从语言的同一性与特殊性看可译性与不可译性

洪堡特与萨丕尔、沃尔夫等人均对人类语言与思维的关系做了详尽的阐释,但其对语言本质的理解却不尽相同,进而引发对两种理论框架下翻译领域内的可译性与不可译性问题的不同解释。根据洪堡特的辩证语言哲学观,人类精神力量的统一性与独特性造就了不同语言间的本质统一和表征的多元性,因此语言的可译性潜在于语言的本质层面,而不可译性则存在于其表征层面。相反,萨丕尔-沃尔夫假说关注于社会文化影响下言语间的不可调和性及其对思维的独特组构,不可译性得到了合理的解释,可译性因而被忽略。     

原因、假说选择与最佳解释推理

科学哲学领域的方法论研究者提出了各种对“最佳解释”,“融贯性”或者“统合性”的概率测度.这些测度如果有用,至少在某些情况下依赖它们作解释性推理应该比因果推理中通常用的统计方法更准确.格拉斯(2012)发现,大多数此类测度在小样本的情况下都不优于通常统计方法中用的似然度(likelihood)或后验概率.此后,格拉斯(2013)比较了他定义的测度和后验概率对解决一类假说选择问题的优劣.在该类问题中,需要从一组互不相容且非此即彼的假说中择一,但假说的概率未知.他的结果显示,在似然度已知而主观的先验概率和真实的概率分布不同的情况下,如果样本很小,极大化他的测度选择假说可以比极大化后验概率更准确.本文在格拉斯的框架下探究一些一致的模型选择方法在有限样本下的准确性.笔者发现不同方法在准确性上的优劣依赖于真实假说的分布以及所采用的主观先验概率.虽然很多方法可能在所有设置下都不是最优,但也没有方法在所有设置下都是最优.笔者认为,如果对真实假说的分布和主观先验概率没有限定,讨论哪种方法在样本量不大的情况下能更准确的选出真假说意义不大.     

输入为基础输出为驱动①--浅谈大学英语听说课堂中学生听说能力的培养

根据第二语言习得的输入与输出理论,“听”和“说”分别属于语言输入和输出。在设计英语听说课堂教学活动时,教师应将“听”和“说”有机结合起来,“以说带听”巧妙引入话题;“听前预测”、“听中筛选”提高听力效率;“以听促说”提高语言应用能力。在大学英语听说课上,教师合理处理“听与说”的关系,认真设计“听说”活动,使“听说”互为因果,相辅相成才能促进有效输入和积极输出,从而促进学生“听说”能力的培养。     

用整体方差分析法对变形监测数据进行处理

变形监测系统,一般都是同时观测多个监测点的变形,而分析大都是按监测点独立进行.现提出一种整体方差分析方案,其特点是能对监测网中所有监测点在各个观测周期中的变形参数及其精度进行检验和估计,考虑到了同一监测系统所获得的数据具有相当复杂的关联信息,这与常规的对单个监测点进行分析的方法有所不同.     

假设检验中两类错误及其关系的探讨

本文分析并研究了假设检验中两类错误产生的原因,指出两类错误的制约关系,并给出减小两类错误的途径。     

英文字幕电影对词汇附带习得的影响

调查英文电影在词汇附带习得中的作用,以语言输入假设和任务投入量假设为理论依据,进行实证研究实验。结果显示：英语学习者在看英文字幕电影时能够附带习得词汇,并且任务中学习者投入量越大,词汇附带习得的效果越好。     

负二项分布参数p的精确置信区间

用假设检验法构造了负二项分布中未知参数p的置信下限和上限,及精确置信区间,为实际应用提供了理论依据.     

From positivism to conventionalism: Comte,Renouvier, and Poincaré

Considered in its historical context, conventionalism is quite different from the way in which it has been caricatured in more recent philosophy of science, that is, as a conservative philosophy that allows the preservation of theories through arbitrary ad hoc stratagems. It is instead a liberal outgrowth of Comtean positivism, which broke with the Reidian interpretation of the Newtonian tradition in France and defended a role for hypotheses in the sciences. It also has roots in the social contract political philosophy of Renouvier, who explicitly drew the analogy between conventions in political life and the conventional acceptance of hypotheses in the sciences, and conceived a philosophy that permits scientists to set aside foundational worries and explore new ideas. Although Poincaré and Renouvier may have hesitated to accept certain then recent developments in mathematics and the sciences such as non-Euclidean geometries, this conservatism cannot necessarily be attributed to their conventionalism. It may instead reflect the engineering background they shared with Comte, which emphasizes practical applications. Although Renouvier and Poincaré may have seen no practical use for these new ideas, unlike Comte they did not prohibit others from pursuing them, reflecting conventionalism's more liberal attitude toward recent developments in the sciences.     

Why do funding agencies favor hypothesis testing?

Exploratory inquiry has difficulty attracting research funding because funding agencies have little sense of how to detect good science in exploratory contexts. After documenting and explaining the focus on hypothesis testing among a variety of institutions responsible for distinguishing between good and bad science, I analyze the NIH grant review process. I argue that a good explanation for the focus on hypothesis testing—at least at the level of science funding agencies—is the fact that hypothesis-driven research is relatively easy to appraise. I then explore one method by which we might gauge the epistemic merits of different styles of inquiry.     

“萨丕尔-沃尔夫假说”理论观照下的外语教学

“萨丕尔-沃尔夫假说”是探究语言和思维、文化之间关系的重要理论，因此，在外语教学中，无论是对概念的理解，还是在词法、句法、语篇层面的学习，都需要从不同的认知角度、不同的文化背景去思考。