Lecture Five
中国文化导论 lecture Five (Arts)解析
Each of the characters has a balanced and symmetrical (对称的) m (隶书)
It came into being during the Qin and Han dynasties.
Duan ink stones 广东肇庆
Duan ink stones were first introduced in Duanzhou, now are produced in Zhaoqing City, Guangdong Province.
How to practice Chinese Calligraphy?
How to practice Chinese Calligraphy?
Traditional Operas
Beijing Opera Other Major Traditional Chinese Operas
Beijing Opera
Beijing Opera
the cursive（草写的）form (cao 草书)
the regular form (kai 楷书) the running form (xing 行书)
The Seal Form (篆书)
an ancient script that mainly appeared on the bronze vessels during the Warring States and Pre-Qin Periods
Four most famous Regular style masters
柳公权 体势劲媚，骨力道健 瘦劲著称
颜真卿 化瘦硬为 丰腴雄浑，端庄雄伟
lecture five - learning a first language
Module II Language AcquisitionIn this module, we will go through the current theoretical works on 1st language and 2nd language acquisition. In this handout, you will see some interesting features about 1st language acquisition. Though it deals with English, I do hope it will shed some light on your thinking about 1st language acquisition as general.Learning a first languageLanguage acquisition is one of the most impressive and fascinating aspects of human development. We listen with pleasure to the ‘coos’and ‘gurgles’of a three-month-old baby. We laugh and ‘answer’ the conversational ‘ba-ba-ba’ babbling of older babies, and we share in the pride and joy of parents whose one-year-old has uttered the first ‘bye-bye’. Indeed, learning a language is an amazing feat-one which has attracted the attention of linguists and psychologists for generations. How do children accomplish this? What is it that enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes?Milestones and patterns in developmentOne remarkable thing about first language acquisition is the high degree of similarity which we see in the early language of children all over the world. The earliest vocalizations are simply the involuntary crying that babies do when they are hungry or uncomfortable. Soon, however, we hear the cooing and gurgling sounds of contented babies, lying in their beds looking at bright shapes and colours around them. Even in these early weeks and months of life, however, infants are able to hear very subtle differences between the sounds of human language. In cleverly designed experiments, scientists have been able to show that tiny babies can hear the difference between ‘pa’and ‘ba’, for example. And yet, it will be many months before their own vocalizations (babbling) begin to reflect the characteristics of the different languages they are learning. By the end of their first year, most babies understand a few frequently repeats words. They wave when someone says ‘bye-bye’; they clap when someone says ‘pat-a-cake’; they eagerly hurry to the kitchen when ‘juice and cookies’ are announced. At 12 months, most babies will have begun to produce a word or two that everyone recognizes. From this time on, the number of words they understand and produce grows rapidly. By the age of two, most of children reliably produce at least fifty different words and some produce many many more. About this tie, they begin to combine words into simple sentences such as ‘Mommy juice’and ‘baby fall down’. These sentences are sometimes called ‘telegraphic’ because they often leave out such things as articles, prepositions, and auxiliary verbs. We recognize them as sentences because, even though function words and grammatical morphemes are missing, the word order reflects the word order of the language they are hearing and the combined words have a meaning relationship between them which makes them more than just a list of words. Thus, for an English-speaking child, ‘kiss baby’does not mean the same thing as ‘baby kiss’. Remarkably, we also see evidence, even in these early sentences, that children are doing more than imperfectly imitating what they have heard. Their two and three-word sentences show signs that they are creatively combining words: ‘more outside’in a situation where the meaning seems to be ‘I want to go outside again’or ‘Daddyuh-oh’ which seems to mean ‘Daddy fell down’.Children’s ability to understand languages and to use it to express themselves develops rapidly in the pre-school years. Metalinguistic awareness—the ability to treat language as an object, separate from the meaning it conveys—develops more slowly. A dramatic development in Metalinguistic awareness occurs when children begin to learn to read. Although Metalinguistic awareness begins to develop well before this time, seeing words represented by letters on a page lead children to a new level of awareness of language as separate from the meaning it represents. Three-year-old children can tell you that it’s ‘wrong’to say ‘drink the chair’, but while they would never say ‘cake the eat’ they will not be able to say what is wrong with it. A five-year-old on the other hand, knows that ‘drink the chair’ is silly in a different way from ‘cake the eat’. Unlike a three-year-old, a child who can read comes to understand that ‘caterpillar’is a longer word than ‘train’even though the object it represents is substantially shorter!Developmental sequencesAs children progress through the discovery of language in their early years, there are predictable patterns in the emergence and development of many features of the language they are learning. For some of these features, these patterns have been described in terms of developmental sequences or ‘stages’. To some extent, these stages in language acquisition are related to children’s cognitive development. For example, children do not use temporal adverbs such as ‘tomorrow’ or ‘last week’correctly until they develop an adequate understanding of time. In other cases, the developmental sequences seem to be determined more by the gradual mastery of the linguistic elements for expressing ideas which have been present in children’s cognitive understanding for a long time.Grammatical morphemesMuch research has focused on how children develop grammatical morphemes in English. One of the best-known studies of this development in child first language development was carried out by Roger Brown and his colleagues in the 1960s. he studied the development of three children (whom he called Adam，Eve, and Sarah) whose mother tongue was English. One aspect of the research was how the children acquired 14 grammatical morphemes over time. He found that they acquired them in a remarkably similar sequence. Below is a partial list of the grammatical morphemes studied by Roger Brown, in the approximate order of their acquisition by Adam, Eve and Sarah.Present progressive –ing (Mommy runn ing)Plural –s (two book s)Irregular past forms (baby went)Possessive ’s (daddy’s hat)Copula (Annie is a nice girl)Article ‘the’ and ‘a’Regular past –ed (she walk ed)Third person singular simple present -s (she run s)Auxiliary ‘be’ (he is coming)A child who had mastered the grammatical morphemes at the bottom of the list was sure to have mastered those at the top, but the reverse was not true. Thus, Brown could claim there was evidence for a developmental sequence or order of acquisition. The children did not master the morphemes at the same rate, however. For example, Eve had mastered nearly all the morphemes before she was two-and-a-half years old while Sarah and Adam were still working on them when they were three-and-a-half or four. The study carried out by Brown was a longitudinal study, that is, he studied the same learners over an extended period of time.NegationLois Bloom’s longitudinal study of three children, Kathryn, Gia and Eric, included a detailed analysis of the development of negation when they were less than three years old. The children learned the functions of negation very early. That is, they learned to deny, reject, disagree with, and refuse something. However, even though they had this awareness of how negation functions, it took some time before they learned the grammatical rules to express these negative functions. The following stages in the development of negation have been observed.Stage 1The child’s first negatives are usually expressed by the word ‘no’, either all alone or as the first word in the utterance.No go. No cookies. No comb hair.Some children even adopt the word ‘any’ as a negator, perhaps with an accompanying shake of the head.Any bath!Stage 2As utterances grow longer, and the sentence subject is included, the negative usually appears just before the verb.Daddy no comb hair.Stage 3At this stage, the negative element is inserted into a more complex sentence. Children may add forms of the negative other than no, including words like ‘can’t’and ‘don’t’. These sentences appear to follow the correct English pattern of attaching the negative to the auxiliary or modal verb. However, the negative words do not yet vary these forms for different persons or tenses:I can’t do it. He don’t want it.Stage 4Later, children begin to attach the negative element to the correct form of auxiliary verbs such as ‘do’ and ‘be’, and modal verbs such as ‘can’:You didn’t have supper. She doesn’t want it.They may still have difficulty with some other features related to negatives.I don’t have no more candies.QuestionsThere is a remarkable consistency as well in the way children learn to form questions in English. For one thing, there is a predictable order in which the ‘wh-words’ emerge.‘what’ is generally the first wh-question word to be used. It is often learned as part of a whole (whatsat? Or whatsit?) and it is some time before the child learns that there are variations of the form, such as ‘What is that?’ and ‘What are these?’‘where’ and ‘who’ emerge very soon, reflecting the fact that the child can generally ask questions that they can already answer, questions about the here and now. this is reinforced by the fact that adults tend to ask children just these types of questions in the early days of language learning.‘Why’ emerges around the end of the second year and becomes a favorite for the next year or two! Children seem to ask an endless number of questions beginning with ‘why’. At this age, the child does not always seem to have a very good understanding of the meaning of the word, but has clearly discovered the usefulness of this little word in getting adults to engage in conversation.Finally, when the child begins to understand manner and time, ‘how’and ‘when’emerge. In contrast to ‘what’, and ‘who’questions, children sometimes ask the more cognitively difficult ‘why’, ‘when’, and ‘how’ questions without fully understanding their meaning, as the following conversation with a four-year-old clearly shows:Child: when can we go outside?Parent In about five minutes.Child 1-2-3-4-5!! Can we go now?Since the ability to use these question words is at least partly tied to children’s cognitive development and to the types of questions which children are asked, it is perhaps not surprising that there is consistency in the sequence of their acquisition. Perhaps more remarkable is the consistency in the acquisition of word order in questions. This development is not based on learning new meanings, but rather on learning different linguistic forms to express meanings which are already clear---both to the child and to the interlocutor.Break Time:After reading the ‘Negation’ section, you bear some knowledge about how children acquire negation to express themselves. Please think and predict what stages might there be when children learn to express questions. You will get the explanation at the end of this handout.Theoretical approaches to explaining first language acquisitionBehaviorism: Say what I sayBehaviorism is a psychological theory of learning which was very influential in the 1940s and 1950s, especially in the United States. Traditional behaviorists believed that language learning is the result of imitation, practice, feedback on success, and habit formation. Children imitate the sounds and patterns which they hear around them and receive positive reinforcement (which could take the form of praise or just successful communication) for doing so. Thus encouraged by their environment, they continue to imitate and practice these sounds and patterns until they form ‘habits’ of correct language use. According to this view, the quality and quantity of the language which the children hears, as well as the consistency of the reinforcement offered by others in theenvironment, should have an effect on the child’s success in language learning.The behaviorist view of how language is learned has an intuitive appeal. And there is no doubt that it can offer a partial explanation of some aspects of children’s early language learning. However, it is useful to examine actual language data to see how well this view accounts for the development of some more complex aspects of their language.QuestionsThe behaviorists view imitation and practice as primary process in language development. What do you think of this? Do you agree? If yes, can you offer examples to clarify this point of view?Innatism: It’s all in your mindThe linguist Noam Chomsky claims that children are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop. For example, every child will learn to walk as long as adequate nourishment and reasonable freedom of movement are provided. The child does not have to be taught. Most children learn to walk at about the same age, and walking is essentially the same in all normal human beings. For Chomsky, language acquisition is very similar. The environment makes basic contribution---in this case, the availability of people who speak to the child. This is known as the innatist position. Chomsky proposed his theory in reaction to what he saw as the inadequacy of the behaviourist theory of learning based on imitation and habit formation.Chomsky argues that the behaviorist theory fails to recognize what has come to be called ‘the logic problem of language acquisition’. This logical problem refers to the fact that children come to know more about the structure of their language than they could reasonably be expected to learn on the basis of the samples of language which they hear. According to Chomsky, the language the child is exposed to in the environment is full of confusing information (e.g. false starts, incomplete sentences, or slips of the tongue) and does not provide all the information which the child needs. Furthermore, the evidence seems very strong that children are by no means systematically corrected or instructed on language. Parental corrections of language errors have been observed to be inconsistent or even non-existent for children of pre-school age. When parents do correct, they tend to focus on meaning and not on language form, often simply repeating the child’s incorrect utterance in a more complete grammatical form. When parents do correct errors, children often ignore the correction, continuing to use their own ways of saying thing.So far we have viewed different theoretical explanation about how human beings acquire the first language. We will be looking at some cases later on in the next handout!。
lecture 5 汉英词语翻译
7). 昨天看电影我没有买到好票：
* I did not buy a good ticket for yesterday’s film. I did not buy a good seat for yesterday’s film.
8). 这所全国重点大学为社会输送了大批人才
(batches of )。 * The national heavy university has sent/transported batches of qualified talents to the society. The national key university has prepared batches of qualified graduates for the society. 9). 他们省吃俭用，为的是攒钱买房子。 * They save food and expenses to accumulate more funds to buy an apartment. They live frugally/economically/thriftily to accumulate more funds to buy an apartment.
Appropriateness in word selection-ii
To choose word according to the collocation 2). 好： 好教徒 好父母 好儿女 好妻子 好丈夫 3). 水平： 英语水平 生活水平 游泳水平
2) good a faithful/devout/pious/sincere/ devoted Christian/believer a loving/caring parent an obedient/filial child a virtuous/devoted wife a dutiful/responsible husband 3) level English proficiency/ level living standard swimming skill
Lecture Five
environment in which the individual behavior
Attitude
A person’s relatively consistent
(unchanging, 一贯的)
evaluations,
feelings and tendencies towards an object or an idea
It is often a lengthy, expensive and sometimes fruitless
sufficient level of intensity
Freud’s Theory of Motivation
He assumes that people are largely unconscious about the real psychological forces shaping their behavior He observes the person as growing up and repressing many urges The urges are never eliminated or under perfect control The urges emerge in dreams, in slip of the tongue, in neurotic(神经过敏的) and obsessive
takes place: Cultural and Social
科技英语交流(第2版)Lecture 5 How to write Methods
Basic components
Generalization or introduction Materials or subjects Methods or procedures Data analysis
The experimental apparatus for...is shown in Fig.2.
5.4.3 Typical expressions of equipment and apparatus
The experimental system was based on a ... A fine wire screen is installed at the ... Example: The experimental system was composed of
vehicles 3. Decoupling PF dynamic model
… 4. Case study
…
3. Organization-related data selection
3.1 Fixed and dynamic keywords sources
3.2 Known accounts sources 3.3 Org keyusers sources 3.4 Two-class SUM
5.3 Specific analyses: generalization and introduction
This part is a general introduction of the principal activity, sometimes presenting the purpose of the research. For example, “In this letter we present the first systematic study on the electrical and magnetic effects of hole compensation.” It also introduces some background information related to the methods or the author’s hypothesis to the research. Study the example on page 87-89.
Lecture Five(2006.10.17)
Implication for language learning and teaching 1) theme shift for new information 2) comparative analysis for new structure and different culture 3)error analysis for the mental factors of the error.
the theory of signs eg. semiotics the analysis of systems using signs and signals for the purpose of communication semiotic linguistics (origin, structure, regulation and orientation of symbols) relief (a,b, , p-th) eg. 三人从众 semantic tri-angle (Saussure)
Cognitive Theories Gestalt psychology Piaget’s developmental psychology Ausubel’s “meaningful learning”
Gestalt psychology gestalt= pattern or configuration an approach to psychology in which behavior is studied as undivided wholes. Gestalt psychologists response to a situation in terms of a combination of separate responses to a combination of separate stimuli, but that it should be studied as a whole response to the whole situation. Gestaltists lay emphasis on innate organizing principles in human perception, recognition, sensormotor skills, learning even in social conduct.
Lecture 5
You select, compare, until you find the right kind of materials that can help you build a strong and sturdy house.
In constructing our thought, we have to do the same thing. We want to know what words are good for thoughts to be expressed in order to get the result desired.
• When simple words can express the meaning, do not use the difficult, pretentious words. The reader’s attention may be shifted from the message if s/he must guess the meaning of some words or consult a dictionary.
பைடு நூலகம்
1. Words for Clearness
1) Using simple words 2) Avoiding wordiness
1) Using Simple Words
• The first demand for making thought clear to the reader is simplicity. • When such words are used the reader can readily grasp the meaning without losing time in guessing.
Lecture Five
Lecture FiveLong Sentence (I)Main Contents Of This Lecture♦I. Two Stages and Six Steps in Translating Long Sentences♦II. Methods Of Translation English Long SentencesI.Two Stages and Six Steps in Translating Long Sentences♦Stage 1♦Comprehension♦Stage 2♦Presentation♦英语长句在翻译时所涉及的基本问题，一是汉英语序上的差异，二是汉英表达方法上的差异。
前者主要表现为定状修饰语在语言转换中究竟取前置式（pre-position）、后置式（post-position）抑或插入式(insertion or parenthesis)。
♦表达方法上的差异涉及的问题比较复杂，主要表现为论理逻辑或叙述逻辑（logic in reasoning and narration）的习惯性与倾向性，因为语言中没有一成不变的表达方法。
所谓论理逻辑或叙述逻辑，主要指：行文层次及主次（包括句子重心，先说原因还是先说结果，先说条件或前提还是先说结论，先说施事者还是先说受事者等等）。
♦表达此外，表达方法还涉及修辞学范畴中的一些修辞格问题（如反复、排比、递进等），翻译中都应加以注意。
♦英语长句之所以很长，一般由三个原因构成：♦A、修饰语多♦B、联合（并列）成分多♦C、结构复杂，层次叠出♦英语长句可以严密细致地表达多重而又密切相关的概念，这种复杂组合的概念在口语语体中毫无例外是以分切、并列、递进、重复等方式化整为零地表达出来的。
此外我们在翻译英语长句时，还应体会到长句的表意特点和交际功能，尽量做到既能从汉英差异出发处理好长句翻译在结构形式上的问题，又要尽力做到不忽视原文的文体特征，保留英语长句所表达的多重致密的思维的特色，不要使译句产生松散和脱节感，妥善处理译句的内在联接问题。
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Ancient Chinese Education最早的学校教育•据古籍文献记载，古代中国早在四千多年前的虞舜时代就已经出现学校教育。
在河南安阳出土的三千多年前的商代甲骨文中，多处出现「学」字，就是当时进行教育活动的证明。
西周时期，学校教育已形成制度。
随后历经春秋战国五百年动荡，官学瓦解，私学兴起，出现了古代最伟大的教育家孔子和百家争鸣的学术繁荣。
Development of Ancient Education•Spring and Autumn Period–Confucius’private school:•3000 disciples;•72 virtuous and talented students•Han Dynasty Education–Great Academy or “Taixue”（太学）Development of ancient education •From Sui and Tang Dynasties to Ming andQing Dynasties•The Guozijian (国子监): Imperial Academy orImperial College–Song Dynasty•Shuyuan(书院): private educationalorganizationDevelopment of Ancient Education •Shang Xiang (上庠: shàng xiáng), was a schoolfounded in the Yu Shun 虞舜era in China. Shun (舜, 2257 BCE–2208 BCE), the Emperor of theKingdom of Yu 虞, or 有虞Youyu, founded twoschools. One was Shang Xiang (shang 上,means up, high), and the other one was XiaXiang 下庠, xia 下means down, low. ShangXiang was a place to educate noble youth.Teachers at Shang Xiang were generally erudite 博学的, elder and noble persons.Development of Ancient Education •Confucius’educational ideas:–“Education should be for all, irrespective of theirsocial status.”（有教无类）–“Six arts”: ritual, music, archery, chariot-riding, writing,and arithmetic.（六艺：礼、乐、射、御、书、数）–“Confused is one who learns without pondering;endangered is one who ponder without learning.”(学而不思则罔，思而不学则殆)–Extrapolation（推论）: if I hold up one corner and astudent cannot come back to me with the other three,I do not go on with the lesson. (举一隅不以三反，则不复也)Taixue （太学）•Taixue (太学) which literally means Greatest Study or Learning was the highest rank of educational establishment in Ancient China between the Han Dynasty and Sui Dynasty. It was replaced by the Guozijian（国子监）. The first nationwide government school system in China was established in 3 CE under Emperor Ping of Han（汉平帝）, with the Taixue located in the capital of Chang'an and local schools established in the provinces and in the main cities of the smaller counties.Taixue （太学）•Taixue taught Confucianism and Chinese literature among other things for the high level civil service, although a civil service system based upon examination rather than recommendation was not introduced until the Sui and not perfected until the Song Dynasty (960–1279).汉代学制结构Guozijian（国子监）•The Guozijian (国子监), the School of the Sons of State sometimes called the Imperial Central School, Imperial Academy or Imperial College was the national central institute of learning in Chinese dynasties after the Sui. It was the highest institute of learning in China's traditional educational system.唐代学制结构Guozijian（国子监）•Guozijian were located in the national capital of each dynasty --Chang'an, Luoyang, Kaifeng, and Nanjing. In Ming there were two capitals; thus there were two Guozijian, one in Nanjing and one in Beijing. The Guozijian, located in the Guozijian Street(or Chengxian street) in the Eater District, Beijing, the imperial college during the Yuan, Ming and Qing dynasties (although most of its buildings were built during the Ming Dynasty) was the last Guozijian in China and is an important national cultural asset.北京国子监Shuyuan (书院：Academies)•The Shūyuàn (书院), usually known in English as Academies or Academies of Classical Learning, were a type of school in ancient China. Unlike national academy and district schools, shuyuan were usually private establishments built away from cities or towns, providing a quiet environment where scholars could engage in studies and contemplation without restrictions and worldly distractions.Shuyuan (书院：Academies)•Shuyuan as a modern term•In the late Qing dynasty, schools teaching Western science and technology were established. Many such schools were called Shuyuan in Chinese. Despite the common name, these shuyuan are quite modern in concept and are quite different from traditional academies of classical learning.Shuyuan (书院：Academies)•Notable Academies•In discussing the shuyuan, it is common to speak of the "Four Great Academies" (四大书院) of ancient China.Usually the "Four Great Academies" refers to the Four Great Academies of the Northern Song. However,sources give a number of different lists, sometimesexpanded to Six or Eight Great Academies. Only oneacademy, the Yuelu Academy, appears in all lists. Each school went up or down the list in different periods.White Deer Grotto Academy had long been anoutstanding academy. As for the impact on the politics of China, Donglin Academy in the Ming Dynasty isespecially notable.The Four Great Academies •Also known as the Four Great Academies of the Northern Song or the Four Northern Song Academies.–Songyang Academy–Yingtianfu Academy–Yuelu Academy–White Deer Grotto Academy•白鹿洞书院为宋代四大书院之首。