Dòng Nội dung
1
“一M比一M+VP”构式的形式和功能 = The Form and Function of the Construction “Yi M Bi Yi M + VP” / 陈满华; 赵志强. // 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2015, No.4.
吉林省延吉市 : 双月, 2015.
p. 3-13.

"一M比一M+VP"构式有实比和虚比两种类型,又可分为四种格式。该构式的形式特征主要有"M"泛化、"一M比一M"固化等;句法功能方面,"一M"有指代性质,"比"有关系化趋势,"一M比一M+VP"的句法功能存在变异和萎缩现象;语义方面,"一M比一M"具有三个语义特征,VP有五种语义类型,整个构式有两种构式义,它们分别有不同的成因;"一M比一M+VP"的语用特征主要表现在主观性和蕴含义两个方面;"一M比一M+VP"的形式和功能反映了其作为典型语法构式的特征.
2
Assessing languages for specific purposes / Dan Douglas
Cambridge, U.K. ; New York, N.Y. : Cambridge University Press, 2000
xiii, 311 p. : ill. ; 24 cm.

This text examines the issues surrounding the implementation of tests of language for specific purposes. It includes an in-depth discussion of the issues, an examination of the current exams, and a comprehensive overview of the literature.
3
Le marqueur discursif maa en japonais / Fumitake Ashino. // Langages no 207 (3/2017)
2017
pp. 117-128.

The particle maa is a most frequent marker in spoken Japanese, showing quite different values. This article proposes a hypothesis on the semantics of maa, defined as marking the doubt of the speaker as regards the validation of an event or a fact (noted P) as given in the left context or in the situation. This semantic identity of maa endows P with both a positive and a negative value – the negative component specifying the subjective relation of the speaker to P. Five main types of uses of maa are distinguished on the basis of two criteria: the way P is given in the context or situation; the variable weighting of the positive value and the negative value that maa endows P with.
4
Subjunctive use and development in L2 French: A longitudinal study / Kevin McManus and Rosamond Mitchell. // LIA language, interaction and acquisition. 2014, Vol. 6, No. 1.
John Benjamins Publishing Company, 2015.
pages: 42 –73 ; 24 cm.

We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent nine months in France, and ten native speakers of French. Data were collected from two production tasks (oral and written) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive before leaving for France, with only limited development in its use during their stay. It is more frequently used in writing than in speech, consistent with French corpus-based research (O’Connor DiVito 1997). The judgement findings reveal significant differences between different Subjunctive triggers, with learners consistently better able to recognise affirmative triggers over conjunctions and negatives. Overall, it appears that affirmative Subjunctive triggers represent a key source of development, with most change evident for lower proficiency learners.
5
Understanding children’s non-standard spoken English: a perspective from variationist sociolinguistics / Stephen Levey // Language and education 2012, Vol26, N.5
2012
p. 405-421

In order for schools to develop systematic and realistic strategies for extending chil¬dren’s linguistic repertoires, it is imperative that teachers and allied professionals have access to scientifically informed accounts of the variable but structured nature of the everyday speech used by children. Because there is insufficient information addressing grammatical variability in school children’s speech, it is easy for teachers to misinter¬pret normal social patterns of variation as the product of error or confusion. This article addresses die lacuna in our understanding of grammatical variation in childhood by presenting a case study of variable subject-verb agreement in the speech of children aged between seven and 11. A detailed quantitative analysis of the co-variation between non-standard and standard variants in children’s discourse reveals a heterogeneous, but intricately patterned, system. Furthermore, socially motivated patterns of variation re¬main stable across the age range examined and are unaffected by increasing exposure to formal education. The tenacity of vernacular norms raises a number of important issues pertinent to the teaching and learning of standard spoken English, including the extent to which children can be expected to substitute standard variants for non-standard ones in spontaneous discourse