广州大学外国语学院英语语言文学硕士点
广州大学外国语学院英语语言文学硕士点（学术型）学术成果介绍
一、论文成果
1.教师教育课程标准》语境下的外语教师教育新探，肖坤学，2013年03月，《当代
外语研究》
2.意向性视域下的实体隐喻翻译方法研究, 肖坤学，2012年12月，《外国语文》（外语核心期刊）
3.识解理论观照下的“损译”现象探析，肖坤学，2011年04月，《当代外语研究》
4..科研论文英文摘要的语言特点与结构特征，肖坤学，《广州大学学报》2004年第1期
5.对语言“交际能力”理论的反思，肖坤学，《广州大学学报》2004年第6期
6.试论词汇层面翻译的认知取向，肖坤学，《外语与外语教学》2005 第1期。
7.论隐喻的认知性质与隐喻翻译的认知取向，肖坤学，《外语学刊》，2005年第5期。
8.句子层面翻译的认知语言学视角，肖坤学，《外语研究》，2006 第1期
9.论隐喻的认知性质与隐喻翻译的认知取向，肖坤学，《外语学刊》，2005 第5期。
10.认知语言学语境下被动句英译汉的原则与方法，肖坤学，《外语研究》，2009 第1期。
11.Interculturalisation for New Zealand Universities in a Global Context. 蒋晓萍，
Policy Futures in Education, 2005, 3(2), 223-233. ISSN1478-2103.
12. Towards Intercultural Communication: from Micro to Macro Perspectives. 蒋晓萍，Intercultural Education. 2006, 17(4), 407-419. ISSN: 1467-5986.
13. Why Interculturalisation? A Neo-Marxist Approach to Accommodate Cultural Diversity in Higher Education. 蒋晓萍，Educational Philosophy and Theory.
2011, 43(4), 387-399, ISBN0013-1857.
14. Intercultural space in translation education:Parallel corpus as a tool for exploration. CULTUS: 蒋晓萍，the Journal of Intercultural Mediation and Communication.
2011, 4 99-119. ISSN 2035-3111.
15. Explorations of Intercultural Dialogue from a Chinese Perspective (Chapter 20).
In Tina Besley & Michael A. Peters (Eds), 蒋晓萍，Interculturalism,
Education and Dialogue. New York. Peter Lang Publishing.
16.翻译教学的文化调停功能，蒋晓萍，《外语与外语教学》2008 第7期
17.从功能对等论电影剧本英汉翻译，蒋晓萍，《电影评介》2006 第14期
18.跨文化化:适应高等教育中文化多样性的新途径，蒋晓萍，《比较教育研究》2006 第9期
19.跨文化交际理论评析，蒋晓萍，《新视野》2006 第6期
20.跨文化化:新马克思主义视角下的高教多元化之路，蒋晓萍，《教育导刊（上半月）》2010 第6期-
21..试论全球知识经济时代的高等教育，蒋晓萍，《湖南社会科学》2003 第1期
22.高等教育国际化评析，蒋晓萍，《教育导刊（上半月）》2009 第12期
23.高等教育的市场化模式走向:以中国和新西兰为案例，蒋晓萍，《理论月刊》2010 第7期
24.跨文化化:适应高等教育中文化多样性的新途径，蒋晓萍，《比较教育研究》2006 第9期
25.跨文化交际探微，蒋晓萍，《广东社会科学》，2012年第5期，78-83页。
26. “专注”翻译与“异化”理论的危险，蒋晓萍，《广州大学学报》，2012年第12期。
27.中国新诗中的十四行诗，黎志敏，《外国文学研究》2000 第1期
28 .庞德的"意象"概念辨析与评价，黎志敏，《外国文学研究》2005 第3期
29 ."哲学"与"经学"之争:中国传统伦理的历史拐点，黎志敏，《伦理学研究》2010 第3期
30.知识的"德"与"真" ，黎志敏，《现代哲学》2010 第3期
31.论诗歌定义:本质、功能与特征，黎志敏，《外语与外语教学》2008 第8期
32..论《神州集》中的李白因素和庞德因素——兼论诗歌意象与诗歌形式的翻译，黎志敏，《暨南学报（哲学社会科学版）》2008 第6期
33..艺术追求与社会责任——新诗的价值取向问题研究，黎志敏，《广东海洋大学学报》2008 第2期
34.学术语言基本规范的理论研究，黎志敏，《学术界》2009 第4期
35.论诗歌意象理论构建，黎志敏，《重庆大学学报(社会科学版)》2007 第6期
36.论大学英语翻译教学，黎志敏，《现代商贸工业》2010 第15期
37.知识社会:从伦理与科学视角的论证，黎志敏，《社会科学》2010 第11期
38.英语诗歌形式研究的认知转向，黎志敏，《外国文学研究》2008 第1期
39.新诗的文化身份问题研究，黎志敏，《首都师范大学学报（社会科学版）》2008 第4期
40.《知识社会：从伦理与科学视角的论证》，黎志敏，《社会科学》（CSSCI），2010年第11期。
41. 《整体知识论：知识的“真”与“德”之辩》，黎志敏，《文史哲》（CSSCI），2011年第1期。
42. The Interplay of "Secular Morality" and "Philosophy-Science",黎志敏，NBU Journal of Philosophy, March of 2011.
43. 《“生”之信：“关系”经纬中的“文化”乾坤》，黎志敏，《兰州学刊》（CSSCI扩展版），2011年第11期。
44. 《“文化精神”的永生与“文化体系”的重生》，黎志敏，《天府新论》（CSSCI），2011年第6期。
45. 《给陌生人一个微笑》，黎志敏，《书屋》2012年第一期。
46. 《“科学=价值”是陷阱：论科学的身体与价值皈依》，黎志敏，《伦理学研究》（CSSCI），2012年第1期。
47. The One Way Model of Cultural Interaction: 黎志敏，Literary Interactions between China and Cambridge, The Cambridge Quarterly, March of 2012
48.《重释<论语>：儒家文化的现代转型》，黎志敏，《广州大学学报》（社会科学版）（CSSCI 扩展版），2012年第8期。
49《以“进取”瓦解“焦虑”：中西文化交流的新境界》，黎志敏，《外国文学研究》（CSSCI，A&HCI），2012年第6期。
50. 英美两国文化研究论争焦点评析，陆道夫，《外国文学研究》, 2001年第2期
51. 梁实秋、鲁迅人性阶级性论争溯源，《广东职业技术师范学院学报》，2002年第1期
53.葛兰西的霸权理论与大众文化研究，陆道夫，《河南社会科学》，2002年第3期
54.狂欢理论与约翰.菲斯克的大众文化研究，陆道夫，《外国文学研究》，2002年第4期
55.《文心雕龙》“气”之范畴疏解，陆道夫，《河南社会科学》，2003年第1期
56. 菲斯克大众文化理论研究述评，陆道夫，《学术研究》，2003年第1期
57.德瑞克.德柯科夫媒介文化观述略，陆道夫，《广东技术师范学院学报》，2003年第3期
58.作为一种生命力的“气”，陆道夫，《广东外语外贸大学学报》，2003年第3期
59.英国伯明翰学派文化研究特质论，陆道夫，《学术论坛》，2003年第6期
61．多伦多传播学派媒介文化理论初探，陆道夫，《学术论坛》，2004年第2期
62．互文性的电视和主体性的观众，陆道夫，《经济与社会发展》，2004年第2期
63．两种经济的电视理论——约翰.菲斯克电视文化研究之一，陆道夫，《河南社会科学》，2004年第2期
64. 英国伯明翰学派亚文化研究探微，陆道夫，《广东技术师范学院学报》，2005年第2期
65.浅谈伯明翰学派文化研究的学术传统，陆道夫，《学术论坛》，2006年第3期
66．抵抗.风格.收编---英国伯明翰学派亚文化理论关键词解读, 陆道夫，《南京社会科学》,2006年第4期。
67.看与被看：后现代媒介文化中受众的身份认同空间，陆道夫，《南京社会科学》，2007年第12期。
68.粉都的文化经济，陆道夫，《世界电影》，2008年第12期
69.文本、受众、体验：约翰.菲斯克媒介文化理论关键词解读，陆道夫，《学术论坛》，2009年第3期
70.约翰.菲斯克媒介文化研究方法论的反思，陆道夫，《河南社会科学》，2011年第2期
71.“垮掉一代”与爵士乐, 《外国语文》2013.02
72，“垮掉一代”禅之旅，《广州大学学报》2013.04
73）霍桑的艺术成长之路，《名作欣赏》2013.02
74）论加里·斯奈德的禅宗美学，Epsians2011.08
75)从玛乔瑞·帕洛夫《文里文外之诗》观二十世纪诗学,《外国文学研究》2011.8
76）论加里·斯奈德的生态诗学，《佛山科学技术学院学报》2010.03
77)论加里·斯奈德诗学观，《当代外国文学》2009.04
78）加里·斯奈德的生态地域观，《外语教学》2009.04
79）加里·斯奈德的荒野观，《学术论坛》2009.05
80）加里·斯奈德与禅宗，《英美文学研究论丛》2009.05
81）加里·斯奈德的印第安生态智慧，《四川外语学院学报》2008.11
82）加里·斯奈德的本土意识，《天津外国语学院学报》2007.11
83）加里·斯奈德的文明观，《求索》2006.07
84）寻归荒野的诗人加里斯奈德，《当代外国文学》2004.10
85.翻译中的结构对应与结构置换，汪立荣，《西安外国语大学学报》，2010年第2期，
86. 论英汉互译中的语篇衔接意识，汪立荣，《外语教学》，2009年6月。
87. 情感述语结构的英汉对比，汪立荣，《广州大学学报》，2008年第1期。
88. 隐义显译与显义隐译及其认知解释，汪立荣，《外语教学与研究》，2006年第3期。
89. 感事位于宾语位置的综合型心理动词，汪立荣，《美中外语》，2006年第8期。
90. 框架理论与翻译研究，汪立荣，《语言认知与翻译研究》，2005年11月。
91. 概念整合理论对移就的阐释，汪立荣，《现代外语》，2005年第3期。
92. 从框架理论看翻译，汪立荣，《中国翻译》，2005年第3期。
93. 施事名词的结构与范畴化，汪立荣，《外语学刊》，2005年第1期。
94. 论英语里的前置宾语生格，汪立荣，《外语教学》，2004年第5期。
95. 语法及其研究与学习，汪立荣，《广州大学学报》，2003年第8期。
96. On the Theme of Jane Eyre，汪立荣，《北方论丛》，2003年第1期。
97.. 英语教材编写应重视作格动词的一价用法, 汪立荣，《重庆师院学报》2002年第1期。
98.英语专业高年级学生在教学条件下隐喻能力的发展--隐喻生涯假说阐述、苏远连，《外语教学与研究》2012年第2期
99. 学习策略训练方式对高中学生自主学习能力和学习成绩影响的实验研究、苏远连，《中
小学外语教学（中学篇）》2010第3期
100. 农村地区学校高二学生英语自主学习能力现状调查、苏远连，《教育导刊》2010第3期
101. 广州市高中英语新课程试验阶段性调查、苏远连，《山东师范大学外国语学院学报（基础英语教育）》2006年第2期
102. 西方外语学习策略训练研究综述、苏远连，《国外外语教学》2003年第3期
103. 论听力学习策略的可教性—一项基于中国外语初学者的实验研究、苏远连，《现代外语》2013年第1期
104. 如何实施听力学习策略训练、苏远连，《外语电化教学》2012年第3期
105.中国哲学之“道”的隐喻概念化探微, 杨文滢，《西安外国语大学学报》2012年第1期106．“名可名，非常名”―中国文化词音译的认知理据, 杨文滢，《当代外语研究》2011年第11期
107. 间离与搭建——论翻译的潜在价值, 杨文滢，《外语与外语教学》2007年12月108．延续性写作教学模式的探讨，杨文滢，《外语界》2003年10月
109．关于将元认知训练纳入英语教学之研讨，杨文滢，《《外语与外语教学》2002年2月110. 从试点到深化--大学英语改革进程中的问题与对策，杨文滢，《《外语界》2006年12月111.《老子》语言的模糊性及其翻译的“留白”，杨文滢，《《中南大学学报（社科版）》2009年8月
112．论教师话语的最佳效能，杨文滢，《《教育探索》2001年1月
113. 大学英语口语课堂的生生倾听与真实互动, 杨文滢，《2010年9月《大学英语》学术版，ISSN 1000-0445 CN 11-1127/H 。
114. 英译本比照下的汉语模糊特征-----以《道德经》为例，杨文滢，《广州大学学报》社科版2009年7月
115．形成性课堂评估理念及其实施，杨文滢，《广州大学学报》社科版2004年12月116. 语言焦虑与教师的调控, 杨文滢，《2003年5月《广州大学学报》社科版2003年5月117. 工科新生英语语言学习者特征调查，杨文滢，《广州大学学报》社科版2001年6月118. 写作和阅读中的隐喻思维，杨文滢，《华中师范大学学报人文社科版》1997年12月119. 引入朗读强化有声语言教学杨文滢，《高等建筑教育》1997年3月
120．广东学生英语语音学习特殊障碍分析，杨文滢，《广州师范学院学报》社科版1997年3月
二、著作、教材类：
.1.《英语阅读：文化、技巧与实践1-3》，肖坤学，湖南人民出版社出版社，2003年。
2.《大学英语跟踪阅读》(第二版)，肖坤学，清华大学出版社，2011年。
3. 大学英语通用翻译教程，肖坤学，暨南大学出版社，2012年7月
4.《中国外语教学中的跨文化教育》，蒋晓萍，广州出版社，2006年1月
5.《跨文化教学之重:外语教学的跨文化化诠释》，蒋晓萍等，广东人民出版社，2010年8月
6.《英国留学签证全程指南》，蒋晓萍，中国大百科全书出版社，2003年11月
7.莎士比亚作品导读，黎志敏，武汉大学出版社，1999年
8.诗学构建：形式与意象，黎志敏，人民出版社，2008年
9.知识的善与真，黎志敏，人民出版社，2011年
10.《亚文化：风格的意义》（译著），陆道夫，北京大学出版社，2009年6月
11《文本、受众、体验：约翰.菲斯克媒介文化研究》，陆道夫，北京邮电大学出版社，2008年12月版
12．《英语专业学士论文写作教程》，陆道夫，暨南大学出版社，2009年8月
13.《英语国家人文常识》，陆道夫，广东省语言音像电子出版社，2006年4月
14.《大学英语人文通识读本》，陆道夫，暨南大学出版社，2010年4月
15.《西方文化英文经典选读》，陆道夫，暨南大学出版社，2010年9月
16.《英美经典短篇小说阅读教程》，陆道夫，暨南大学出版社，2012年2月37.《西方名俗传说辞典》（译著），陆道夫，黄山书社，1989年6月
17.《人际交往的艺术》（主译），陆道夫，黄山书社，1988年11月
18.《.交际英语写作精华》，陆道夫，华东理工大学出版社，1999年10月
19．《.新大纲英语专业四八级考试高分攻略》，陆道夫，广东语言音像电子出版社，2007年6月
20.《加里·斯奈德的生态伦理思想研究》，陈小红，中山大学出版社2008年；
21.《加里·斯奈德的诗学研究》，陈小红，中国社会科学出版社2010年。
22.《什么是文学的生态批评》，陈小红，上海外语教育出版社，2013年
23.语法理论与英语研究》(专著)，汪立荣，吉林人民出版社，2004，
24.《中国高级英语学习者隐喻能力发展研究》，苏远连，2013.4、科学出版社，2013.4
25《初中英语综合辅导手册》，苏远连，广东人民出版社，1998年
2018年广州中考英语试题及答案
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2018年广东广州越秀区广州大学附属中学初三一模英语考试
2018年广东广州越秀区广州大学附属中学初三一模英语考试
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2008年广东省广州市中考英语试卷 (满分l 35分，考试时间l 20分钟)第l卷(共105分) 一、听力(共两节，满分35分) 第一节听力理解(共15小题；每小题2分，满分30分) 第二节听取信息(共5小题；每小题l分，满分5分) 二、语言知识及运用(共两节，满分20分) 第一节单项选择(共10小题；每小题l分，满分l0分) 从16-～25各题所给的A、B、C和D项中，选出可以填入空白处的最佳选项。 16. —I hear we'll have a new foreign teacher soon. Do you know when_________? —Sorry, I have no idea. A. he will come B. will he come C. is he coming D. he was coming 17. This is just between you and me. You_________tell anyone about this. A. mustn't B. can C. should D. have not to 18. Last summer I went to Lu Xun's hometown and visited the house_________hewas born. A. that B. there C. which D. where 19. I'm sorry. I started eating before you got here_________J was terribly hungry. A. so B. since then C. because D. so that 20. Miss Green didn't talk much to other people. There was always_________a littlesad about her. A. everything B. anything C. nothing D. something 21. My younger brother couldn't work out the answer and A. so could I B. nor could I C. so can I D. nor I could 22. Though the player is over thirty, he can still run________ some younger players. A. as fast as B. so fast as C. much fast than D. more faster than 23. At the meeting Mr. King didn't say a word from beginning to end, _____ ? A. didn't Mr. King B. did he C. did Mr. King D. didn't he 24. From that time on Mary practised_________the piano every day. A. plays B. playing C. played D. to play 25. Hi Mr. Smith. I didn't know you were in New York. How long_________here? A. have you come B. were you C. have you been D. will you come 第二节语法选择(共10小题；每小题l分，满分l0分)阅读下面短文，按照句子结构的语法性和上下文连贯的要求，从26---35各题所给的A、B、C和D项中选出最佳选项。
广州大学2010年研究生入学考试试题(全日制专业学位硕士)(部分)
广州大学2010年研究生入学考试试题（全日制专业学位硕士）（部分） 招生领域：教育硕士 科目名称：语言学基础 科目代码：916 Part I Multiple Choice Questions (40marks,2marks each) Directions: Read the following statements carefully and choose the best answer from the four alternatives. Put your choices on the Answer Sheet. ( ) 1. Language is a system of arbitrary vocal symbols used for human . A. contact B. communication C. relation D. community ( ) 2. which brand of linguistics studies the meanings of language? A. phonetics B. syntax C. semantics D. phonology ( ) 3. which branch of phonetics concerns the production of speech sounds? A. acoustic phonetics B. articulatory phonetics C. auditory phonetics D. none of the above ( ) 4. in English –ise and –tion are called . A. prefixes B. suffixes C. infixes D. free morphemes ( ) 5. is a field of linguistics that studies the sentences structure of language. A. morphology B. syntax C. pragmatics D. applied linguistics ( ) 6. cold and hot are a pair of antonyms. A. gradable B. complementary C. reversal D. converseness ( ) 7. speech act theory was proposed by in 1962. A. Saussure B. Austin C. Chomsky D. Grimm ( ) 8. is defined as a conscious process of accumulating knowledge of a second language usually obtained in school settings. A. competence B. performance C. learning D. acquisition ( ) 9. which description of the meaning components of the word “mother”is correct? A. +human, +adult, —male B. +human, —adult, +male C. —human, +adult, —male D. +human, +adult, +male ( ) 10. most of the violations of the maxims of the cooperative principle give rise to . A.breakdown of conversation B. confusion of one’s intention C.hostility between speakers and listeners D.conversational implicatures ( ) 11. according to sequential rules in English, which of the following combinations of sounds is not possible in English? A. bilk B. blik C. kilb D. lbki ( ) 12. /p/ and /b/ can occur in the same environment and distinguish meaning, therefore they are . A. in phonemic contrast B. in complementary distribution C. a minimal pair D. allophones ( ) 13. is regarded as the founder of modern linguistics. 1