把字句是现代汉语中一种常用的语法构式,具有特定的“处置”构式语义,其受事宾语必须具备有定性,但类似“把个晴雯姐姐也没了”等句中的“个 + 受事”这一语言结构似乎是违反了把字句的建构规则,难道不属于把字句吗?本文基于构式语法理论,在考察研究“个”向宾语标记发展的语法化历程与动因的基础上,认为这一构式从整体上压制了“个 + 受事”这一复杂宾语的无定性,迫使其赋予有定性,使其与把字句整体上协调一致。此外,研究发现“个 + 受事宾语”中的“个”是说话者主观上有意降低或移除移情对象受到损害时的一种有效语用手段,我们由此认为把字句中“个 + 受事宾语”的“个”具有数量标记与情态标记的双重功能。本文的研究结果是运用构式语法理论阐述众多所谓“乖戾”语言结构的范例,显示了认知语言学具有的强大理论解释力。本文的研究成果对于认知语言学、对外汉语教学以及翻译研究均有一定的启示作用。

现代学科建设理念、专业化、体制化和市场化等因素使今天的人文学科深陷形而下的现实罗网。为了追求合理性和市场价值,人文学科模仿自然学科的研究范式和方法,以机构目标为研究方向,这使人文学科的性质已经发生了重大的变化。我们认为,人文学科的现实沦陷使人文学科的课堂教学已无力提振人文精神。

当前,我国的外语专业教学面临着时代的巨大挑战,传统的人才培养模式已经不能满足国家政治、经济、文化发展的需求。在此背景下,T字型人才培养问题成为外语教育界关注与讨论的热点问题。所谓T字型人才,即横向上涉猎较广,纵向上在某一领域具有较深造诣的人才,是一专多能,同时兼具广博度和精专度的复合型人才。T字型人才的培养,应该从各地区、各高校的实际情况出发,避免“大一统”和“一刀切”。在这方面,小语种专业进行了探索,如德语界不仅在20世纪末就提出了T字型人才培养的问题,还在跨文化交际等领域多有尝试。此外,德国高校双主专业和一主两辅的专业组合形式以及“柏林模式”更可为我国外语类特别是小语种T字型人才的培养提供有益的借鉴与参考。

The present paper reviews the empirical studies on foreign language education published in SSCI and CSSCI journals from 2009 to 2022 using the bibliometric analysis tool CiteSpace. After giving an overview of this research area based on the annual publication status, the paper first examines the research subjects, contexts, topics, methods, and theoretical perspectives of the field in China and abroad, and then reveals the research hotspots and deduces the future trends for the field based on the data in the past five years. The findings are as follows: (1) Fruitful results have been achieved both at home and abroad in terms of the empirical investigations into foreign language education, but the research in China is currently lagging behind; (2) Insufficient attention has been paid to primary school students and foreign languages other than English (LOTEs) by both domestic and international researchers; (3) Empirical studies in SSCI and CSSCI journals have focused on various microscopical issues, their research methods and data collection tools are diversified, and they tend to employ similar theoretical frameworks; (4) With the continuous development of information technology, both domestic and foreign scholars are paying increasing attention to technology-empowered foreign language education. Based on the above findings, suggestions on future research are put forward.