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    28 June 2021, Volume 21 Issue 3 Previous Issue    Next Issue
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    The Hedgehog or the Fox in the Scholar
    YANG Feng
    2021, 21 (3):  2-4. 
    Abstract ( 316 )   HTML ( 26 )   PDF (360KB) ( 100 )  
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    The application of Causal Implication Theory: Study of conversational implicature taken as an example
    XU Shenghuan, LIU Qian
    2021, 21 (3):  5-20.  DOI: 10.3969/j.issn.1674-8921.2021.03.001
    Abstract ( 465 )   HTML ( 26 )   PDF (2384KB) ( 171 )  

    One of the important means of humanities innovation is the transformation of theory through interdisciplinary research. In this paper, Causal Implication Theory is used instead of implication theory, which carries paradoxes of implication, is the transformation of the research horizon, the transformation of theory, thus forming a new starting point of theoretical thinking. While paradoxes of implication gives rise to uncertainty of the inference mechanism of Grice’s and Neo-Grice’s, Causal Implication Theory stresses the specific causal relationship in one specific event, which is constrained by certain context and the speaker’s orientation, thus bringing about specific result out of the specific reason. In other words, one result corresponds exactly to one reason, thus Causal Implication Theory bringing certainty to the inference mechanism to such an extent that implication. In so doing, the old topic, the study of conversational implicature, is given new vitality.

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    “New Humanities” or “New Discipline”?——A Discussion on the Teaching Reform of Foreign Literature from the Perspective of New Humanities
    LIU Jianjun
    2021, 21 (3):  21-28.  DOI: 10.3969/j.issn.1674-8921.2021.03.002
    Abstract ( 528 )   HTML ( 20 )   PDF (1244KB) ( 153 )  

    At present, new humanities must be constructed under the background of overall promotion of “new discipline”. The essence of new-discipline construction is to establish a new mode of training talents who meet the needs of the development in the 21st century, rather than to simply do the so-called “teaching reform”. The innovation of “new discipline” is mainly reflected in the following four aspects: first, the organic integration of humanities, science and engineering, and professional curriculum and ideological-political education; second, the reorganization or creation of new knowledge and new specialty system; third, the emphasis on the cultivation of people's thinking ability through the teaching of knowledge; and fourth, the establishment of new subject relationship between “teaching” and “learning”. On this basis, new foreign literature teaching must redefine the connotation of the discipline itself and the composition of new knowledge system; cultivate teachers’ and students’ thinking ability on the premise of “asking questions” through “back to the text” and “out of the text”; and improve learners' understanding of different essence between Chinese and foreign cultures to better serve the Chinese literary discourse system construction.

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    New Liberal Arts, and the Construction of Foreign Language Programs
    LIU Jianjun
    2021, 21 (3):  29-34.  DOI: 10.3969/j.issn.1674-8921.2021.03.003
    Abstract ( 920 )   HTML ( 13 )   PDF (853KB) ( 294 )  

    At present, new humanities must be constructed under the background of overall promotion of “new discipline”. The essence of new-discipline construction is to establish a new mode of training talents who meet the needs of the development in the 21st century, rather than to simply do the so-called “teaching reform”. The innovation of “new discipline” is mainly reflected in the following four aspects: first, the organic integration of humanities, science and engineering, and professional curriculum and ideological-political education; second, the reorganization or creation of new knowledge and new specialty system; third, the emphasis on the cultivation of people's thinking ability through the teaching of knowledge; and fourth, the establishment of new subject relationship between “teaching” and “learning”. On this basis, new foreign literature teaching must redefine the connotation of the discipline itself and the composition of new knowledge system; cultivate teachers’ and students’ thinking ability on the premise of “asking questions” through “back to the text” and “out of the text”; and improve learners' understanding of different essence between Chinese and foreign cultures to better serve the Chinese literary discourse system construction.

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    An Integrated and Innovative Talents-fostering Model with Practices for FLL Discipline at Chinese Financial Universities in the New Liberal Arts
    GUO Hongjie, ZHANG Daqiu, DING Dong
    2021, 21 (3):  35-44.  DOI: 10.3969/j.issn.1674-8921.2021.03.004
    Abstract ( 544 )   HTML ( 8 )   PDF (1741KB) ( 247 )  

    The development of new liberal arts has attracted considerable attention for its impact upon foreign language education reform. Against the backdrop of the Double World-class Strategies, this paper first points out five crucial questions related to foreign language talents training. They are reinstilling discourse power and cultural confidence, merging discipline learning with ideological and political learning, promoting discipline development and cross-disciplinary collaboration, combining talents training with innovation programs, and aligning foreign language education with national strategy. Then it attempts to present an integrated and innovative talents-nurturing model with practices for foreign language disciplines in the new liberal arts, that is, a concentration in language and culture with competencies in classic literature, business, and data science along with innovation and entrepreneurship as well. Hopefully, this formation will lead to a new paradigm and mechanism for cultivating foreign language talents to promote successful inter-disciplinary collaboration and integration between extra-disciplinary competencies and specialist education. Finally, the paper proposes six approaches to promoting the sustainability of foreign language education: to synchronize with the national strategy and incorporate the cultivation of morality and ethics in every subject, to steer the international discourse and develop multi-lingual courses, to promote classic readings and liberal education, to bridge cross-disciplinary gaps and upgrade course systems, to introduce multi-dimensional assessment and combine the curricular course and extra-curricular courses, and to strengthen project-based learning and emphasize practical teaching.

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    Innovation and Development of College Foreign Languages Teaching in the Construction of New Liberal Arts
    PAN Haiying, LIU Shuling
    2021, 21 (3):  45-52.  DOI: 10.3969/j.issn.1674-8921.2021.03.005
    Abstract ( 766 )   HTML ( 16 )   PDF (1437KB) ( 289 )  

    Since 2020, the Ministry of education has started the construction of teaching resources based on the “Four New Concept”, and promoted the quality revolution of higher education. Among them, the New Liberal Arts Construction breaks the barriers between traditional liberal arts and other disciplines, and provides an opportunity for the innovation and development of college foreign language curriculum. Based on the basic requirements of the construction of new liberal arts, this paper puts forward some thoughts and suggestions on the innovation of college foreign language curriculum in the construction of new liberal arts, starting from the concept of college foreign language curriculum, the goal of college foreign language curriculum, the setting of college foreign language curriculum and the construction of college foreign language environment.

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    Dialogical Linguistics: Key Assumptions and Their Implications
    ZENG Guocai
    2021, 21 (3):  53-60.  DOI: 10.3969/j.issn.1674-8921.2021.03.006
    Abstract ( 949 )   HTML ( 23 )   PDF (1002KB) ( 486 )  

    Dialogical analysis is one of the hot issues in current linguistic studies. So far, the theories or paradigms in research on language and cognition have not been well investigated and reviewed from a dialogic view. Based on the discussion about the connotation of dialogue and summarizing the core ideas of Dialogical Linguistics, this paper analyzes the view of dialogic interaction in Interactional Linguistics and the cognitive-functional theories on dialogues, including Dialogic Syntax, Interactional Construction Grammar and Dialogic Construction Grammar. This study, also based on the discussion of the construal model for dialogic interaction, claims that the dialogic turn in studies on language and cognition is emergent, with an expectation to promote the application and thus the progress of dialogical linguistic research in studies on natural languages.

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    Research on L2 Chinese Syntactic Processing: Theories and Empirical Studies
    MA Bingjun, CHANG Hui
    2021, 21 (3):  61-70.  DOI: 10.3969/j.issn.1674-8921.2021.03.007
    Abstract ( 559 )   HTML ( 10 )   PDF (1111KB) ( 219 )  

    The development of second language research and L2 Chinese research is summarized at first and the necessity of the development from L2 acquisition to L2 processing is pointed out. The previous studies of L2 Chinese syntactic processing aiming to test the Unified Competition Model and the Shallow Structure Hypothesis are then reviewed, including those of sentence processing strategies, ba constructions, bei constructions, relative clauses and topic sentences. The research topics, methods and problems with the theories are analyzed. Finally, the research to be done on L2 Chinese syntactic processing and its objectives are pointed out.

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    The Syntactic Mechanism of the Indirect Meaning of the WXDY Construction
    YANG Chaojun, YANG Gengqian
    2021, 21 (3):  71-83.  DOI: 10.3969/j.issn.1674-8921.2021.03.008
    Abstract ( 461 )   HTML ( 8 )   PDF (2746KB) ( 241 )  
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    On Strategies for Interpreting Metaphors in Diplomatic Discourse for Political Equivalence: A Case Study of Chinese Foreign Ministry's 2019 Regular Press Conferences
    REN Dongsheng, JI Xiumei
    2021, 21 (3):  84-95.  DOI: 10.3969/j.issn.1674-8921.2021.03.009
    Abstract ( 1367 )   HTML ( 37 )   PDF (1764KB) ( 444 )  

    Metaphor is of great importance in the major-country diplomatic discourse system with Chinese characteristics for its vital role in the expressiveness and functionality of diplomatic discourse. Studies on the translation strategies of metaphors contribute significantly to facilitating the effective communication of diplomatic discourse and enhancing China's international discourse power. This paper conducts a case study of Chinese Foreign Ministry's 2019 regular press conferences on strategies for interpreting metaphors in diplomatic discourses from the perspective of political equivalence Yang Mingxing proposed as a criterion for the translation of diplomatic discourse. The metaphors employed in 2019 regular press conferences can be categorized into two types: shared and non-shared metaphors between China and the West. The former includes metaphors of the same source domain and metaphors of different source domains. It is advisable to retain or convert metaphors with comprehensive consideration of the number and political connotations of metaphors and the usages of the source and target languages. The latter includes new metaphors for the target audiences and metaphors originating from Chinese neologisms. The authors propose a strategy of retaining the metaphors plus explanation in the target text for consideration of the audiences' understanding of the cultural and political connotations of the metaphors.

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    POA-based Reading and Speaking Approach to Oral English Teaching
    TAO Jifen
    2021, 21 (3):  96-103.  DOI: 10.3969/j.issn.1674-8921.2021.03.010
    Abstract ( 1133 )   HTML ( 15 )   PDF (1219KB) ( 302 )  

    From the perspective of teaching research, this paper demonstrates a practical and operational teaching model for English speaking class based on Production-oriented Approach. Taking into consideration the uniqueness of Chinese language learner, the overall teaching design successfully realized the “student-centered” concept of POA by creatively applying the “reading and speaking” approach in speaking class. Each teaching process is designed to improve students' willingness to communicate in L2. The students' feedback shows that the POA-based “Reading and Speaking” approach to oral English teaching can effectively improve the students' willingness to communicate with each other, and the classroom teaching can achieve the expected effect.

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    A Review of Vocabulary and English for Specific Purposes Research: Quantitative and Qualitative Perspectives
    XU Ying, BI Yu, ZHANG Yaqing
    2021, 21 (3):  104-108.  DOI: 10.3969/j.issn.1674-8921.2021.03.011
    Abstract ( 433 )   HTML ( 14 )   PDF (705KB) ( 240 )  

    Vocabulary and English for Specific Purposes Research: Quantitative and Qualitative Perspectives, written by Doctor Averil Coxhead, focuses on combining vocabulary issues and ESP research in various fields such as EAP (English for Academic Purposes) and EOP (English for Occupational Purposes) from quantitative and qualitative perspectives. Based on a comprehensive review of current ESP vocabulary research, the author indicates its future direction. The main content of the book was introduced and its implications discussed in this paper in order to shed light on domestic ESP vocabulary research.

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