton, 2006), and layered simultaneity (Blommaert, 2005; Kramsch & Whiteside, 2008) to understand how particular instances of classroom humor function in this fashion. It then considers how an understanding of humor as a safe house can inform recent theoretical discussions of communicative competence and L2 classroom interaction. Adapted from the source document

摘要：This study examines the development of interactional competence (Hall, 1993, 1995) by English-speaking learners of Japanese as a foreign language (JFL) in a study abroad setting, as indexed by their use of the interactionally significant particle "ne." The analysis is based on a comparison of (a) 6 sets of conversations between JFL learners and native Japanese peers during the first week of the study abroad program, and (b) 6 sets of conversations between the same pairs of speakers during the fifth week of the program. Although there is great variability in efficiency of interactional competence acquisition among JFL cohorts, JFL learners on the whole seem to have enhanced their interactional competence by using more "ne" alignments. This study supports the argument that a study abroad program provides a valuable developmental experience that can accelerate JFL learners' acquisition of interactional competence. Adapted from the source document

摘要：Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive practices of multilingual students, their translanguagings, are used in sense-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Examining the case of a network of U.S. secondary schools for newcomer immigrants, the International High Schools, this article looks at how students' plurilingual abilities are built through seven principles that support dynamic plurilingual practices in instruction-heterogeneity, collaboration, learner-centeredness, language and content integration, language use from students up, experiential learning, and local autonomy and responsibility. As a result, students become not only more knowledgeable and academically successful but also more confident users of academic English, better at translanguaging, and more plurilingual-proficient. The article presents translanguaging in education as the constant adaptation of linguistic resources in the service of meaning-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Adapted from the source document

摘要：Discussions of multilingualism in education, as exemplified by the articles in this issue, can be critically reevaluated using perspectives available from poststructuralism. These perspectives focus on the potential ambiguity of language and language practices. This, in turn, encourages us to question simple notions of the relationship of learners to the languages they speak, especially the "mother tongue," to see the individual's relation to language as a relation to power, and to recognize the polyvalent role of language tests in the context of multilingual education as, on the one hand, enforcing the relations of power in language and, on the other, disrupting them. The article focuses on the extent to which these themes are acknowledged in the articles in this issue, exploring the impact of the contrasting contexts represented, and presents examples of other discussions, especially in colonial and postcolonial contexts, that reflect alternative views of multilingualism in education. These include Derrida's reflections on his own language socialization as a colonial subject in Algeria during the time of the Vichy regime and studies of the role of language in contemporary education systems in Africa and Southeast Asia. Adapted from the source document

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摘要：This study uses the Corpus of Contemporary American English and the British National Corpus as data and Biber, Johansson, Leech, Conrad, and Finegan's (1999) and Gardner and Davies' (2007) informative studies as a starting point and reference. The study offers a cross-English variety and cross-register examination of the use of English phrasal verbs (PVs), one of the most difficult aspects of English for learners of English as a foreign language or English as a second language. The study first identified the frequency and usage patterns of the most common PVs in the two corpora and then analyzed the results using statistical procedures, the chi-square and dispersion tests, to determine any significant cross-variety or -register differences. Besides validating many of the findings of the two previous studies (although neither was a cross-English variety examination), the results of this study provide new, useful information about the use of PVs. In addition, the study resulted in a comprehensive list of the most common PVs in American and British English, one that complements those offered by the two previous studies with more necessary items and more detailed usage information. The study also presents a cross-register list of the most frequent PVs, showing in which register(s) each of the PVs is primarily used. Finally, pedagogical and research implications are discussed. Adapted from the source document

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