大链条隐喻:理解与反思

为解释熟语的工作和理解机制，Lakoff和Turner提出了大链条隐喻。大链条隐喻是由“一般是具体”隐喻、存在大链条、事物本质、量的准则四部分构成的复合体。我们认为该隐喻具有两个源域、两个靶域和三种映射。在理解该隐喻模式时应注意三个问题：一、“一般是具体”在三种映射关系中只能说明其中一种；二、存在大链条只在理解某些熟语的内容时起作用，不能说明大链条隐喻的源域和靶域的分布情况；三、“一般是具体”的隐喻身份值得怀疑。     

Developing a contemporary conceptualization for consumer sciences in higher education in the UK

Consumer sciences and consumer studies as a recent interdisciplinary degree area in higher education in the UK has had limited published research either on the subject heritage or its disciplinary identity. Since the major subject review was undertaken by the Council for National Academic Awards 17 years ago, the research investigation aimed to study how consumer studies and home economics had moved to consumer sciences and consumer studies. The research has therefore involved a survey over a 15‐year period of development and changes of institutions and degrees and a content analysis of programme outlines and national benchmarking to reveal changing trends in how the subject has been conceptualized. The comparison used data from 1992, 1999, 2003 and 2007 to map degree programme and institutional changes. External and internal political and economic factors influenced subject growth, decline and development. It was found that the number of degree programme titles had remained relatively stable, with still a balance between BA and BSc degrees but that this disguised many changes in institutions and degree titles. The content analysis of trends was undertaken, comparing 1992, 1999, 2003 and 2007. Subject benchmarking statements introduced in 2002, currently being revised in 2009, were compared with programme content themes in 2003 and 2007. The content analysis showed that the overall approach or principles, areas of study, context, perspectives and processes for degree programmes at the undergraduate level had developed noticeably over the last 15 years and had been clarified by benchmarking guidelines. Themes of behavioural change, consumer ethics, consumer services, skills and education, sustainability and well‐being had developed with applied contexts depending on programme orientation. A model has been proposed to illustrate the current conceptualization of the subject in the UK at degree level, and Chenoweth's definition of consumer sciences and consumer studies has been redefined for the UK. It is recommended that there should be more theoretical reflection on the interpretation and development of the subject.     

Is “proof” the Eighth “P” of Service? A Conceptual Model and Propositions

The article aims at making a conceptual contribution to services marketing literature by proposing an eighth “P” called “proof.” Proof is a simple operational measure or an intuitive indicator that helps the customer quickly assess the efficacy of a service. The article discusses services marketing literature and develops propositions that underscore the importance of proof as the eighth P. When proof is provided about a service to the customer, it affects all service outcomes (i.e., service evaluation, purchase intent, customer satisfaction, and repurchase intent). Though conceptual, the article provides practical implications as well.     

隐喻认知策略在大学英语词汇教学中的应用研究

在大学英语词汇教学中,应将隐喻认知策略与传统词汇教学方法相结合,坚持基本词汇优先,建构隐喻认知模式,加强目的语文化导入,充分调动学生学习的积极性和主动性,提高教学效果。     

英汉疾病隐喻的关联认知阐释——兼谈对英语教学的启示

疾病隐喻是人们将熟知的、常见的一些其他领域的概念映射到疾病领域而产生的,它也是一种以话语为框架、以词为焦点的话语现象。疾病隐喻的使用与理解实际上都是受关联原则支配的,可以运用语用学的关联认知理论对疾病隐喻的产生与理解机制进行阐释,这对英语教学方面也具有一定的启示。     

论概念营销在房地产市场中的运用

剖析概念营销的内涵和它的特征 ,结合著名的潘石屹的“SOHO”之例 ,说明在房地产市场中如何进行概念营销的设计。     

关于顾客满意理论的研究方法

研究方法作为人们研究活动中观念地把握客体的工具,是主体与研究对象之间相互作用的中介和桥梁,它对于研究本身的意义非同一般。顾客满意理论研究方法有四个方面内容:构念的定义方式,建模方法,模型估计方法和测量的效度。     

大学英语课堂教学应注重隐喻认知的导入

隐喻不仅仅是一种语言形式,更是人类的思维和行为方式。日常语言中充满了隐喻。将隐喻作为一种启发式教学方法引入英语教学,可以帮助学生理解学习内容,培养学生创新能力以及提高学生英语学习兴趣。文章结合大学英语课堂教学内容对隐喻认知能力在英语教学及学习中的重要性进行探讨,并提出了提高学生隐喻认知能力的方法。     

英语教学中隐喻翻译能力的培养探析

隐喻翻译教学是英语教学改革的重点及难点,传统英语教学忽视了对学生隐喻思维习惯和隐喻翻译能力的培养。英语教学者应创造性地运用和发展英语隐喻翻译教学培养模式,结合隐喻所涵盖的英语文化信息,促使学生积极主动地充实隐喻积累,通过对概念隐喻映射理论的运用,帮助学生充分理解新喻体意象,实现跨文化交际的目标。     

财务会计概念框架结构国际比较与启示

财务会计概念框架是由目标和相互关联的基本概念组成的连贯的理论体系,具有连贯、协调和内在一致性。内容主要涉及财务报告的目标、财务信息的质量特征、会计要素的划分、会计要素的确认、计量、列报和披露原则等。财务会计概念框架可以评价现有会计准则,指导未来会计准则的制定。本文通过对美国、英国、IASB、澳大利亚、加拿大、韩国、日本及我国的财务会计概念框架进行比较评价,发现各国概念框架体系结构及具体内容的不同,并分析了产生差异的背景原因,以期为我国构建财务会计概念框架提供借鉴参考。