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适用语言学高端论坛暨马丁适用语言学研究中心学术委员会
第二次会议日程

上海交通大学外国语学院 马丁适用语言学研究中心系列讲座
时间：2017年6月7日
地点：外国语学院214室

9:00-10:00    David Rose教授（悉尼大学）
Analysing Pedagogic Register

10:00-11:00  杨延宁教授（华东师范大学）
语法隐喻视角下的汉语构式演化研究

14:00-15:00     祝克懿教授（复旦大学）
“文化输出”的历时与现代认知

15:00-16:00  David Rose教授（悉尼大学）
Embedding language skills in academic register teaching

David Rose教授简介：
Dr David Rose is Director of Reading to Learn, an international literacy program that trains teachers across school and university sectors, in Australia, Africa, Asia and Western Europe (www.readingtolearn.com.au). He is an Honorary Associate of the University of Sydney (sydney.edu.au/arts/linguistics/staff/associates/david_rose.shtml). His research includes analysis and design of classroom discourse, effective practices for beginning literacy, techniques for embedding reading and writing skills in curriculum learning, professional learning for teachers about pedagogy and language, language typology, language evolution and social semiotic theory. His work has been particularly concerned with Indigenous Australian communities, languages and education programs, with whom he has worked for over 30 years.

祝克懿教授简介：
祝克懿，复旦大学中文系教授，文学博士，汉语言文字学博士生导师。主要从事修辞学、语体学、语言风格学、语篇语言学的教学与研究；兼任中国语言学核心期刊、CSSCI来源期刊《当代修辞学》主编；中国修辞学会副会长；陈望道研究会副会长；上海市语文学会常务理事。
出版学术专著两部，主编七部，合著五部，发表学术论文80余篇。完成国家社会科学基金项目、教育部人文社科规划项目、省部级社科项目和复旦大学科研项目数项。获上海市、复旦大学奖项数项。

杨延宁教授简介：
杨延宁教授于2007年获新加坡国立大学语言学博士学位，并任教于新加坡南洋理工大学，担任助理教授、博士生导师。2014年至今，任华东师范大学外语学院教授、博士生导师，并获聘上海市 “东方学者” 特聘教授。研究主要集中于系统功能语言学、认知语言学和应用语言学领域。 出版中文专著3部，英文专著2部。发表学术论文20篇，其中 SSCI期刊论文8篇，CSSCI 期刊论文3 篇。参加世界各地的国际学术会议19次，其中5次受邀做大会发言。2012年10月担任新加坡翻译课程委员会委员及新加坡国家考凭局顾问。2013年7月起担任国际学术期刊Researching and Teaching Chinese as a Foreign Language主编。

Analysing Pedagogic Register
David Rose
This paper reports on recent findings of an ongoing project to develop tools for analysis and design of classroom discourse (Martin & Rose 2007, Rose 2014). A major focus of the research has been on structuring of pedagogic activity. Pedagogic activities are analysed as series of learning tasks that may be prepared, evaluated and elaborated. This analysis has enabled careful design of task preparations and elaborations that can support all students to succeed with learning tasks.
Recent work has expanded the analyses to multilingual classrooms (H. Kartika 2016) and academic literacy (L. Macnaught 2015), focusing attention on pedagogic modalities. This research has led to reconsidering curriculum genres as configurations of a pedagogic register with a curriculum register. A pedagogic register includes pedagogic activities (field), pedagogic modalities (mode) and pedagogic relations (tenor). A curriculum registerincludes the knowledge and values that are exchanged through pedagogic activities, modalities and relations.
Pedagogic discourse of all kinds is analysed as series of choices by teachers and learners. Options for pedagogic activities, pedagogic modalities and pedagogic relations have been described using system networks, and these are re-applied to analysing discourse. This description of system networks for register is a significant innovation in SFL.

Embedding language skills in academic register teaching
David Rose
This paper describes an effective methodology for teaching language skills in the context of teaching an academic curriculum. It applies genre based literacy pedagogy to teaching skills in both reading and writing academic discourse. It has been developed over 2 decades as part of the Reading to Learn teacher education program (Liu 2011, Rose & Martin 2012, Rose 2015, Shum et al 2016).
Strategies will be demonstrated for supporting learners to read academic texts, to read in detail and depth, to appropriate academic language into writing new texts, and to construct coherent texts.

 

“文化输出”的历时与现代认知
祝克懿

摘要：现代意义上的文化交流实质为各国文化间以互动对话方式进行的文化传播。与“拿来”的“文化输入”相对的“送去”的“文化输出”即为各国世界观与价值观通过最新科学技术与人文科学成果实现的跨文化传播。17世纪以来，中国儒学在各国文化交流中始终处于一种主导地位。报告从宏观纵向的角度，以学术思想超越时空的对话发展为线索，考察了17-19世纪“欧洲汉学”以译介中国儒学经典为要的文化传播，阐释了20-21世纪以克里斯蒂娃为首的欧洲学者学术研究吸纳中国语言文化的文化自觉。报告归结出：几个世纪以来，欧洲“文化输出”主体这支跨世纪、跨国界、跨学科的域外学者队伍，主观上是为本民族的文化策略实施“文化输出”这种政府行为、宗教行为、文化行为，客观上以卓绝的人文科学成果推动了中国传统文化在欧洲的广泛传播。

 

语法隐喻视角下的汉语构式演化研究
杨延宁

摘要：语法隐喻指语义层与词汇语法层之间的交叉组配关系，其本质是表义需求扩充所促动的形义互动。国内外学者在语言哲学、认知模式、意义发生、文体特征、翻译等领域对语法隐喻做过大量研究。这些研究表明，语法隐喻既作用于共时层面的语义句法调整，又作用于历时层面的语言演化。基于古希腊语、拉丁语和英语的研究证明，语法隐喻在语言演进过程中起着关键作用。构式语法理论强调形式和意义的内在联系，催生了一系列研究成果。但构式研究注重静态描述，对构式的演变过程缺乏分析。有鉴于此，构式研究群体内部开始呼吁重视构式研究的历时取向。语法隐喻理论为汉语构式演化研究提供了可靠的理论框架。同时，语法隐喻理论建构了完备的语义语法分析框架，可以有效地呈现构式演化中的形义互动过程。本研究以语法隐喻理论和汉语历史语料为基础，为构式演化研究探索新的路径。 同时，本研究追寻汉语演进中形义互动的轨迹，辨识形义互动的基本发展方向，并通过大量的实例分析，总结出汉语构式演进的典型模式。