The objective of this paper is to demonstrate that the processual aspect of literary works of art deserves much more attention than it normally receives by readers, critics, and theorists. The most important reason fo...The objective of this paper is to demonstrate that the processual aspect of literary works of art deserves much more attention than it normally receives by readers, critics, and theorists. The most important reason for this is seen in the fact that texts since the advent of print culture have been disseminated and passed on in written form and that in the medium of writing the processual character of language is only insufficiently taken care of by a cultural convention of arranging and approaching the presented signs in an particular sequence. Whereas in an oral culture the dynamic processuality of a speech or recitation was directly experienced by the listeners, the spatial arrangement of signs in writing enables and even entices readers and critics to read this or that part of a written text in a sequence of their own making. What remains out of focus is that in doing so they miss the particular semantic profile and aesthetic character of the work as created by the author--a procedure particularly hurtful in the case of literary works of art. There is hope, however, that this will somewhat change by our moving towards a performance culture展开更多
Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals...Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom展开更多
The present study constitutes a critical appraisal of the deconstructive reading of Rousseau＇s Confessions that Derrida undertakes in the second part of Of Grammatology. In this examination, the author will first lis...The present study constitutes a critical appraisal of the deconstructive reading of Rousseau＇s Confessions that Derrida undertakes in the second part of Of Grammatology. In this examination, the author will first list some of the significations into which Derrida disperses （forced, as he asserts himself, by an ＂inassimilable residue＂ in the text itself） the meaning that he has already construed as apparently simple during the first moment of deconstructive reading （i.e., ＂the doubling commentary＂）; the author will then go on to enquire into the operations which enable Derrida to arrive at these self-conflicting significations. The main aim of this essay is to demonstrate that it is not language alone that disables the philosophy of Rousseau and enables the philosophy of Derrida. When Derrida attempts to support his philosophy through an analysis of Rousseau＇s theory of language and the alleged contradictions in Rousseau＇s texts, he misinterprets basic tenets of these texts in order to make them conform to the presuppositions of the deconstructive approach. The ＂reversal＂ and ＂displacement＂ of metaphysical conceptuality in the text of the Confessions is made possible after the text has had meanings transposed into it from a plurality of other texts. Derrida attributes to the text significations he discovers by construing, explicating and over-reading passages that occur elsewhere in Rousseau＇s total oeuvre （especially in the Essay on the Origin of Languages）.展开更多
Translation, or interpretive and language code conversion of the text, is considered as an independent complex type of speech activity which consists of such stages as perception, understanding and interpretation of t...Translation, or interpretive and language code conversion of the text, is considered as an independent complex type of speech activity which consists of such stages as perception, understanding and interpretation of the foreign-language text and actual translation, that is selection of language means for the expression of the interpretive version of the original. Considerable attention is paid nowadays to the translations of works of such literary genre as literary fairy tale. Fairy tale is a type of prosaic folklore, which is met in the folklore of various peoples. Not only have literary fairy tales grown on the basis of folklore, but they also inherited its genre characteristics, developing and transforming them. Translation as an interpretive conversion of the text is considered within the concept ＂secondary text＂. The conspicuous feature of secondary texts is the double reference of the word： to its own culture referent and to a foreign culture referent. The secondary text cannot be completely understood and appreciated without its reference to ＂the second plane＂. Subjected to analysis are the problems of preserving original pragrnatics in secondary texts. The challenge of national fairy tales translation lies in the discrepancy of cultural concepts of the two nations and in considerable distinctions between the characters of Russian and British national fairy tales. The traditions of Russian national culture and the consistency of grammatical gender expression in the Russian language lead to gender shifts in the translation of English literary fairy tales.展开更多
This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group inter...This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group interviews, and questionnaire were used to （a） explore how the student teachers engaged in the practices of peer teaching and learning and reflected on their relevance to their own future teaching careers and （b） identify the major benefits and challenges of peer teaching from the students＇ perspectives. Most of the students actively engaged in peer teaching during the course and considered it as a strategy that they might later use in their teaching. Issues such as awareness of teaching elements, opportunities for peer learning, cultural diversity, and English as a medium of instructions brought both benefits and challenges for students in the process of peer teaching. The study points to a research agenda for pre-service teacher education for autonomy that focuses on the long-term impact of students＇ experiences of a range of pedagogical strategies for autonomy on their future teaching.展开更多
文摘The objective of this paper is to demonstrate that the processual aspect of literary works of art deserves much more attention than it normally receives by readers, critics, and theorists. The most important reason for this is seen in the fact that texts since the advent of print culture have been disseminated and passed on in written form and that in the medium of writing the processual character of language is only insufficiently taken care of by a cultural convention of arranging and approaching the presented signs in an particular sequence. Whereas in an oral culture the dynamic processuality of a speech or recitation was directly experienced by the listeners, the spatial arrangement of signs in writing enables and even entices readers and critics to read this or that part of a written text in a sequence of their own making. What remains out of focus is that in doing so they miss the particular semantic profile and aesthetic character of the work as created by the author--a procedure particularly hurtful in the case of literary works of art. There is hope, however, that this will somewhat change by our moving towards a performance culture
文摘Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom
文摘The present study constitutes a critical appraisal of the deconstructive reading of Rousseau＇s Confessions that Derrida undertakes in the second part of Of Grammatology. In this examination, the author will first list some of the significations into which Derrida disperses （forced, as he asserts himself, by an ＂inassimilable residue＂ in the text itself） the meaning that he has already construed as apparently simple during the first moment of deconstructive reading （i.e., ＂the doubling commentary＂）; the author will then go on to enquire into the operations which enable Derrida to arrive at these self-conflicting significations. The main aim of this essay is to demonstrate that it is not language alone that disables the philosophy of Rousseau and enables the philosophy of Derrida. When Derrida attempts to support his philosophy through an analysis of Rousseau＇s theory of language and the alleged contradictions in Rousseau＇s texts, he misinterprets basic tenets of these texts in order to make them conform to the presuppositions of the deconstructive approach. The ＂reversal＂ and ＂displacement＂ of metaphysical conceptuality in the text of the Confessions is made possible after the text has had meanings transposed into it from a plurality of other texts. Derrida attributes to the text significations he discovers by construing, explicating and over-reading passages that occur elsewhere in Rousseau＇s total oeuvre （especially in the Essay on the Origin of Languages）.
文摘Translation, or interpretive and language code conversion of the text, is considered as an independent complex type of speech activity which consists of such stages as perception, understanding and interpretation of the foreign-language text and actual translation, that is selection of language means for the expression of the interpretive version of the original. Considerable attention is paid nowadays to the translations of works of such literary genre as literary fairy tale. Fairy tale is a type of prosaic folklore, which is met in the folklore of various peoples. Not only have literary fairy tales grown on the basis of folklore, but they also inherited its genre characteristics, developing and transforming them. Translation as an interpretive conversion of the text is considered within the concept ＂secondary text＂. The conspicuous feature of secondary texts is the double reference of the word： to its own culture referent and to a foreign culture referent. The secondary text cannot be completely understood and appreciated without its reference to ＂the second plane＂. Subjected to analysis are the problems of preserving original pragrnatics in secondary texts. The challenge of national fairy tales translation lies in the discrepancy of cultural concepts of the two nations and in considerable distinctions between the characters of Russian and British national fairy tales. The traditions of Russian national culture and the consistency of grammatical gender expression in the Russian language lead to gender shifts in the translation of English literary fairy tales.
文摘This action research study investigates peer teaching as a pedagogical strategy to raise pre- service second language teachers＇ awareness of autonomy in learning and teaching. Classroom observation, focus group interviews, and questionnaire were used to （a） explore how the student teachers engaged in the practices of peer teaching and learning and reflected on their relevance to their own future teaching careers and （b） identify the major benefits and challenges of peer teaching from the students＇ perspectives. Most of the students actively engaged in peer teaching during the course and considered it as a strategy that they might later use in their teaching. Issues such as awareness of teaching elements, opportunities for peer learning, cultural diversity, and English as a medium of instructions brought both benefits and challenges for students in the process of peer teaching. The study points to a research agenda for pre-service teacher education for autonomy that focuses on the long-term impact of students＇ experiences of a range of pedagogical strategies for autonomy on their future teaching.
