期刊:
Modern Chinese Literature and Culture,2022年34(1):32-65 ISSN:1520-9857
作者机构:
[Xie, Haiyan] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
关键词:
Yan Lianke;mythorealism;Ballad Hymn Ode;Shijing;academia
摘要:
“Mythorealism” is a formal literary experiment developed by Yan Lianke, whose 2008 novel Ballad, Hymn, Ode (Feng ya song) produces a cumulative effect of absurdity that has provoked controversy over the extent to which it offers an effective social critique. In response to the scholarship based on realist readings of the novel, this article analyzes it from a “mythorealistic” perspective. It argues that the mythorealist narrative does not necessarily cancel out Yan’s social commentary but instead transfers his critical impulse to a psychological exploration of marginal intellectuals in a desymbolized society. In particular, this article is concerned with thematic interpretation and the relation between literary form and meaning in Yan’s parody of the Shijing in Ballad, Hymn, Ode. By focusing on Yan’s symbolic representation of sex and disgust, this article investigates how such imagery and motifs speak from their own space to reveal Chinese intellectuals’ spiritual crisis in an academic world pervaded with an instrumentalist ethos.
作者机构:
[Tan, Hua] Cent China Normal Univ, Res Ctr Coll English Teaching, Wuhan, Peoples R China.;Cent China Normal Univ, Res Ctr Int Commun Hubei Culture, Sch Foreign Languages, Res Ctr Translat Interpreting & Commun, Wuhan, Peoples R China.;Cent China Normal Univ, Sch Foreign Languages, Res Ctr Coll English Teaching, Res Ctr Int Commun Hubei Culture,Res Ctr Translat, Wuhan, Peoples R China.
摘要:
Linguistic translation theory has been developed along with the evolution of traditional linguistics and philological schools, and then integrated with diversified modern linguistic schools. Many r...
摘要:
王阳明哲学思想在英语世界的译介起步较晚,直到20世纪初才由美国传教士、学者亨克首次出版以《传习录》为核心内容的英译本The Philosophy of Wang Yang-ming,1963年旅美华人哲学史家陈荣捷推出《传习录》全译本。百年中虽仅有两个英译本,却各自见证了特定历史文化语境下的中学西传。两位译者文化身份特殊且具有教育者共性,《传习录》英译作为具有教育行为意义的翻译活动,发挥着教育的文化功能,向彼时西方学子拓荒性地普及了先秦儒道哲学之外的中国传统文化思想,积极扭转了他们对中国哲学与中国文明认识的缺陷。
作者机构:
[Yan, Sheng] Cent China Normal Univ, Wuhan, Peoples R China.;[Liu, Yuanjia] Cent China Normal Univ, Language & Language Educ Res Ctr, Wuhan, Peoples R China.
通讯机构:
[Yuanjia Liu] S;School of Foreign Languages, Central China Normal University, China
作者机构:
[Zhang, Man] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Zhang, Man] Humboldt Univ, Fac Language Literature & Humanities, Berlin, Germany.
通讯机构:
[Man Zhang] S;School of Foreign Languages, Central China Normal University , Wuhan, China<&wdkj&>Faculty of Language, Literature and Humanities, Humboldt University of Berlin , Berlin, Germany . E-mail: zm@ccnu.edu.cn
摘要:
Until now, there has been very little unified analysis of metadiscourse across speech and writing. Drawing on a reflexive metadiscourse model, this article conducts a multidimensional analysis of metadiscourse across 10 spoken and written registers in a corpus of 626 texts. Two metadiscourse dimensions, participants’ interaction and discourse presentation, are identified. The more interactive registers are more prominently marked by participants’ interaction, and the more informational registers by discourse presentation. Along metadiscourse dimensions, the 10 registers are lumped into 6 clusters: ‘discussion broadcasts and public conversations’, ‘scripted speeches and unscripted speeches’, ‘general prose and nondiscussion broadcasts’, ‘press and fiction’, ‘casual conversations’, and ‘academic prose’. Metadiscourse markers of both dimensions are frequently used in registers of the first two clusters which are highly interactive and informational, while they rarely occur in registers of the next two clusters which have low interactive or informational focuses. Metadiscourse markers of participants’ interaction are pervasive in the highly interactive register (casual conversations), and those of discourse presentation in the highly informational register (academic prose).
作者机构:
[Ji, Suhe; Qin, Xiaoqing] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.;[Li, Ke] Wuhan Univ, Sch Journalism & Commun, Wuhan 430072, Peoples R China.;[Li, Ke] Wuhan Univ, Ctr Studies Media Dev, Wuhan 430072, Peoples R China.
通讯机构:
[Ke Li] S;School of Journalism and Communication, Wuhan University, Wuhan 430072, China<&wdkj&>Center for Studies of Media Development, Wuhan University, Wuhan 430072, China
关键词:
academic reading;Chinese university English teachers;content knowledge;pedagogical content knowledge;professional development;social media
摘要:
Abstract: Teachers’ professional learning on social media has received growing attention recently, but research into teachers’ academic engagement on social media remains limited. This study aimed to examine what factors motivated university English teachers to engage with academic reading on social media. The determinants of academic reading on social media were identified by semi-structured interviews, which were further validated by quantitative investigation. The results showed that participants’ perception of values of content knowledge, pedagogical content knowledge, and students’ participation in the classroom affected their intentions toward commitment to academic reading on social media. Additionally, the results revealed that perceived value of pedagogical content knowledge mediated the relationship between perceived value of content knowledge and participants’ intentions toward academic reading on social media while also mediating the relationship between perceived value of students’ participation in the classroom and the participants’ intentions toward academic reading on social media. These findings yield implications for the professional development of university teachers and the development of pedagogical content knowledge. Keywords: Chinese university English teachers; academic reading; professional development; social media; content knowledge; pedagogical content knowledge