摘要：
This study explores co-occurrence patterns and register variation of metadiscourse markers in spoken language. The few metadiscourse studies in spoken language have concentrated on specific metadiscourse markers or registers. This article conducts a more comprehensive analysis of metadiscourse in spoken discourse. Drawing on a modified reflexive model of metadiscourse, the study uses multidimensional analysis and a corpus of 126 spoken texts to extract spoken metadiscourse dimensions and investigate metadiscourse variation across nondiscussion broadcasts, discussion broadcasts, scripted speeches, unscripted speeches, public conversations and casual conversations. Three spoken metadiscourse dimensions emerged from a factor analysis and were labelled “two-way communication”, “united organization” and “discourse presentation”. Quantitative and qualitative analyses of these dimensions revealed clear register variation of metadiscourse across spoken registers. Dialogues more frequently than monologues and institutional discourse more frequently than mundane discourse adopt metadiscourse markers to emphasize interaction, seek cooperation and present discourse. The study contributes not only to a fuller understanding of metadiscourse in spoken language but also to computer-assisted research on metadiscourse.
作者机构：
[Wang Wei] Cent China Normal Univ, English Language & Literature, Wuhan 430079, Peoples R China.;[Wang Wei] Qingdao Univ, Sch Foreign Languages, Qingdao 266071, Peoples R China.
通讯机构：
[Wang Wei] C;[Wang Wei] Q;Cent China Normal Univ, English Language & Literature, Wuhan 430079, Peoples R China.;Qingdao Univ, Sch Foreign Languages, Qingdao 266071, Peoples R China.
作者机构：
[Wang Yu] Cent China Normal Univ, Sch Fine Arts, Wuhan 430079, Peoples R China.;[Li Xiaojie] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
通讯机构：
[Wang Yu] C;Cent China Normal Univ, Sch Fine Arts, Wuhan 430079, Peoples R China.
作者机构：
[Nie, Zhenzhao] Konkuk Univ, Seoul, South Korea.;[Nie, Zhenzhao] Cent China Normal Univ, Editorial Off, Foreign Literature Studies, Wuhan 430079, Peoples R China.
通讯机构：
[Nie, Zhenzhao] K;Konkuk Univ, Seoul, South Korea.
作者机构：
[Hu Dexiang; Hu, DX] Cent China Normal Univ, Sch Foreign Languages, Chinese English Translat, Wuhan, Peoples R China.
通讯机构：
[Hu Dexiang] C;Cent China Normal Univ, Sch Foreign Languages, Chinese English Translat, Wuhan, Peoples R China.
摘要：
It is a truth universally acknowledged that translation should best be done through translating a second or foreign language into one’s mother language.1 But the situation is somewhat different in ...
作者机构：
[Luo Lianggong] Cent China Normal Univ, Wuhan 430079, Peoples R China.
通讯机构：
[Luo Lianggong] C;Cent China Normal Univ, Wuhan 430079, Peoples R China.
关键词：
玛乔瑞·帕洛夫;辨微阅读;诗歌传统;新批评;文化批评
摘要：
玛乔瑞·帕洛夫的《诗学新解》提供了一个洞悉其诗歌批评理论的动态视角,其中涉及的帕洛夫与布鲁姆之间的诗学对话揭示了帕洛夫学术思想的微妙变化.两者论争的三个焦点,即审美批评、语言本体、现实关怀,构成了帕洛夫辨微阅读的核心,使她在批判地吸收新批评和文化批评的基础上形成独特的诗歌批评理论.借此,帕洛夫不仅梳理了诗歌传统,而且还发现了一个与新批评所推崇的象征性诗歌传统并存的暗示性诗歌传统.Marjorie Perloff's newly released Poetics in a New Key offers a dynamic perspective to her theory on poetic criticism. The book demonstrates some academic dialogue between Perloff and Harold Bloom over years, which reveals the subtle change in Perloff's critical ideas. The focuses of the dialogue-aesthetic criticism, language as the subj ect, and concern with realityconstitute the core value of Perl off's "differential reading," which witnesses her critical absorption of both New Criticism and Cultural Criticism and leads to her discovery of "the other tradition"the tradition of suggestive poetry neglected and rejected by New Criticism which devoted itself to the tradition of "symbolistic poetry".
摘要：
This article argues that constructing implicitness in diplomatic discourse involves intra-lingual translation in ST. It also argues that inter-lingually translating implicitness in diplomatic discourse sometimes involves a process of intra-lingual translation in TT. A review of implicitness in diplomatic discourse, which often demonstrates a scripted feature, shows that notions of ambiguity, fuzziness, generality, and vagueness put forward by Zhang (1998) can be employed to scrutinize the construction of implicitness via lexical choice. Viewed in terms of Hallidayian linguistics, the construction of implicitness, in both ST and TT, bears a strong interpersonal prominence. As shown in the analysis of the implicitness found in the diplomatic discourse around the 2001 Air-Collision Incident, the interpersonal prominence is governed by national interest concerns of the discourse producers. A tentative model of creating and translating lexical implicitness in diplomatic discourse is suggested. As illustrated in the model, the translation-engendered implicitness in diplomatic discourse is a textual manifestation of the interpersonal prominence in the international arena of foreign affairs.
期刊：
INTERPRETER AND TRANSLATOR TRAINER,2014年8(1):52-69 ISSN：1750-399X
通讯作者：
Zhang, Junfeng
作者机构：
[Zhang, Junfeng] Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Hubei, Peoples R China.;[Pang, Yingping] Cent China Normal Univ, Sch Foreign Languages, Gen English Dept, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhang, Junfeng] C;Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Hubei, Peoples R China.
关键词：
nature of language;mirroring;functional translation
摘要：
Within a cognitive linguistics perspective, language learning is a mental phenomenon that involves establishing conceptual links between symbols and functions. In view of the nature of language as a set of unique, arbitrary constraints on hearers’ inference, learning a foreign language means learning its particular set of constraints. Using the mother tongue and translating aid language learning, but mirroring (literal translation) alone is not adequate. Both literal and functional translation are needed to facilitate the learners’ conscious efforts to compare, contrast and internalise the L2’s particular constraints and conceptual links in connection with those of L1. Since comparing and contrasting requires a firmly rooted mother tongue conceptual system and a fair amount of knowledge of L2, only advanced learners are suitable candidates for this methodology. As any L2 pedagogy that produces advanced learners still works well, the tripartite translation model that we propose and illustrate here is intended to complement communicative English language teaching methodologies, to fine-tune their accuracy and appropriateness. This model consists of L1 mirroring, L1 reformulation and functional translation back into the L2.
