Contemporary Foreign Languages Studies ›› 2020, Vol. 20 ›› Issue (5): 9-15.doi: 10.3969/j.issn.1674-8921.2020.05.002
Previous Articles Next Articles
HU Zhuanglin(
)
Online:2020-09-28
Published:2021-10-26
CLC Number:
HU Zhuanglin. Integrating Teaching and Research in both Literature and Linguistics: In Praise of Professor Huang Yuanshen’s Way of Academic Research[J]. Contemporary Foreign Languages Studies, 2020, 20(5): 9-15.
| [1] | 胡壮麟. 2019a. 从语言视角看智能多元化及其融合[J]. 外国语言文学 36(2):115-127. |
| [2] | 胡壮麟. 2019b. 隐喻翻译的方法与理论[J]. 当代修辞学(4):1-9. |
| [3] | 黄源深. 1990. 试谈高师英语专业第五、六册教材的编写[J]. 外语界(4):42-45. |
| [4] | 黄源深. 1998. 思辨缺席[J]. 外语与外语教学(7):1,19. |
| [5] | 黄源深. 2001. 21世纪的复合型英语人才[J]. 外语界(1):9-13. |
| [6] | 黄源深. 2006a. 好的英语是“读”出来的——英语教学谈之一[J]. 外语界(4):63-66. |
| [7] | 黄源深. 2006b. 好的作文是“写”出来的——英语教学谈之二[J]. 外语界(5):11-14. |
| [8] | 黄源深. 2007. 英语学习的功夫主要在于课外——英语教学谈之三[J]. 外语界(6):12-14, 85. |
| [9] | 黄源深. 2008. 学会通过阅读获取信息——谈《阅读教程》的编写思路[J]. 外语界(1):11-14. |
| [10] | 黄源深. 2010. 英语专业课程必须彻底改革——再谈“思辨缺席”[J]. 外语与外语教学(1):1-16. |
| [11] | 黄源深. 2011. 大学英语阅读课应该抓什么?——兼谈《阅读教程》(第五至八册)的编写思路[J]. 外语界(2):5-10. |
| [12] | 黄源深. 2018. 译海拾零[M]. 上海: 上海外语教育出版社. |
| [1] | WENG Jingle, WENG Fengxiang. Comments on Three Hot Issues of Business English Development [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 106-114. |
| [2] | LI Rui. Forms and Functions of the Pre-Front Field Position in Spoken German: On the Possibility of Modern Chinese as a Speech-Oriented Language [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 115-125. |
| [3] | WANG Kefei. Challenges to Foreign Language Teachers and Their Vision-Based Solutions [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 5-11. |
| [4] | GAO Yanmei, ZHOU Jiangping. Semantic Density, Syntactic Complexity and Disciplinary Knowledge Coding [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 55-67. |
| [5] | ZHAN Shuangjuan. The Development of Ideological and Political Education of College English Curriculum: Advantages, Missions and Approaches [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 68-75. |
| [6] | LI Yan, LI Tao. An Experimental Study on Development of Critical Thinking Dispositions of English Majors through Peer Feedback in EFL Writing [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 76-85. |
| [7] | ZANG Qing, XU Haiming, GUAN Jingjing. The Reading & Writing Dual-Chained Model of L2 Writing Instruction: Its Rationale and Practice [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 86-94. |
| [8] | ZHUO Li, YOU Zeshun. Constructing Deontic Stance in Chinese White Papers on China-US Trade Disputes [J]. Contemporary Foreign Languages Studies, 2022, 22(6): 95-105. |
| [9] | WANG Yangyu. An Empirical Study of the Awareness of English as a Lingua Franca in Classroom Teaching [J]. Contemporary Foreign Languages Studies, 2022, 22(5): 146-154. |
| [10] | ZHOU Weijing, WANG Suwan. A Review of 20-Year Corpus-based Research on Oral English Teaching in China from 2002 to 2021 [J]. Contemporary Foreign Languages Studies, 2022, 22(4): 123-132. |
| [11] | ZOU Shaoyan, FAN Jingsong. Pinpointing Analytic Rating Criteria for EFL Writing Assessment from Raters’ Perspectives [J]. Contemporary Foreign Languages Studies, 2022, 22(4): 133-143. |
| [12] | YANG Yi, CHEN Changlai. Multimodal Discourse Analysis: A New Paradigm of Teacher Discourse Research [J]. Contemporary Foreign Languages Studies, 2022, 22(4): 144-153. |
| [13] | CHEN Lang, SUN Zhongguang. Structure Interpreting Competence Research as a Famework of Multivariants [J]. Contemporary Foreign Languages Studies, 2022, 22(4): 58-69. |
| [14] | ZHONG Lijia, GUO Cong. An Empirical Study on Promoting Effective Mental Processing in Consecutive Interpreting [J]. Contemporary Foreign Languages Studies, 2022, 22(4): 87-97. |
| [15] | GAI Feihong. Developments of Language Transfer Studies during the Past 30 Years [J]. Contemporary Foreign Languages Studies, 2022, 22(3): 113-121. |
| Viewed | ||||||
|
Full text |
|
|||||
|
Abstract |
|
|||||
