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《语言学习动机的动态机制》评介 / 郑咏滟 // Foreign Language Teaching and Research vol. 48, no. 6 (2016). // 外语教学与研究 vol. 48, no. 6 (2016).

947-952 p.

<正>Zoltán Drnyei,Peter MacIntyre&Alastair Henry(eds.).2015.Motivational Dynamics in Language Learning.Bristol:Multilingual Matters.xix+429pp.语言发展是一个复杂、动态的过程,但传统的研究范式并未给予语言系统的复杂性和动态性足够重视。Larsen-Freeman(1997)最早倡导将复杂系统理论运用于应用语言学研究,却并未引起学界反响。沉寂十年之后,自2006年起应用语言学界掀起了一股复杂动态系统理论

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从与“了2”的共现关系谈汉语副词的意义类型 = Study of Semantic Types of Chinese Adverbs Based on the Co-occurrence Relationship between Adverbs and Le2 / 刘林;陈振宇. // Language teaching and linguistic studies. 2015, No. 5 (175) // 语言教学与研究 2015, 第5卷 (175)

102-112 p.

通过"已经……了2"测试、状态义测试、否定测试、局部肯定测试四种方法,文章根据副词与"了2"的共现情况,把汉语常用副词分为A类否定性副词、B类局部肯定性副词和C类整体肯定性副词。A类和B类或者不能与"了2"共现,或者可共现,但只能形成"(已经+)[adv.+VP/AP]+了2"型关系,且一般表示状态变化义。C类可与"了2"共现,并形成"adv.+[(已经+)VP/AP+了2]"或"adv.+[VP/AP]+了2"型关系,表示某一特定事件的成立。副词需与"了2"的肯定性、动态性以及事件整体聚焦性相容,才能支配"了2",且最后一点尤为重要。

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语序在认知语法“提取和激活”模型中的作用:以副词修饰为例 / 张翼. // Foreign Language Teaching and Research 5/2018

tr. 656-667+799

In the Access-and-Activation Model of Cognitive Grammar, seriality guides the construction of windows of attention and determines the semantic interpretations, challenging the foundational assumptions of hierarchical structure and grammatical constituency in theories of formal syntax. The adjectival root of the adverb and the subject/object of the sentence can access and activate each other and establish a relation of modification. In canonical cases, a pre-verb adverb can only modify the subjec... More