当代隐喻学巡礼：回眸与沉思——写在《我们赖以生存的隐喻》付梓40周年之际

隐喻早在2500年前便已步入东西方学术研究的视野,更在人文社科研究的历史长河当中一直备受关注。以标志隐喻研究实现认知转向的《我们赖以生存的隐喻》一书付梓40周年为历史节点,充分梳理和评价已有概念隐喻理论、概念整合理论和词汇语用理论的三套代表性文献,同时从语料库检索和神经、心理实证探索两条路径出发,将当代隐喻理论跃升为当代隐喻学,提出一个较为浑圆完整、全方位的定义。从理论构建、研究方法、模态扩展、辞格归一、话语拓宽、语际对比和语言教学等七个方面沉淀和总结该学科目前仍然存在的漏洞与弊端,并在此基础上为将来隐喻研究的持续深入发展提供参考。     

Emotional Distress,Drinking, and Academic Achievement Across the Adolescent Life Course

Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development: the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth problem dimensions: drinking, depressive affect, and academic achievement. We use latent growth curves and the Youth Development Study (effective N = 856) to track a panel of teens from their freshman to senior year in high school. There are 54.4% girls and 45.6% boys, and 75.7% non-Hispanic whites and 24.3% other races/ethnicities. Two research goals are addressed: (1) estimate each dimension’s unique developmental trajectory across high school, and (2) model the dimensions together in order to assess their reciprocal influences. While mean levels in all three dimensions increased over time, distinct developmental patterns were observed, especially in drinking and depression. For example, more drinking occasions—a social activity for most teens—may help assuage some teens’ emotional distress, especially girls’. These patterns suggest a synergistic relationship between the social and psychological arenas of development. Contrary to expectation, higher freshman depressive affect was associated with a significantly sharper increase in GPA over time for girls.

职务科技成果转化中利益分享的法律对策

职务科技成果转化的效率和效果，取决于企事业单位科技人员能否合法、有效、全面地分享职务科技成果转化中的利益。但是，我国职务科技成果转化中的利益分享机制没有覆盖所有职务科技成果及其全部转化活动和具体情形，由于缺乏明确的利益分享程序、核算原则、义务和责任，企事业单位科技人员应得的职务科技成果转化的奖酬也没有得到很好地落实。建议学习和借鉴国外有关职务科技成果转化中利益分享的先进做法，通过采取约定优先、股权和奖酬激励等措施改进我国职务科技成果转化中的利益分享机制。     

Haunted by the Lady Novelist: Metafictional Anxieties about Women's Writing from Northanger Abbey to The Carrie Diaries

This paper argues that the development of the identity of the professional woman writer as a ‘lady novelist’ in the mid-eighteenth century has had a lasting and detrimental impact on the status of women's writing that lingers through to the present, particularly in the critical discourse surrounding chick lit. The first part of this paper discusses the figure of the lady novelist and traces her centrality to criticisms of women's writing from the eighteenth century through to the twenty-first. The second part of this paper then examines the haunting presence of the lady novelist in the metafictional works of seven representative women writers: Jane Austen's Northanger Abbey (1818), Elizabeth Barrett Browning's Aurora Leigh (1856), Louisa May Alcott's Little Women (1868), L. M. Montgomery's Anne of Green Gables (1908), Betty Smith's A Tree Grows in Brooklyn (1943), Fay Weldon's The Life and Loves of a She-Devil (1983), and Candace Bushnell's The Carrie Diaries (2010). By drawing a through-line that connects these texts, I argue for a renewed understanding of the ways in which Western women writers from the eighteenth century to the present are unified by a pervasive anxiety about being a ‘lady novelist’.     

‘A sort of Rathmines version of a Dior design’: Maeve Brennan,Self-Fashioning and the Uses of Style

This article explores the politics of style in the writing of Maeve Brennan. Brennan's concern with style, subjectivity and power is strikingly visible in her short stories and ‘Talk of the Town’ essays for the New Yorker. While in some of her short stories published in the New Yorker in the 1950s, Brennan seems to offer an extended critique of dandyism, elsewhere in her writing self-fashioning takes on an altogether more positive value and is steeped in the political as well as literary commitments of her work. The article argues that Brennan's interest in the politics of style, both personally and in her writing, is informed by the different strategies she deployed as an Irish woman writer establishing her place amongst a New York literary elite in the mid twentieth century.     

Questioning western universality: Sōseki's Theory of Literature and his novel Kusamakura

Focusing on the relation between the literary theory and the novels of modern Japanese writer Natsume Sōseki (1867–1916), this article argues that we need to include more ‘non-Western’ theories in the discussions of world literature. Furthermore, it concludes that a world literature contextualization of Sōseki's theory helps explain how his novels critically negotiate the influences from Western literature in Japan. By comparing Sōseki's theoretical and literary writing, this article shows continuity between his Theory of Literature and his novel Kusamakura, arguing that both question Western universality in defining literature. In other words, the comparison stresses Sōseki's continued preoccupation with understanding the transformation of literatures due to global interaction. During the modern period, such transformation was probably nowhere more conspicuous than in Meiji Japan, where not only society but also its literature was rapidly changing.     

Choctaw Tales: An Interview with LeAnne Howe

LeAnne Howe, a citizen of the Choctaw Nation of Oklahoma and the Eidson Distinguished Professor of American Literature in the Franklin College of Arts and Sciences at the University of Georgia, writes poetry, fiction, screenplays, plays, creative non-fiction and critical essays. Her work is primarily concerned with the experiences and the perspectives of American Indian people and communities. Howe’s latest book, Choctalking on Other Realities (2013), which she describes as ‘three parts memoir, one part tragedy, one part absurdist fiction, and one part “marvellous realism”’, received the inaugural Modern Language Association Prize for Studies in Native American Literatures, Cultures and Languages in 2014. Along with being the recipient of a United States Artists Ford Fellowship and a Lifetime Achievement Award from the Native Writers’ Circle of the Americas, Howe also received the 2015 Western Literature Association Distinguished Achievement Award. Howe’s writing could easily be described as enlivening, eclectic and often hectic, and, more often than not, she brings together a plethora of stories concerning the historical and contemporary experiences of the Choctaw Nation. Various geographical, spiritual, familial and narratological spaces are revealed or plotted during the course of Howe’s narratives, and, as a consequence, images that relate to the act of mapping, the basis of storytelling, and the subject of community and place become recurring motifs throughout her writing. Concerned with the ways in which Choctaw lifeways have been mapped out across time, Howe appears to be especially interested in the representation of travel, exchange, contact and consumption not only in the pre-contact and post-contact United States, but also within the global village.     

Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement among African American youth. Less attention, however, has been given to the roles and functions of racial identity among youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship of racial identity to academic outcomes, taking into account neighborhood-level factors. The sample consisted of 564 African American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively to academic outcomes, but that some relationships were different across neighborhood types. For instance, in neighborhoods low in economic opportunity, high pride was associated with a higher GPA, but in more advantaged neighborhoods, high pride was associated with a lower GPA. The authors discuss the need to take youth’s contexts into account in order to understand how racial identity is active in the lives of African American youth.

A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement Among Adolescents from Mexican,Chinese, and European Backgrounds

A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n =  206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although changes in family assistance time within individual adolescents were not associated with simultaneous changes in their Grade Point Averages (GPAs), increases in the proportion of days spent helping the family were linked to declines in the GPAs of students from Mexican and Chinese backgrounds. The negative implications of spending more days helping the family among these two groups was not explained by family background factors or changes in study time or school problems. These results suggest that the chronicity rather than the amount of family assistance may be difficult for adolescents from Mexican and Chinese backgrounds.

Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment Among Chinese American Families

This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’ heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth.