高端访谈马 婷→Lawrence Jun Zhang——Lawrence Jun Zhang(张军)教授访谈录(奥克兰大学 教育与社会工作学院, 新西兰奥克兰 1023)【摘要】Lawrence Jun Zhang（张军）博士现任新西兰奥克兰大学教育与社会工作学院副院长、应用语言学教授，在元认知、二语读写教学、学术英语写作、语言教师教育等领域著述颇丰并于2016年世界英语教师协会（TESOL International Association）成立50周年之际，荣获英语教学领域“全球50名领军学者”称号。受《山东外语教学》编辑部委托，笔者对张军教授进行了专访。此次访谈围绕当下外语教师教育研究的热点以及重点展开。张军教授结合在中国、美国、新加坡、英国和新西兰多年的教学与科研经历，从跨文化的视角，探讨了外语教师教育课程设置、语言政策、理论的引进与输出等话题。【关键词】外语教师教育；学科教学知识；整合技术的学科教学知识An International Perspective on the Turn and Development of Foreign
Language Teacher Education:An Interview with Professor Lawrence Jun ZhangMA Ting, Lawrence Jun ZHANG(Faculty of Education and Social Work, The University of Auckland, Auckland 1023, New Zealand)Abstract: Lawrence Jun Zhang, PhD, is Professor of Linguistics-in-Education and Associate Dean of
International Partnerships, Faculty of Education and Social Work, The University of Auckland, New
Zealand. His publications span metacognition, second language biliteracy education, academic English writing, and language teacher education. In 2016, he was honoured by the TESOL International
Association (USA) at its 50th anniversary, with the award of "TESOL's 50@50", as one of the "50
Outstanding Leaders" around the globe in the profession of teaching English to speakers of other languages (TESOL). Commissioned by the editorial office of Shandong Foreign Language Teaching, Ma
conducted an interview with Professor Zhang, focusing on the current advances and key issues in the
field of foreign language teacher education. In the interview, Professor Zhang, through his many
years of teaching and research experience in China, the US, Singapore, the UK, and New Zealand,
provided a multicultural perspective on issues such as the curriculum of foreign language teacher education, language policy, and the importing and exporting of theories.Keywords: EFL teacher education; pedagogical content knowledge; technological pedagogical content knowledge句法研究既是语言研究的基础，也是语言研究的核心，主要探究语言组词成句的规则以及句子结构中诸成分之间的关系。然而，若撇开语义而纯谈句法，许多问题往往难以得到令人满意的解决。句法关切的是结构，而隐藏于结构背后的却是语义，二者之间属于形式与内容之间的关系。作为内容的语义是作为形式的句法的内在要素，即句法是内在要素的结构，而语义是结构所要传达的内容。句法与语义之间既对立又辨证统一，这是因为语言所表达的语义是动态的，变化是其固有特性，而句法却相对稳定，具有相对的静态特征，因而句法往往落后于不断变化的语义，从而造成新语义与现有句法之间的矛盾。但是，任何语言结构都既有其句法，也有其语义，不存在无语义的句法，也不存在无句法的语义，但句法往往服务于语义，并随语义之变而变。诚然，句子往往有其自身特有的结构，对语义具有反作用。一方面，句法需要适配语义，并促进对语义的表达，若句子结构不适配语义，就会阻滞语义的传递；另一方面，句法若缺失语义，就会失去存在的价值。同理，没有句法的语义就会失去需要依附的结构依据。恰因为此，句法-语义界面研究应运而生，主要考察句法结构与语义之间的相互关系。句法-语义界面问题是当下国内外语言学界的一个重要课题，研究成果颇丰，但依然面临许多挑战，许多问题依然成谜，最基本的拷问是句法决定语义还是语义决定句法。对于这一问题，学界目前仍然意见歧出。对于其他相关问题，如词义是如何左右句法的？词的哪一语义成分对句法具有决定性作用？该以怎样的方式去表征与句法紧密相关的谓语动词语义成分？谓语动词论元与论元的句法实现二者之间究竟具有怎样的映射关系？谓语动词语义-句法的映射在不同语言中具有哪些差异？这些差异对二语习得具有怎样的影响？诸如此类问题，不一而足。本栏目刊出三篇论文，基本上均关乎句法-语义界面研究。刘晓林和王文斌一文聚焦汉语的词类、句内各词的语义关联以及复句内部各构成成分之间的关系，窥视汉语句子结构的强空间性特质。马志刚一文以英语和俄语母语者对汉语形容词和动词在句中作谓词的二语习得为端口，审视句法分布对二语习得者识别汉语心理形容词和心理动词的提示作用，并强调母语和目标语中词类划分的标准差异理应纳入中介语句法结构偏误和题元层级偏误的潜在成因分析。冯国丽和于秀金一文以语言类型学为视角，考察跨语言的格范畴、格与语义句法之间的关系以及这些方面的研究现状等，瞻望格范畴研究的未来发展趋势，并提出相关研究的新思路和新方法。这三篇论文不仅丰富了句法-语义界面的理论研究，而且对二语的教与学也必定会带来新的启迪。刘晓林1 王文斌2
（1. 重庆三峡学院 外国语学院, 重庆 4041002. 北京外国语大学 中国外语教育与研究中心, 北京 100081）【摘要】本文建基于王文斌的系列研究，对汉语偏重空间特质的类型特点从思维层次、词类、话题-评论结构、流水句和复句诸角度进行论证。研究发现：汉语名动不分阻碍了语法化的高度发展，话题-评论结构不受时间性和情态动词约束，在空间中“任意”铺排，形成流水句；汉语缺乏时间状语引导词，复句内部的构成成分是并列关系；这些特点是汉语强空间性特质的体现，同时制约着汉语向时间性特质演化。【关键词】空间特质；名动不分；话题-评论结构；流水句；复句Word-class and Syntactic-structure Foundations of the
Spatiality Typology of ChineseLIU Xiaolin1, WANG Wenbin2
(1. College of Foreign Languages, Chongqing Three Gorges University, Chongqing 404100, China2. China Foreign Languages and Education Research Center,
Beijing International Studies University, Beijing 100081, China)Abstract: On the basis of the studies by Wang Wenbin, this paper attempts to elaborate the typology
of the spatiality in Chinese from the perspectives of thinking pattern, word class, topic-comment
structure, run-on sentence and complex sentence. It reveals that the non-distinction of noun and verb
paves the way for the under-grammaticalization in Chinese; topic-comment structure is free from the
constraints of temporality and modal verbs; and its running-on in space gives rise to run-on sentences. It also finds that there are no temporal-adverbial clause markers in Chinese that are similar to
those in English and the components that comprise a complex sentence in Chinese are in a coordinating relation. All these are the manifestations of the strong spatiality in Chinese, which, in its turn, inhibits its advancement to temporality.Keywords: spatiality; non-distinction of noun and verb; topic-comment structure; run-on sentence; complex sentence（广东外语外贸大学 外国语言学及应用语言学研究中心/ 词典学中心, 广东广州 510420）【摘要】句法范畴在汉语中并无形态表现，因此汉语形容词和动词在作谓词时较难区分，而相关文献中的体标记和程度副词测试对于分析外国学生习得这两类词的应用效度均较为有限。同时，跨语言对比显示，影响汉语心理谓词二语习得的语言本体因素包含母语（英、俄）形态形式和目标语（汉）句法分布。由于汉语无形态形式可以借助，因此二语者识别汉语心理形容词和心理动词唯一可靠的形式线索就是句法分布。据此采用双自变量混合设计方案的实证结果显示，母语形态特征的丰富度在目标语句式类型的不同水平上呈现出变异性，而这一中介语归纳说明，形态形式和句法分布实质上是以交互方式参与到汉语心理谓词结构的二语习得过程中的，这为解释诸多已有发现提供了思路并得出启示：中介语句法结构偏误和题元层级偏误的潜在成因理应包括母语和目标语中词类划分的标准差异。【关键词】二语习得；对外汉语教学；中介语；心理形容词；心理动词Syntactic Distributions of Two Types of Psych Predicates:A Relevant Interlanguage Study(Center for Linguistics and Applied Linguistics / Center for Lexicographical Studies,
Guangdong University of Foreign Studies, Guangzhou 510420, China)Abstract: Syntactic categories show few morphological markings in Chinese; therefore, adjectives
and verbs are hard to distinguish when used as predicates. In consequence, aspectual marking and
degree adverbial tests in current studies are of limited validity for foreign students' L2 acquisition of
the two types of categories. Meanwhile, cross-linguistic studies show that L2 acquisition of Chinese
psych predicates by English and Russian speakers must take into account morphological features in their L1s and the syntactic distribution in the target language. Due to the fact that the only formal cue
that L2-ers can reliably resort to is syntactic distribution, the present study, by means of a two-way
ANOVA with the mixed design, yielded the following generalization in interlanguage: the extent of
morphological richness in learners' L1s varies systematically with different syntactic structures in the
target language, and in the process of L2 acquisition of psych predicates in Chinese, morphological
features and syntactic distribution interact in experimental cells, thereby accounting for relevant findings in current studies. The present article attributes the differing criteria in classifying categories in
various languages to be one of the causes of syntactic and thematic errors in interlanguage.Keywords: Second Language Acquisition (SLA); Chinese as a Second Language (CSL); interlanguage; psych adjectives; psych verbs冯国丽1 于秀金2
（1. 山东大学 外国语学院, 山东济南 2501002. 山东财经大学 外国语学院, 山东济南 250014）【摘要】格范畴是世界语言中的基本语法范畴，从既往格范畴研究文献来看，国内外学界对跨语言格范畴的研究取得了丰硕的成果，但是仍存在一定问题：1）对格范畴的研究仅从狭义形态理论出发，忽视了不同语言的格表现手段：2）研究术语混乱不清；3）形与义联系不紧密，缺乏对语义的关注；4）多归纳与描写，缺乏对跨语言格范畴共性的阐释。鉴于此，本文从研究角度、研究范式等方面提出了格范畴研究的未来发展方向，从而为格范畴研究提供新思路、新方法。The Cross-language Research Status and Problems of Case
(1. School of Foreign Languages, Shandong University, Jinan 250100, China2. School of Foreign
Languages, Shandong University of Finance and Economics, Jinan 250014, China)Abstract: Case is a cross-language grammatical category. Cross-language studies on case have achieved fruitful results, but there are still some problems in previous studies on case: 1) Most studies
on case are from a narrow perspective of grammatical morphology, ignoring the means of case representation in different languages; 2) Terms are not unified, causing some confusions in research; 3) The relationship between form and meaning is not close, ignoring the research on semantics; 4)
Most of studies are the description and induction of language phenomenon, but lack the interpretation
of cross-language university. In view of this, it is necessary to propose the future development trends
of case from the study perspectives and paradigms, providing new ideas and methods for case research.Keywords: case category; ergativity; semantics; cross-language university
在全面提升高校人才培养质量的背景下，研究和改进课堂外语教学具有十分重要的意义。外语教学的主要目是培养学生的语言运用能力以及与之密切相关的跨文化意识、思维能力、创新能力等。广大外语教师能认识到培养这些能力的重要性，但是在实际课堂教学中，以单纯讲解语言知识为主的现象仍然十分突出，教学重点仍仅限于语法、词汇等语言知识的讲解和练习，机械重复、模仿、记忆等学习方式仍然十分普遍。在教学过程中,
学生被动地接受知识，或者在教师的控制下进行机械的操练，而不是积极主动地参与课堂互动和语言实践活动。这些教学方式不利于培养学生的独立思考能力、创新能力和自主学习能力，也不利于激发学生的学习兴趣。外语教学理论所提倡的启发式、互动式、探究
式等教学方法还没有得到有效运用。以上所述问题的存在，原因肯定是多方面的，但外语教师专业素养的欠缺是主要原因。近些年来，大学外语教师的学历层次有了大幅度的提高，大批在国内外获取硕士、博士学位的青年学者充实到大学外语教师队伍中，缓解了大学外语教师匮乏的情况，也为提高教学质量、提升整体科研水平奠定了基础。但是，相当数量的大学外语教师没有系统地学习过外语教育理论，他们多凭经验进行教学，缺乏理论指导，在教学中基本上沿袭传统的教学模式，以自己当学生时的经验为蓝本进行教学，对现代教育理念和语言学习特点及教学法等缺乏基本的了解。很多外语教师认为，只要自己的外语功底好，就能教好外语。事实上，外语教学有自己的特点，教师需要遵循语言学习规律，选择恰当的教学方法，调动学生积极参与语言实践活动。因此，外语教师只具备扎实的语言基本功是远远不够的，他们还需要了解语言学习理论、语言教学理论、语言学、教育心理学和课堂教学管理的基本原则等等。外语教师理论意识淡薄，课堂教学缺乏理论指导将极大制约我国外语教学质量的提高。本期“大学外语教育理论与实践”栏目刊登了三篇有关外语教学的文章。程晓堂和谭思坦的“基于语言教学原理的大学英语教学设计研究”一文，结合教学实例，再一次论述了基于语言教学基本原理进行大学英语教学设计的重要性。目前课堂上之所以还存在很多低效的教学方式，主要原因还是教师不熟悉或未遵守语言教学的基本原理。任庆梅的“大学生英语课堂学习投入多维评价量表编制与检测”一文聚焦外语课堂教学中的一个关键问题，即如何评价学生的课堂投入程度，从学习评价层面为外语课堂教学改革效果提供了切实可行的检验标准。雷茜的“线上线下混合式外语教学中的教学互动研究——以英语摘要写作教学为例”一文，系统地论述了如何以设计学习理论为指导，将混合式外语教学互动模式运用到英语学术摘要写作教学之中。该文再次证明，基于外语教学理论（设计学习理论）的课堂教学，有利于发展学生的语言能力、批评反思能力、媒体应用能力和学习能力。（北京师范大学 外国语言文学学院, 北京 100875）【摘要】语言教学原理是语言教育的客观规律，是对语言教学本质的深刻思考。大学英语教学的设计须遵循语言教学原理。本文首先阐述交际语言教学、基于语篇的语言教学、内容与语言相融合的语言教学、任务型语言教学以及互动式语言教学等语言教学基本原理，然后结合《大学英语教学指南》 （2020版）的具体要求说明如何基于语言教学原理设计大学英语教学。【关键词】语言教学原理；大学英语教学；《大学英语教学指南》Research on College English Teaching Design Based onLanguage Teaching PrinciplesCHENG Xiaotang, TAN Sitan(School of Foreign Languages and Literature, Beijing Normal University, Beijing 100875, China)Abstract: Language teaching principles are the general laws of language education, reflecting its nature and determining its design. This paper first expounds on these basic principles, namely communicative language teaching, discourse-based language teaching, content and language integrated
teaching, task-based language teaching and interactive language teaching. Then with specific examples of classroom instruction, the paper discusses how to design college English teaching based on
these principles in order to meet the requirements stipulated in College English Curriculum Requirements (2020). Keywords: language teaching principles; college English teaching; College English Curriculum Requirements (2020)（济南大学 外国语学院, 山东济南 250022）【摘要】内容学习投入是表征学生参与教学活动的主动性与努力程度的重要变量，是评估教学质量的核心指标。本文在已有学习投入经典量表与相关理论分析的基础上，结合大学生英语课堂教学的特点，编制形成大学生英语课堂学习投入多维评价量表，以全国七所高校的1263名大学生为受试，开展信度分析、相关分析和结构方程建模，对量表进行实证检测。结果表明：量表具有良好的内部一致性与结构效度，实证数据与理论模式相符合。研究发现既是对大学生英语课堂学习投入多维评价量表的验证，也为促进课堂有效教学提供了一定的依据。【关键词】学习投入；大学英语；课堂教学；多维评价量表The Formulation and Verification of the Scale of Multidimensional
Evaluation for Student Engagement in College English Classroom(School of Foreign Languages, Jinan University, Jinan 250022, China )Abstract: Student engagement, as the key variable to represent how actively involved students are in
learning process, is viewed as the core indicator for assessing teaching quality. By reviewing typical
student engagement scales and relevant theories, aligned with features of college English classroom
instruction, the article reports an empirical study to develop the scale of multidimensional evaluation
for student engagement in college English classroom. Data were collected from a sample of 1263
students from seven universities in China and statistically analyzed using Cronbach's Alpha, Correlation Test and Structural Equation Modeling. The results indicate that the scale has satisfactory internalreliability and structural validity. Results of the survey and the theoretical model basically agree with
each other. The findings tend to empirically verify the scale of multidimensional evaluation system for
student engagement in college English classroom and provide evidence to enhance effective classroom instruction. Keywords: student engagement; college English; classroom instruction; the scale of multidimensional evaluation混合式外语教学中的教学互动研究——以英语摘要写作教学为例雷茜（西安外国语大学 英文学院, 陕西西安 710128）【摘要】混合式外语教学在教学设计、学习设计和教学互动方面有鲜明特色。本文以设计学习理论为指导，探讨混合式外语教学中的教学互动模式，并以英语专业学术写作中的摘要教学为例，考察混合式英语写作教学中教学设计与学习设计之间的互动及其在外语本科生多元读写能力培养中的作用。研究结果表明，混合式英语摘要写作教学的主要教学互动方式是线上观看视频、平台讨论、课堂小组活动、作文自评和互评等；教学互动的特点是学生积极配合教师指导为主，基于网络和教材的自主设计学习为辅。访谈结果显示：混合式英语写作教学中的教学互动不仅对学生语言读写能力、批评反思能力、媒体应用能力和协作学习能力的培养有积极作用，还对学生的学习专注力有提升作用。【关键词】混合式外语教学；教学设计；学习设计；教学互动A Study on the Interactions Between Teaching and Learning
Designs in Blended Foreign Language Teaching:
A Case of Teaching English Summary WritingLEI Qian(School of English Studies, Xi’an International Studies University, Xi’an 710128, China)Abstract: Blended foreign language teaching is distinctive in teaching design, learning design and the
interactions between teaching and learning designs. Based on the theory of learning by design, this
paper discusses the interactions between teaching and learning designs in blended foreign language
teaching and takes the blended teaching of summary writing as an example to investigate the interactions between teaching and learning designs in blended foreign language teaching and the roles they play in the development of students' multi-literacies. The results show that the interactions mainly include video-watching and discussions on the platform, in-class group work, and self-review and peer-review of students compositions. Most of the interactions are characterized by students active cooperation under teachers guidance and supplemented by students self-designed learning via the network and students autonomous reading. Finally, the results of the interview indicate that the interactions can not only cultivate students English reading and writing ability, critical thinking ability, media
application ability and cooperative learning ability but also increase their concentration on learning. Keywords: blended foreign language teaching; teaching design; learning design; interactions between teaching and learning
编者按语
“共同体”问题是重要的时代议题之一，其价值意蕴、现实基础和构建路径备受国内外学界关注。文学经典在引领价值走向、塑造共同体意识等方面发挥着不可替代 的作用。这意味着经由文学作品，我们将有望更深入理解与共同体问题相关的复杂、多元的思想传统与现实问题。本期的两篇文章均围绕这一重要问题展开，分别在美国现代化进程中的社会转型焦虑和战后英国社会伦理失序两种不同的历史文化背景下，探讨了小说家们对“共同体”意识的反思与倡导。两篇文章均着眼紧迫的社会道德伦理问题，包括狭隘的地域主义、消费文化的冲击，以及公共意识消逝。同时两篇文章细致分析了小说作品如何以文学特有的呈现方式构想新型共同体，并指出其最典型的特征，例如植根于地方的多元文化认同，重建公共意识、重建以道德维度为特质的共同体生活。如果说共同体概念最重要的属性是文化实践，意在改造世界，那么本期两篇文章的研究不仅从理论层面成功诠释了文学作品，更以强烈的现实观照推进了与“共同体”相关的社会文化实践。
01
（苏州大学 外国语学院, 江苏苏州 215006）【摘要】学界常将美国南方作家韦尔蒂与地方主义相联系，却忽视她的共同体情怀和世界主义视野，本文认为这有失公允。本文以《乐观者的女儿》为例，探讨韦尔蒂如何立足于现代化进程中的美国南方，探寻危机年代的共同体模式。小说将共同体与南方性紧密结合，又与欧洲文化进行对话和互动，倡导植根于地方的世界主义。它回眸旧南方农耕时代的乡村共同体，铺陈新南方的转型焦虑，并寻求工业化背景下新型共同体的构建之路。由此《乐观者的女儿》重新审视“地域主义”标签，以此打破文化本质主义窠臼，探索多元文化认同主题。【关键词】尤多拉·韦尔蒂；《乐观者的女儿》；共同体；现代化进程Community Building in The Optimist’s Daughter by Eudora Welty(School of Foreign Languages, Soochow University, Suzhou 215006, China)Abstract: It is unreasonable that Eudora Welty's literary regionalism is overestimated and her concern
about community and cosmopolitanism is ignored in the academia. In The Optimist's Daughter, Welty
focuses on American South during modernization to explore possibilities of building a community in the
transitional period. The imagined community is closely associated not only with American Southerness, but also with European culture to promote cosmopolitanism rooted in the specific region. The
fiction looks back on the southern agrarian community and imagines a new type of community in the
context of industrialization to deal with transitional anxiety. Thus, the so-called regional literature can
be interpreted from multiculturalism rather than cultural fundamentalism.Keywords: Eudora Welty; The Optimist's Daughter; community; modernization（鲁东大学 外国语学院, 山东烟台 264000）【摘要】作为战后英国学院派小说的奠基人，C. P. 斯诺在他的代表作《院长》中展示了战后个体化社会影响下学院共同体公共生活失序的状态。公共权力私人化导致学院共同体公共伦理遭到颠覆。院长职位竞选引起的派系斗争异化了人与共同体之间的关系，引起了伦理行为失范。私人自我与公共自我之间界限模糊、知识分子身份陷落使学者的伦理身份产生错位。小说《院长》通过对学院共同体伦理危机的叙述，呼吁重建具有伦理意义的学院共同体公共生活。【关键词】C. P. 斯诺；《院长》；学院共同体；伦理危机On the Ethical Crises in Academic Community in The Masters(School of Foreign Languages, Ludong University, Yantai 264000, China)Abstract: As the founder of post-war academic novel, C. P. Snow infiltrates his concern with the
disorder of public life under the influence of individualized society in his most representative work The
Masters. The personalization of public power destroys the public ethics in the academic community.
The alienation between individuals and community as a result of the rival for power leads to the anomie of ethical behaviors. The lack of clear distinction between personal self and public self as well as
the decline of the intellectuals' identity results in the displacement of the academians' ethical identity.
With the ethical crises represented in The Masters, Snow underlines the significance of reconstructing
the ethical and meaningful public life in the academic community. Keywords: C. P. Snow; The Masters; academic community; ethical crises2017年我们在《解放军外国语学院学报》第一期上组织发表了“翻译符号学”专栏，正式提出了翻译符号学的思想，并就翻译符号学的学科内涵、批评建构、译域范畴、符号动机
等问题展开了讨论，引起了国内同行学者的极大关注。已有研究表明，翻译符号学是一个
诱人的领域，值得进行全面深入的思考。本专题是对翻译符号学话题的一个持续研究，也是一种再思考。《符号学三大意义与翻译研究》以语言符号的指称意义、言内意义和语用意义为出发点展开翻译的符号学研究，深入探讨翻译实践中符号意义的传递、转换、补偿问题，并就多符号与多模态翻译模式提出了一些自己的看法。翻译学的目标是追求对等，《翻译对等的符号像似机制》从皮尔斯的符号像似理论出发，探析翻译实践中的动态对等机制。作者把原文与译文之间的像似程度分为形式对等、关系对等和意义对等三种类型，指出它们之间呈现递进关系，即从形式对等到意义对等，展现的是原文与译文形式像似程度递减、意义像似程度递增的趋势，从而为翻译对等现象研究提供了符号学的思维路径。《翻译符号学视阈下符号阐释的意指秩序》再次回归皮尔斯的符号学三元观，但探讨的是翻译符号学学科建构的基础问题，其主旨是通过符号阐释的内在机制和外部环境两个方面来描述与解释翻译过程中符号阐释的意指秩序，为进一步分析阐释翻译过程中表意实践的互动关系提供逻辑框架。翻译符号学秉持“大符号”观，它除了研究语言符号的转换问题，还关注非语言符号、语言+非语言符号综合文本、多模态多介质合成符号文本以及大脑思维符号。《雅各布森六功能之翻译符号学剖析》一文认为，广义符号符指活动和符号交换具有多功能性，它与雅各布森“语言符号六功能理论”具有相通之处，但翻译符号学视角下的六功能具有不同于以往的符号内涵，其主导与交互关系具有深层阐释的价值，对此问题的探讨会为翻译符号学的符号功能界定带来一定的理论上的启示意义。一个学科的构建是一个系统工程，翻译符号学如果要有所突破至少应有八项工作要做：确定翻译符号学的研究对象；界定翻译符号学的概念；探索翻译符号学的学科内涵；确立翻译符号学的科学研究方法；形成翻译符号学的术语体系；建立翻译符号学相关的文献资料库；组建翻译符号学研究团队和机构；创建翻译符号学专栏或专业会刊。在国外，若从维特根斯坦图像理论和语言游戏中涉及的翻译话语算起，符号学与翻译联姻已有百余年历史；在中国，符号学和翻译相结合的研究至今也已近30年。我们相信，正如当年索绪尔对符号学的预测一样，翻译符号学也应有它存在的合法权利。随着研究的深入，人们的共识会越来越多。期待有更多的“仁人志士”加入研究队伍，共同促进翻译符号学的良性发展。（西北师范大学 外国语学院, 甘肃兰州 730070）【摘要】从符号学意义的三分视角开展翻译研究，有利于揭示符号的指称意义、言内意义和语用意义，也有助于译者在翻译中有效地运用这三种符号意义，提高翻译质量。本文以语言符号三大意义为例，详细探讨翻译实践中符号意义的传递与转换，并就如何补偿这一过程中出现的“意义损失”等现象进行深入研究。研究发现，在传播媒介日益丰富、传播信息日渐多元的数字化时代，语言符号很难独自完成符号意义的传递与转换，更为完整的意义还需通过多符号与多模态翻译进一步协助表达。Semiotic Meanings and Translation Studies(School of Foreign Languages, Northwest Normal University, Lanzhou 730070, China)Abstract: Researches on translation from the tripartite perspective of Semiotic Meaning Theory will
bring light to studies on meanings of symbol: referential meaning, linguistic meaning and pragmatic
meaning. They can also help translators handle three semiotic meanings in translation and then improve the quality of translation effectively. This article discusses the conversion and transmission of
semiotic meanings in translation practice and the complement of "meaning loss"by multi-symbols
and multimodal translation. It is found that in the digital information age featured with the increasingly
rich and diversified communication media, it is difficult for linguistic symbols to complete conversion
and transmission of symbolic meaning by themselves, and more completed meanings need to be further translated by means of multi-symbols and multimodal translation.Keywords: semiotic meanings; translation studies; complement to meaning; multimodality赵星植1 陆京京2
（1. 四川大学 外国语学院, 四川成都 6100652. 巢湖学院 外国语学院, 安徽合肥 238024）【摘要】本文从皮尔斯符号学理论出发，提出翻译实践中的动态对等机制实为原文与译文之间存在的三种最基本的像似关系。以图像像似为基础的形式对等主要指原文和译文在信息和形式层面存在对应关系；以图表像似为基础的关系对等主要是指二者在内在逻辑关系层面存在对应关系；以隐喻像似为基础的、抽象程度最高的意义对等主要指二者在意义层面存在对应关系。从形式对等到意义对等，体现的是原文与译文形式像似程度的递减和意义像似程度的递增。从“对等”到“像似”不是简单的术语替换，而是对翻译对等现象之多重性、复杂性以及动态性等的进一步思考。Semiotic Iconicity as Mechanism of Equivalence in TranslationZHAO Xingzhi1, LU Jingjing2
(1. College of Foreign Languages and Cultures, Sichuan University, Chengdu 610065, China;2. School of Foreign Languages, Chaohu University, Hefei 238024, China)Abstract: From the perspective of Peircean semiotics, this paper explores three levels of iconicity between Source Text (ST) and Target Text (TT) as the mechanism of dynamic equivalence in translation practice. Imagic iconicity, which is embodied in formal equivalence, refers to the correspondence
between ST and TT in message and form. Diagrammatic iconicity, which is embodied in relational equivalence, indicates that TT resembles ST in logical relation. Metaphorical iconicity, which is the
most abstract one, corresponds to significance equivalence and mainly refers to the relationship between ST and TT at the level of the significance. From formal equivalence to significance equivalence, it is the iconicity that weakens in form and enhances in significance. The transition from “equivalence” to “iconicity” is not a simple replacement of terms, but a further reflection on the multiplicity, complexity and dynamics of translation equivalence. Keywords: dynamic equivalence; semiotic iconicity; semiotics of translation; C. S. Peirce（首都师范大学 外国语学院, 北京 100089）【摘要】本文以皮尔斯符号学三元观为主要理论依托，论述翻译符号学的历史演进与理论内涵，并从符号阐释的内在机制和外部环境两个方面描述与解释翻译过程中符号阐释的意指秩序，指出翻译中符号与其所指意义的阐释受到文本内和文本外因素的共同影响，呈现出互动性与多义性。这一意指秩序为阐释翻译过程中表意实践的互动关系提供了完整、独立且逻辑清晰的框架，并为翻译符号学学科建设提出新见。
【关键词】翻译符号学；符号阐释；意指秩序
The Signifying Order of Sign-Interpretation in the Process of Translation
from the Perspective of Translation Semiotics(College of Foreign Languages, Capital Normal University, Beijing 100089, China)Abstract: Based on Charles S. Peirce's trichotomy of signs, this paper detects the historical evolution and theoretical connotation of translation semiotics, describes and interprets the signifying order
of sign-interpretation in the process of translation in terms of the internal mechanism and the external
context of sign-interpretation, and points out that the interpretation of signs and their signifying meanings in translation is jointly influenced by factors inside and outside the texts, showing the interactivity
and polysemy of sign-interpretation. This signifying order builds up a complete, independent and logical framework for explaining the interactions among signifying practices in translation phenomenon, in
the hope of contributing to the development of translation semiotics.
Keywords: translation semiotics; sign-interpretation; signifying order
王新朋1 王铭玉2
(1. 常熟理工学院 外国语学院, 江苏常熟 2155002. 天津外国语大学 语言符号应用传播研究中心, 天津 300204）【摘要】翻译符号学视角下的符号为广义符号，包含语言符号、非语言符号、语言+非语言符号综合文本、具有反复播放性的多模态多介质合成符号文本以及大脑思维符号。雅各布森针对言语交际过程中的语言符号提出了六功能理论，而翻译即交际，依据功能对等原则，翻译符号学视角下的符指活动和符号交换也同样具有多功能性，符合六功能模式。翻译符号学视角下的六功能具有不同于以往的符号内涵，在深入剖析六功能符号内涵的基础上，进一步探讨了六功能的主导与交互关系，为翻译符号学的符号功能界定做出了理论上的尝试。
【关键词】翻译符号学；雅各布森六功能；符号内涵；主导与交互
A Translation-Semiotic Perspective of Jakobson's Six-Function ModelWANG Xinpeng1, WANG Mingyu2
(1. School of Foreign Languages, Changshu Institute of Technology, Changshu
215500, China2. Research Centre for Linguistic Semiotics, Tianjin Foreign
Studies University, Tianjin 300204, China)Abstract: Signs from the perspective of translation semiotics are generalized ones, including linguistic
signs, non-linguistic signs, a synthetic text composed of linguistic and non-linguistic signs, a synthetic
repetitive multi-modal and multi-medium text, and intangible signs. Jacobson proposed the six-function theory of language signs for the process of verbal communication. Under the principle of functional equivalence, “translating means communicating”, in which multi-functional semiosis and sign
transformation also conform to the six-function model. Such a view brings to the perspective of translation semiotics in this paper. From this perspective, the six functions demonstrate different semiotic connotations. Based on the in-depth analysis of these connotations, the dominance and interaction of
the six functions are further explored to make a theoretical definition of the semiotic functions of translation.
Keywords: translation semiotics; Jakobson's six-function model; semiotic connotation; dominance and interaction
编辑：都艺菲
初审：朱彦同
复审：杨彬、葛云锋、孙炬、刘莉
终审：王 卓《山东外语教学》创办于1980年，系由山东省教育厅主管、山东师范大学主办的外国语言文学类学术期刊。刊物于2018年全新改版，页码有所增加，内容更为丰富。进入或关注公众号请点击上方“山东外语教学”。投稿请点击下方“阅读原文”，跟随《山东外语教学》官方网站首页“在线投稿”等相关指引进行。