Linguistics Journals

21内容提要霍姆斯的这篇文章一直被翻译研究界视为具有划时代的重要意义。

两千多年以来，人们对翻译的方方面面进行了不懈的探讨，但对翻译研究作为一门学科的研究对象、研究范围以及研究方法却不甚明了，或莫衷一是。

首先，霍姆斯提出将翻译研究（Translation Studies ）作为学科的称谓，并强调翻译研究是一门经验学科，研究对象是翻译活动（过程）和翻译作品；翻译研究的功能是不仅要探讨如何翻译，同时还要描述翻译现象和行为，解释、甚至预测未来的翻译。

更重要的是，霍姆斯第一次详尽地描绘出翻译研究的结构图（见下页）。

对照这个图可以发现，翻译研究的领域比我们传统想像的要宽阔得多。

黑体是我国研究较为深入的领域，而下划线表示还有待加强。

此外，还有一些未开垦的处女地。

这个结构图同时表示了翻译研究自下而上的发展路径：首先作者简介詹姆斯·霍姆斯（James Holmes )，著名的翻译理论家。

生于美国艾奥瓦中部，曾就读于威廉·潘学院和布朗大学；1949年作为富布赖特交换教师到荷兰国际学院任教，1950年移居阿姆斯特丹，以自由编辑和诗歌翻译为业。

1956年以非本族语使用者身份荣获翻译大奖，1964年任阿姆斯特丹大学翻译研究高级讲师。

发表多篇有关翻译的论文，《翻译研究名与实》（The Name and Nature of Translation Studies, 1972)第一次比较完整系统地界定了翻译研究作为一个跨学科的研究领域，成为当代翻译研究划时代的重要文献，得到国际译界的普遍认可。

本篇选自James Holmes 的Translated! Papers on Literary and Translation Studies ，由Rodopi 出版社于1994年出版。

第一章翻译研究名与实The Name and Nature of Translation Studies 1 James S. Holmes当代西方翻译研究原典选读22翻译史与翻译研究方法论是翻译实践和翻译活动本身，然后是对翻译现象的客观描述，然后是概括出规律，形成翻译原则，抽象成为翻译理论。

第⼀章翻译研究名与实21内容提要霍姆斯的这篇⽂章⼀直被翻译研究界视为具有划时代的重要意义。

两千多年以来，⼈们对翻译的⽅⽅⾯⾯进⾏了不懈的探讨，但对翻译研究作为⼀门学科的研究对象、研究范围以及研究⽅法却不甚明了，或莫衷⼀是。

⾸先，霍姆斯提出将翻译研究（Translation Studies ）作为学科的称谓，并强调翻译研究是⼀门经验学科，研究对象是翻译活动（过程）和翻译作品；翻译研究的功能是不仅要探讨如何翻译，同时还要描述翻译现象和⾏为，解释、甚⾄预测未来的翻译。

更重要的是，霍姆斯第⼀次详尽地描绘出翻译研究的结构图（见下页）。

对照这个图可以发现，翻译研究的领域⽐我们传统想像的要宽阔得多。

⿊体是我国研究较为深⼊的领域，⽽下划线表⽰还有待加强。

此外，还有⼀些未开垦的处⼥地。

这个结构图同时表⽰了翻译研究⾃下⽽上的发展路径：⾸先作者简介詹姆斯·霍姆斯（James Holmes )，著名的翻译理论家。

⽣于美国艾奥⽡中部，曾就读于威廉·潘学院和布朗⼤学；1949年作为富布赖特交换教师到荷兰国际学院任教，1950年移居阿姆斯特丹，以⾃由编辑和诗歌翻译为业。

1956年以⾮本族语使⽤者⾝份荣获翻译⼤奖，1964年任阿姆斯特丹⼤学翻译研究⾼级讲师。

发表多篇有关翻译的论⽂，《翻译研究名与实》（The Name and Nature of Translation Studies, 1972)第⼀次⽐较完整系统地界定了翻译研究作为⼀个跨学科的研究领域，成为当代翻译研究划时代的重要⽂献，得到国际译界的普遍认可。

本篇选⾃James Holmes 的Translated! Papers on Literary and Translation Studies ，由Rodopi 出版社于1994年出版。

第⼀章翻译研究名与实The Name and Nature of Translation Studies 1 James S. Holmes当代西⽅翻译研究原典选读22翻译史与翻译研究⽅法论是翻译实践和翻译活动本⾝，然后是对翻译现象的客观描述，然后是概括出规律，形成翻译原则，抽象成为翻译理论。

SYLLABUSCourse: Theoretical Foundations of ESL 二语习得与教学研究Instructor: Dr Xiaoguang ChengTime: Fall of 2011Course Materials:Brown, H. D. 2007 (Fifth Edition). Principles of language learning and teaching.NY: Pearson..Mitchell, R. and F. Myles. 2004. (Second Edition). Second language learning theories.London: Arnold.Order of Presentations:1. B. Chap 1. Language, learning, and teaching2. M & M. Chap 1. Second language learning: key concepts and issues3. M & M. Chap 2. The recent history of second language learning research4. B. Chap 2. First language acquisition （biological）5. B. Chap 3. Age and acquisition （biological）6. B. Chap 4. Human learning （cognitive）7. B. Chap 5. Styles and strategies （cognitive）8. B. Chap 6. Personality factors （affective）9. B. Chap 7 Sociocultural factors （sociocultural）10. B. Chap 8. Communicative competence （pragmatic）11. B. Chap 9. Cross-linguistic influence and learner language （linguistic）12. B. Chap 10. Toward a theory of second language acquisition13. M & M. Chap 3. Linguistics and language learning: the Universal Grammar approach14. M & M. Chap 4. Cognitive approaches to second language learning15. M & M. Chap 5. Functional/pragmatic perspectives on second language learning16. M & M. Chap 6. Input and interaction in second language learning17. M & M. Chap 7. Sociocultural perspectives on second language learning18. M & M. Chap 8. Sociolinguistic perspectives19. M & M. Chap 9. ConclusionDescription of the Course:Teaching is the most complicated human undertaking, and teaching ESL is more so because it involves almost all the disciplines of human study that one can think of—linguistics, pragmatics, philosophy, psychology, cognition, culture, sociology, communication, education, and so on. Therefore, English teachers and English graduate students must assume a rational approach, secure a solid foundation in the rationales of all related theoretical models, and study and research the nature and characteristics of English learning and teaching so as to eliminate all irrationality, intuition, and recklessness in their teaching practices. (英语教学专业的研究生和英语教师必须具有这些相关学科和英语教学的理论知识，研究、了解和掌握英语教与学的性质、特点和规律，从而避免非理性、直觉性和盲目性，科学地指导英语教与学的实践。

000 Computer science, Knowledge & systems 计算机科学, 知识 &系统010 Bibliographies 目录学020 Library & information sciences 图书馆与信息科学030 Encyclopedias & books of facts 普通百科全书040 [Unassigned] 未指定050 Magazines, journals & serials 杂志, 期刊 & 连续性出版品060 Associations, organizations & museums 会社, 组织与博物馆学070 News media, journalism & publishing 新闻媒体、新闻业与出版业080 Quotations 论集090 Manuscripts & rare books 原始手稿与善本书100 Philosophy 哲学110 Metaphysics 形而上学（玄学、抽象论）120 Epistemology认识论130 Parapsychology & occultism心灵玄学 & 神秘学140 Philosophical schools of thought 哲学派别的观点150 Psychology 心理学160 Logic 论理学170 Ethics 伦理学180 Ancient, medieval & Oriental philosophy 古代、中世纪与东方哲学190 Modern western philosophy 近代西方哲学200 Religion 宗教210 Philosophy & theory of religion 宗教的哲理和理论220 The Bible 圣经230 Christianity & Christian theology 基督教与基督教徒的神学240 Christian practice & observance 基督教的实践与遵守行为准则250 Christian pastoral practice & religious orders 基督教的神职工作与地方教会260 Christian organization, social work & worship 基督教的组织, 社会与礼拜仪式270 History of Christianity 基督教的历史280 Christian denominations 基督教之教派290 Other religions 其它宗教300 Social sciences, sociology & anthropology 社会科学, 社会学, 人类学310 Statistics 统计学320 Political science 政治学330 Economics 经济学340 Law 法律350 Public administration & military science 公共行政、政府行政机关与军事科学(兵学) 360 Social problems & social services 社会问题与社会服务370 Education 教育380 Commerce, communications & transportation 商业贸易、通讯与运输390 Customs, etiquette & folklore 风俗、礼节、民俗400 Language 语言410 Linguistics 语言文字学420 English & Old English languages 英语与古老的英语(盎格鲁萨克逊语言)430 German & related languages 德语(日耳曼语, 条顿民族) & 相关语言440 French & related languages 法语(罗曼斯语) & 相关语言450 Italian, Romanian & related languages 意大利语、罗马尼亚语 & 相关语言460 Spanish & Portuguese languages 西班牙语与葡萄牙语470 Latin & Italic languages 拉丁语 & 意大利语480 Classical & modern Greek languages 古希腊语 & 现代希腊语490 Other languages 其它语言500 Science 自然科学510 Mathematics 数学520 Astronomy 天文学530 Physics 物理学540 Chemistry 化学550 Earth sciences & geology 地球科学与地质学560 Fossils & prehistoric life 化石与史前生活570 Life sciences ; Biology 生命科学 ; 生物学580 Plants (Botany) 植物学590 Animals(Zoology) 动物学600 Technology 应用科学 (工艺学)610 Medicine & health 医学与健康620 Engineering 工程学630 Agriculture 农业640 Home & family management 家与家庭的管理(家政与家务)650 Management & public relations 管理与公共关系660 Chemical engineering 化学工程670 Manufacturing 制造工业680 Manufacture for specific uses 特定用途产品之制造690 Buildings & construction 建筑物与建造术700 Arts 艺术、美术710 Landscaping & area planning 景观美化与地区规划720 Architecture 建筑术730 Sculpture, ceramics & metalwork 雕塑, 制陶与金属制品740 Drawing & decorative arts 图画(描绘、素描、制图)与装饰性艺术750 Painting 绘画艺术(油画、水彩画等)760 Graphic arts 平面艺术(制版、印刷)770 Photography & computer art 摄影术与计算机艺术780 Music 音乐790 Sports, games & entertainment 运动, 游戏与休闲娱乐800 Literature, rhetoric & criticism 文学, 修辞学与评论810 American literature in English 美国英语文学820 English & Old English literatures 英语与古英语文学(盎格鲁萨克逊语的文学) 830 German & related literatures 德语文学(日耳曼语文学)与相关文学840 French & related literatures 法语文学(罗曼斯语文学)与相关文学850 Italian, Romanian related literatures 意大利语文学、罗马尼亚语文学与相关文学860 Spanish & Portuguese literatures 西班牙语与葡萄牙语文学870 Latin & Italic literatures 拉丁语文与意大利语文学880 Classical & modern Greek literatures 古典与现代希腊语文学890 Other Literatures 其它语言文学900 History 历史910 Geography & travel 地理与旅游920 Biography & genealogy 传记与宗谱930 History of ancient world (to ca. 499) 古代世界历史(约公元499年以前)940 History of Europe 欧洲历史950 History of Asia 亚洲历史960 History of Africa 非洲历史970 History of North America 北美洲历史980 History of South America 南美洲历史990 History of other areas 其它区域历史。

21内容提要霍姆斯的这篇文章一直被翻译研究界视为具有划时代的重要意义。

两千多年以来，人们对翻译的方方面面进行了不懈的探讨，但对翻译研究作为一门学科的研究对象、研究范围以及研究方法却不甚明了，或莫衷一是。

首先，霍姆斯提出将翻译研究（Translation Studies ）作为学科的称谓，并强调翻译研究是一门经验学科，研究对象是翻译活动（过程）和翻译作品；翻译研究的功能是不仅要探讨如何翻译，同时还要描述翻译现象和行为，解释、甚至预测未来的翻译。

更重要的是，霍姆斯第一次详尽地描绘出翻译研究的结构图（见下页）。

对照这个图可以发现，翻译研究的领域比我们传统想像的要宽阔得多。

黑体是我国研究较为深入的领域，而下划线表示还有待加强。

此外，还有一些未开垦的处女地。

这个结构图同时表示了翻译研究自下而上的发展路径：首先作者简介詹姆斯·霍姆斯（James Holmes )，著名的翻译理论家。

生于美国艾奥瓦中部，曾就读于威廉·潘学院和布朗大学；1949年作为富布赖特交换教师到荷兰国际学院任教，1950年移居阿姆斯特丹，以自由编辑和诗歌翻译为业。

1956年以非本族语使用者身份荣获翻译大奖，1964年任阿姆斯特丹大学翻译研究高级讲师。

发表多篇有关翻译的论文，《翻译研究名与实》（The Name and Nature of Translation Studies, 1972)第一次比较完整系统地界定了翻译研究作为一个跨学科的研究领域，成为当代翻译研究划时代的重要文献，得到国际译界的普遍认可。

本篇选自James Holmes 的Translated! Papers on Literary and Translation Studies ，由Rodopi 出版社于1994年出版。

第一章翻译研究名与实The Name and Nature of Translation Studies 1 James S. Holmes当代西方翻译研究原典选读22翻译史与翻译研究方法论是翻译实践和翻译活动本身，然后是对翻译现象的客观描述，然后是概括出规律，形成翻译原则，抽象成为翻译理论。

第1篇Date: March 15, 2023Time: 2:00 PM - 4:30 PMLocation: Conference Room B, Education BuildingFacilitator: Dr. Emily ZhangParticipants:- Mr. Wang, Head of the English Department- Ms. Li, Senior English Teacher- Ms. Wu, Junior English Teacher- Mr. Zhang, Language Lab Coordinator- Ms. Chen, Curriculum Developer- Ms. Yang, Educational TechnologistIntroduction:The English Teaching and Research Class was organized to discuss recent trends in English language teaching, share innovative teaching methods, and explore the integration of technology in the classroom. The focus was on enhancing student engagement and improving language proficiency.Agenda:1. Opening Remarks by Dr. Emily Zhang2. Current Trends in English Language Teaching3. Innovative Teaching Methods4. Technology Integration in the Classroom5. Student Engagement and Assessment6. Group Discussions and Sharing7. Conclusion and Next Steps1. Opening Remarks by Dr. Emily ZhangDr. Zhang welcomed the participants and emphasized the importance of continuous professional development in the field of English language teaching. She highlighted the need to adapt to the changing educational landscape and explore new ways to engage students.2. Current Trends in English Language TeachingMs. Li presented the latest trends in English language teaching, which included:- Flipped Classroom: Where students learn new concepts outside of the classroom and then apply them in class discussions.- Project-Based Learning: Encouraging students to work on real-world projects that require them to use English in practical situations.- Gamification: Incorporating games and interactive elements to make learning more enjoyable and motivating.3. Innovative Teaching MethodsMr. Wang shared some innovative teaching methods that have been successful in his classroom:- Collaborative Learning: Pairing students with different language abilities to work on tasks together, promoting peer learning.- Language Learning Journals: Encouraging students to reflect on their learning experiences and set personal goals.- Storytelling: Using storytelling to make language learning more relatable and memorable.4. Technology Integration in the ClassroomMs. Wu discussed the effective use of technology in the classroom:- Interactive Whiteboards: Facilitating dynamic lessons and engaging students visually.- Online Learning Platforms: Providing students with access toadditional resources and allowing for flexible learning.- Educational Apps: Utilizing apps for vocabulary building, grammar practice, and pronunciation exercises.Mr. Zhang, the Language Lab Coordinator, demonstrated the use of language learning software and explained how it could be integrated into regular lessons.5. Student Engagement and AssessmentMs. Chen focused on strategies to enhance student engagement and assessment methods:- Differentiated Instruction: Tailoring lessons to meet the individual needs of students.- Formative Assessment: Regularly assessing student progress to inform teaching and learning.- Reflective Feedback: Providing students with constructive feedbackthat encourages growth and improvement.6. Group Discussions and SharingThe participants were divided into small groups to discuss the following topics:- How to effectively incorporate technology into the classroom.- Best practices for assessing speaking and listening skills.- Strategies for engaging reluctant learners.Each group shared their findings and received feedback from the other groups.7. Conclusion and Next StepsDr. Zhang summarized the key points discussed during the session and highlighted the importance of collaboration and ongoing professional development. The following next steps were agreed upon:- Develop a plan for integrating technology into the curriculum.- Implement a pilot program for differentiated instruction.- Organize a workshop on formative assessment techniques.Participants' Feedback:- Mr. Wang: "The session was very informative. I learned a lot about new teaching methods and technology integration."- Ms. Li: "I appreciate the opportunity to share ideas with my colleagues. It's always great to see what others are doing and learn from their experiences."- Ms. Wu: "The group discussions were very helpful. I feel more confident about using technology in my lessons."- Mr. Zhang: "The session was well-organized and the facilitator did a great job. I look forward to the next workshop."Conclusion:The English Teaching and Research Class was a successful event that provided valuable insights into the latest trends and innovative practices in English language teaching. The participants left with new ideas and strategies to enhance their teaching and improve student learning outcomes.第2篇Date: March 15, 2023Time: 2:00 PM - 5:00 PMLocation: School of English, Greenfield UniversityParticipants:- Dr. Jane Smith, Head of English Department- Mr. John Doe, Senior English Teacher- Ms. Emily Johnson, Junior English Teacher- Ms. Lisa Lee, Head of Teaching and Learning Unit- Ms. Sarah Wang, Assistant Professor of Linguistics- Five English teachers from different schoolsAgenda:1. Introduction of the seminar2. Sharing of best practices in English teaching3. Discussion on challenges and solutions in English language learning4. Group activities and brainstorming5. Feedback and recommendations6. Closure and future plans1. Introduction of the seminarDr. Jane Smith opened the seminar by welcoming all participants and highlighting the importance of continuous professional development in the field of English language teaching. She emphasized that the aim of the seminar was to foster a collaborative environment where teachers could share their experiences, learn from each other, and explore innovative teaching methods.2. Sharing of best practices in English teachingMr. John Doe began the session by sharing his experience inincorporating technology into his English classes. He discussed how the use of interactive whiteboards and educational apps has enhanced student engagement and improved learning outcomes. Mr. Doe also highlighted the importance of project-based learning and how it encourages students to apply their language skills in real-life contexts.Ms. Emily Johnson followed with a presentation on the benefits offlipped classrooms. She explained how this approach allows students to access instructional content outside of the classroom, freeing up class time for interactive activities and discussions. Ms. Johnson shared specific strategies for creating engaging video lessons and encouraged teachers to use a variety of multimedia resources.3. Discussion on challenges and solutions in English language learningThe group then engaged in a lively discussion on the challenges they face in teaching English. Common concerns included:- Lack of resources: Many teachers mentioned the limited availability of educational materials, particularly in rural or underprivileged areas.- Student motivation: Teachers discussed the importance of creating a supportive and engaging learning environment to keep students motivated.- Assessment methods: There was a consensus that traditional testing methods often do not accurately reflect students' language proficiency.To address these challenges, the group proposed several solutions:- Resource sharing: Teachers agreed to create a shared database of educational resources to help each other access materials more easily.- Innovative teaching methods: The group brainstormed ideas foractivities that could boost student motivation, such as role-playing, debates, and collaborative projects.- Alternative assessment methods: Teachers discussed the possibility of using portfolios, presentations, and performance-based assessments to better evaluate student learning.4. Group activities and brainstormingThe seminar continued with a series of group activities designed to encourage collaboration and creativity. Each group was tasked with identifying a specific challenge in English language teaching and brainstorming innovative solutions. The groups shared their ideas with the larger group, leading to a rich exchange of ideas and best practices.5. Feedback and recommendationsMs. Lisa Lee facilitated a feedback session where participants provided constructive criticism and suggestions for improvement. Key recommendations included:- Regular seminars and workshops: Teachers requested more opportunities for professional development and networking.- Collaboration with experts: The group suggested inviting linguists, educational psychologists, and other experts to share their insights.- Policy support: Teachers called for better resources and support from the administration to improve the quality of English language education.6. Closure and future plansDr. Jane Smith concluded the seminar by summarizing the key points discussed and expressing her gratitude to all participants for their contributions. She announced that a follow-up meeting would be scheduled to discuss the implementation of the recommendations and to plan future seminars.Conclusion:The English Teaching and Research Class Seminar was a successful event that provided a valuable opportunity for teachers to share their experiences, learn from each other, and explore innovative approaches to English language teaching. The collaborative spirit and enthusiasm of the participants bode well for the future of English language education in our schools.第3篇Date: [Insert Date]Time: [Insert Time]Location: [Insert Location]Participants: [List of Participants]---I. IntroductionThe English Research and Development class commenced with a brief introduction by the instructor, highlighting the objectives of the session. The focus was to discuss innovative teaching methods, explore current educational trends, and share practical strategies for enhancing English language learning in the classroom.II. Opening RemarksInstructor: Good morning, everyone. Today's session is designed tofoster a collaborative environment where we can share our experiences and insights into English language teaching. Our goal is to explore new methods and techniques that can be implemented in our classrooms to improve student engagement and learning outcomes.III. Discussion TopicsA. Technology Integration1. Introduction to Technology in English Language Teaching- Participant A: I agree that technology plays a crucial role in modern English language teaching. Tools like interactive whiteboards, educational apps, and online platforms can make learning more engaging and interactive.- Participant B: Absolutely, but it's important to use technology appropriately. It should complement traditional teaching methods rather than replace them.2. Case Study: Flipped Classroom- Participant C: I've tried the flipped classroom approach and found it very effective. Students watch videos at home, and class time is usedfor activities and discussions.- Instructor: That's a great example. The flipped classroom model allows for more personalized learning and can help students develop independent learning skills.B. Student-Centered Learning1. Understanding Student-Centered Pedagogy- Participant D: Student-centered learning is all about empowering students to take control of their learning. It's not just about the teacher delivering information.- Instructor: Precisely. This approach encourages critical thinking and problem-solving skills.2. Group Work and Collaborative Learning- Participant E: Collaborative learning is a fantastic way to foster teamwork and communication skills. I've seen students really shine when they work together on projects.- Instructor: It's also important to provide clear guidelines and structures for group work to ensure that it's productive and inclusive.C. Assessment and Feedback1. Traditional vs. Alternative Assessment Methods- Participant F: Traditional tests and quizzes are still important, but we should also consider alternative assessment methods like presentations, portfolios, and reflective essays.- Instructor: Absolutely. Alternative assessments can provide a more holistic view of a student's abilities and achievements.2. Providing Constructive Feedback- Participant G: Feedback is key to student progress. It should be specific, timely, and focused on both strengths and areas for improvement.- Instructor: I couldn't agree more. Constructive feedback can motivate students and help them understand how to improve.IV. Breakout SessionsParticipants were divided into small groups to discuss specific topicsin more depth:Group 1: Technology Integration- Discussion Points: Best practices for integrating technology, challenges faced, and successful case studies.Group 2: Student-Centered Learning- Discussion Points: Strategies for implementing student-centered learning, challenges, and benefits observed.Group 3: Assessment and Feedback- Discussion Points: Alternative assessment methods, providing effective feedback, and evaluating student progress.V. Group ReportsEach group presented their findings to the larger group:Group 1 Report:- Summary: The group highlighted various technological tools and resources that can be used in English language teaching, includingdigital storytelling, gamification, and virtual reality.Group 2 Report:- Summary: The group emphasized the importance of creating a supportive learning environment where students feel empowered to take risks and learn from their mistakes.Group 3 Report:- Summary: The group discussed different types of alternative assessments and the importance of providing constructive feedback that encourages student growth.VI. Conclusion and Next StepsInstructor: Thank you, everyone, for your insightful contributions. It's clear that there are many innovative approaches to English language teaching that we can implement in our classrooms. Let's continue to share our experiences and support each other in our professional development.Next Steps:- Participants will create an action plan outlining specific strategies and techniques they plan to implement in their teaching practice.- A follow-up session will be scheduled in [insert time frame] to discuss progress and share experiences.VII. AdjournmentThe English Research and Development class concluded with a sense of excitement and motivation. Participants left with a wealth of new ideas and a renewed commitment to enhancing their teaching practices.---End of Record。

托福听力tpo57section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (4)译文 (4)Lecture3 (6)原文 (6)题目 (8)答案 (10)译文 (10)Conversation2原文NARRATOR:Listen to a conversation between a student and a librarian.FEMALE LIBRARIAN:Hi,can I help you?MALE STUDENT:I hope so.FEMALE LIBRARIAN:OK…MALE STUDENT:I need to find an article in a journal called Contemporary Research in Linguistics,and I’ve looked all over the stacks for it,but I can’t find it anywhere. Could you look to see if it’s been checked out?FEMALE LIBRARIAN:OK,that may not be the problem.MALE STUDENT:But I just checked the computer catalog over there,and it’s listed there,and it says it’s available.FEMALE LIBRARIAN:When you looked up the book locator number,did you see the letters L-A-N?MALE STUDENT:Oh,OK,yeah I saw that,but I didn’t know what it meant.FEMALE LIBRARIAN:Oh that means it’s in the language department library.We don’t have it here.MALE STUDENT:Oh…FEMALE LIBRARIAN:Yes,the university actually has nine libraries,so you always have to check the library code when you’re looking for a book.MALE STUDENT:Oh,OK.…But it is available,but not in this library?FEMALE LIBRARIAN:Right.But we do have a number of other linguistics journals here.MALE STUDENT:No,I need this one specifically;this article’s mentioned in a bunch of other articles I’ve already read,and I wanted to have a look at the original—this one—you know,in case there’s more stuff I could use in my paper.FEMALE LIBRARIAN:OK,well you know all the university libraries share their resources,so if you like I could call the language department library and ask them to send it over,and we’d have it for you here oh day after tomorrow around noon.MALE STUDENT:Oh I appreciate that,but I can’t wait that long.I need this article for a paper I’m writing that’s due the day after tomorrow.Uh,could you tell me where the language department library is?FEMALE LIBRARIAN:Sure.It’s on the other campus,in the basement of Pearson Hall, across from the listening lab.But I doubt you’d be able to make it over there in time today.MALE STUDENT:No,especially since I don’t have a car.But my sister does,and I’m pretty sure she’d let me borrow it…If I go over there first thing tomorrow morning,will I be able to check it out right away?FEMALE LIBRARIAN:I don’t see why not.Just make sure you have your student ID with you.MALE STUDENT:OK.That’s what I’ll do then.Thank you very much.FEMALE LIBRARIAN:Sure.题目1.Why does the man go to talk to the librarian?A.To get directions to another library branchB.To find out if his request for a journal has been processedC.To get help locating a source for his research paperD.To obtain a list of the linguistics journals the library carries2.What does the man learn about the library’s computer catalog?A.It shows listings from several libraries.B.Its information is updated every other day.C.It requires that the user enter a special code.D.It lists only a few of the journals carried by the university library system.3.What does the librarian offer to do to help the man?A.Print out a list of other linguistics journalsB.Request the journal from another libraryC.Find out which library carries linguistics journalsD.Find out the hours of the language department library4.Why does the man need to talk to his sister?A.To ask her if he can borrow her carB.To ask her for a ride to Pearson HallC.To ask her to bring his student ID card from homeD.To ask her to check out a journal from the language department library5.What does the librarian imply when she says this?A.She doubts that the man can finish his paper on time.B.She thinks it may be difficult for the man to find the listening lab.C.The language department library will be closing soon.D.The man can get the linguistics journal later today.答案C A B A C译文旁白：听学生和图书管理员之间的对话。

The published works of M. A. K. Halliday I. Included in The Collected Works of M. A. K. Halliday(Continuum Books), edited by Jonathan J. Webster.Volume One: On Grammar (2002)1. Halliday, M. A. K. (1957) ‘Some aspects of systematic description and compari-son in grammatical analysis’, Studies in Linguistic Analysis, Special V olume of the Philological Society. Blackwell, 54–67.2. Halliday, M. A. K. (1961) ‘Categories of the theory of grammar’, Word, 17.3.,241–92.3. Halliday, M. A. K. (1963) ‘Class in relation to the axes of chain and choice inlanguage’, Linguistics, 2., 5–15.4. Halliday, M. A. K. (1966) ‘Lexis as a linguistic level’. In C. E. Bazell et al. (eds)In Memory of J. R. Firth. Longman, 148–62.5. Halliday, M. A. K. (1966) ‘Some notes on ‘deep’ grammar’, Journal ofLinguistics, 2.1., 57–67.6. Halliday, M. A. K. (1966) ‘The concept of rank: a reply’, Journal of Linguistics,2.1., 110–118.7. Halliday, M. A. K. (1970) ‘Language structure and language function’. In JohnLyons (ed.) New Horizons in Linguistics. Penguin, 140–165.8. Halliday, M. A. K. (1979) ‘Modes of meaning and modes of expression: typesof grammatical structure and their determination by different semantic func-tions’. In D. J. Allerton et al. (eds) Function and Context in Linguistic Analysis.Cambridge University Press, 57–79.9. Halliday, M. A. K. (1981) ‘Text semantics and clause grammar: some patternsof realization’. In James E. Copeland and Philip W. Davies (eds) The Seventh LACUS Forum 1980. Linguistic Association of Canada and the United States, 31–59.10. Halliday, M. A. K. (1982) ‘How is a text like a clause?’ In Sture Allen (ed.)Text Processing: text analysis and generation, text typology and attrition(Proceedings of Nobel Symposium 51). Almqvist and Wiksell, 209–47.11. Halliday, M. A. K. (1984) ‘On the ineffability of grammatical categories’. InAlan Manning, et al. (eds) The Tenth LACUS Forum. John Benjamins, 3–18. 12. Halliday, M. A. K. (1985) ‘Dimensions of discourse analysis: grammar’, TheHandbook of Discourse Analysis, Vol. 2: Dimensions of Discourse. Academic Press, 29–56.13. Halliday, M. A. K. (1987) ‘Spoken and written modes of meaning’,Comprehending Oral and Written Language. Academic Press, 55–82.14. Halliday, M. A. K. (1992) ‘How do you mean?’. In Martin Davies and LouiseRavelli (eds) Advances in Systemic Linguistics: Recent Theory and Practice.Pinter, 20–35.1028Continuing Discourse on Language15. Halliday, M. A. K. (1996) ‘On grammar and grammatics’. In Ruqaiya Hasan, etal. (eds) Functional Descriptions: Theory in Practice. John Benjamins, 1–38. 16. Halliday, M. A. K. (1998) ‘Grammar and daily life: concurrence and comple-mentarity’. In Tuen A. van Dijk (ed.) Functional Approaches to Language,Culture and Cognition. John Benjamins, 221–37.17. Halliday, M. A. K. (2002) ‘Introduction: a personal perspective’. In JonathanJ. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 1, On Grammar.Continuum, 1–16.Volume Two: Linguistic Studies of Text and Discourse (2002)18. Halliday, M. A. K. (1964) ‘Descriptive linguistics in literary studies’. In AlanDuthie (ed.) English Studies Today: Third Series. Edinburgh University Press, 23–39.19. Halliday, M. A. K. (1964) ‘The linguistic study of literary texts’. In Horace Lunt(ed.) Proceedings of the Ninth International Congress of Linguists, Cambridge, MA, 1962. Mouton, 302–307.20. Halliday, M. A. K. (1971) ‘Linguistic function and literary style: an inquiry intothe language of William Golding’s The Inheritors’. In Seymour Chatman (ed.) Literary Style: a Symposium. Oxford University Press, 330–68.21. Halliday, M. A. K. (1977) ‘Text as semantic choice in social context’. In TeunA. van Dijk and János S. Petöfi (ed.) Grammars and Descriptions. Walter deGruyter, 176–226.22. Halliday, M. A. K. (1982) ‘The de-automatization of grammar: from Priestley’sAn Inspector Calls’. In John M. Anderson (ed.) Language Form and Linguistic Variation: Papers Dedicated to Angus McIntosh. John Benjamins, 129–59.23. Halliday, M. A. K. (1987) ‘Poetry as scientifi c discourse: the nuclear sectionsof Tennyson’s In Memoriam’. In David Birch and Michael O’Toole (eds)Functions of Style. Pinter, 31–44.24. Halliday, M. A. K. (1990) ‘The construction of knowledge and value in thegrammar of scientifi c discourse: with reference to Charles Darwin’s The Origin of Species’. In Clotilde de Stasio, et al. (eds) La Rappresentazione Verbalee Iconica: Valori Estetici E Funzionali. Atti del XI Congresso Nazionaledell’Associazzione Italiana di Anglistica, Bergamo, 24 e 25 Ottobre 1988.Guerini Studio (Milan), 57–80.25. Halliday, M. A. K. (1992) ‘Some lexicogrammatical features of the ZeroPopulation Growth text’. In William C. Mann and Sandra A. Thompson (eds) Discourse Description: Diverse Linguistic Analysis of a Fund-raising Text. John Benjamins, 327–58.26. Halliday, M. A. K. (1994) ‘So you say ‘pass’… thank you three muchly’. InAllen D. Grimshaw (ed.) What’s Going on Here? Complementary Studies of Professional Talk. Ablex, 175–229.Volume Three: On Language and Linguistics (2003)27. Halliday, M. A. K. (1964) ‘Syntax and the consumer’. In C. I. J. M. StuartReport of the Fifteenth Annual (First International) Round Table Meetingon Linguistics and Language Studies, Monograph Series on Languages andLinguistics 17. Georgetown University Press, 11–24.The published works of M.A.K. Halliday 1029 28. Halliday, M. A. K. (1967) Grammar, Society and the Noun, lecture given atUniversity College London on 24 November 1966. H. K. Lewis (for University College London).29. Halliday, M. A. K. (1969) ‘A brief sketch of systemic grammar’, LaGrammatica; La Lessicologia. Bulzoni Editore.30. Halliday, M. A. K. (1972) ‘Towards a Sociological Semantics’, Working Papersand Prepublications C014. Centro Internazionale di Semiotica e Linguistica, University di Urbino.31. Halliday, M. A. K. (1973) ‘The functional basis of language’. In Basil Bernstein(ed.) Applied Studies towards a Sociology of Language, Vol. 2, Class, Codes and Control. Routledge and Kegan Paul, 343–66.32. Halliday, M. A. K. (1975) ‘The context of linguistics’. In Francis P. Dinneen(ed.) Report of the Twenty-fi fth Annual Round Table Meeting on Linguisticsand Language Studies, Monograph Series on Language and Linguistics 17.Georgetown University Press.33. Halliday, M. A. K. (1977) ‘Ideas about language’, Occasional Papers, 1., 32–55.34. Halliday, M. A. K. (1985) ‘Systemic background’. In James D. Benson andWilliam S. Greaves (eds) Systemic Perspective on Discourse, Vol. 1: Selected Theoretical Papers from the Ninth International Systemic Workshop, Advances in Discourse Processes 15. Ablex Publishing, 1–15.35. Halliday, M. A. K. (1987) ‘Language and the order of nature’. In N. Fabb, et al.(eds) The Linguistics of Writing: Arguments between Language and Literature.Manchester University Press, 135–54.36. Halliday, M. A. K. (1990) ‘New ways of meaning: the challenge to appliedlinguistics’, Journal of Applied Linguistics, 6, Ninth World Congress of Applied Linguistics Special Issue. The Greek Applied Linguistics Association (GALA) (Thessaloniki), 7–36.37. Halliday, M. A. K. (1992) ‘Systemic grammar and the concept of a ‘science oflanguage’’, Waiguoyu (Journal of Foreign Languages), No. 2 (General Serial No. 78), 1–9.38. Halliday, M. A. K. (1992) ‘The act of meaning’. In James E. Alatis (ed.)Georgetown University Round Table on Languages and Linguistics: Language, Communication and Social Meaning. Georgetown University Press, 7–21.39. Halliday, M. A. K. (1992) ‘The history of a sentence’. In Vita Fortunati (ed.) laCultura Italiana e le Letterature Straniere Moderne, V ol. 30. A. Longo Editore (Ravenna), 29–45.40. Halliday, M. A. K. (1993) ‘Language in a changing world’, Occasional Papers,13.41. Halliday, M. A. K. (1994) ‘On language in relation to the evolution of humanconsciousness’. In Sture Allen (ed.) Of Thoughts and Words (Proceedings ofNobel Symposium 92: the Relation between Language and Mind). ImperialCollege Press.42. Halliday, M. A. K. (1994) ‘Systemic theory’. In R. E. Asher (ed.) Encyclopediaof Language and Linguistics, V ol. 8. Pergamon Press.1030Continuing Discourse on Language43. Halliday, M. A. K. (1995) ‘A recent view of ‘missteps’ in linguistic theory’,Functions of Language, 2.2. John Benjamins Publishing Co., 249–67.44. Halliday, M. A. K. (1997) ‘Linguistics as metaphor’. In Anne-Marie Simon-Vandenbergen, et al. (eds) Reconnecting Language: Morphology and Syntax in Functional Perspectives. John Benjamins Publishing Co., 3–27.45. Halliday, M. A. K. (2001) ‘Is the grammar neutral? Is the grammarian neutral?’.In Jessica de Villiers and Robert J. Stainton (eds) Communication in Linguistics: Papers in Honour of Michael Gregory. Editions duGref (Toronto).46. Halliday, M. A. K. (2003) ‘On the ‘architecture’ of human language’. InJonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 3, OnLanguage and Linguistics. Continuum, 1–32.Volume Four: The Language of Early Childhood (2003)47. Halliday, M. A. K. (1969) ‘Relevant models of language’, The State ofLanguage, Educational Review, University of Birmingham, 22.1. CarfaxPublishing, 26–37.48. Halliday, M. A. K. (1974) ‘A sociosemiotic perspective on language develop-ment’, Bulletin of the School of Oriental and African Studies (W. H. Whiteley Memorial Volume), 37.1. The School of Oriental and African Studies, 98–118. 49. Halliday, M. A. K. (1975) ‘Into the adult language’, Learning how to Mean:Explorations in the Development of Language, in the series Explorations in the study of Language. Edward Arnold, 82–119.50. Halliday, M. A. K. (1975) ‘Learning how to mean’. In Eric Lennebergand Elizabeth Lennebery (eds) Foundations of Language Development: aMultidisciplinary Perspective. Academic Press, 239–65.51. Halliday, M. A. K. (1975) ‘The social context of language development’,Learning how to Mean: Explorations in the Development of Language, in the series Explorations in the study of Language. Edward Arnold, 120–45.52. Halliday, M. A. K. (1976) ‘Early language learning: a sociolinguistic approach’.In William C. McCormack and Stephen A. Wurm (eds) Language and Man,Anthropological Issues. Mouton de Gruyter, 97–124.53. Halliday, M. A. K. (1978) ‘Meaning and the construction of reality in earlychildhood’. In Herbert L. Pick, et al. (eds) Modes of Perceiving and Processing of Information. Lawrence Erlbaum Associates, 67–96.54. Halliday, M. A. K. (1979) ‘On the development of texture in child language’. InTerry Myers (ed.) The Development of Conversation and Discourse. Edinburgh University Press, 72–87.55. Halliday, M. A. K. (1979) ‘One child’s protolanguage’. In Margaret Bullowa(ed.) Before Speech: the Beginnings of Interpersonal Communication.Cambridge University Press, 171–90.56. Halliday, M. A. K. (1979) ‘The ontogenesis of dialogue’. In Wolfgang U.Dressler (ed.) Proceedings of the Twelfth International Congress of Linguists, Innsbruck, 1978. Innsbrucker Beiträge zur Aprachwissenschaft, 539–44.57. Halliday, M. A. K. (1980) ‘The contribution of developmental linguistics to theinterpretation of language as a system’, The Nordic Languages and ModernThe published works of M.A.K. Halliday 1031 Linguistics: Proceedings of the Fourth International Conference of Nordic andGeneral Linguistics, Oslo, 1980, 1–18.58. Halliday, M. A. K. (1980) ‘Three aspects of children’s language development:learning language, learning through language, learning about language’. InYetta M. Goodman, et al. (eds) Oral and Written Language Development:Impact on Schools, Proceedings from the 1979 and 1980 IMPACT Conferences.International Reading Association (Newark), 7–19.59. Halliday, M. A. K. (1983) ‘On the transition from child tongue to mothertongue’, Australian Journal of Linguistics, 3.2. The Australian LinguisticSociety, 201–16.60. Halliday, M. A. K. (1984) ‘Language as code and language as behaviour: asystemic-functional interpretation of the nature and ontogenesis of dialogue’.In R. P. Fawcett, et al. (eds) The Semiotics of Culture and Language, Vol. 1,Language As Social Semiotic. Frances Pinter Publishers Ltd, 3–35.61. Halliday, M. A. K. (1991) ‘The place of dialogue in children’s constructionof meaning’. In SorIn Stati, et al. (eds) Dialoganalyse III: Referate der 3,Arbeitstgung. Max Niemeyer Verlag GmbH, 417–30.62. Halliday, M. A. K. (1993) ‘Towards a language-based theory of learning’,Linguistics and Education, 5.2. Elsevier Science, 93–116.63. Halliday, M. A. K. (1998) ‘Representing the child as a semiotic being’, paperpresented at the conference ‘Representing the Child’, Monash University, 2–3 October 1998.64. Halliday, M. A. K. (1999) ‘Grammar and the construction of educationalknowledge’. In Barry Asker, et al. (eds) Language Analysis Description andPedagogy. Language Centre, Hong Kong University of Science and Technology, 70–87.Volume Five: The Language of Science (2004)65. Halliday, M. A. K. (1988) ‘On the language of physical science’. In MohsenGhadessy Registers of Written English: Situational Factors and LinguisticFeatures. Pinter.66. Halliday, M. A. K. (1989) ‘Some grammatical problems in scientifi c English’,Symposium in Education. Society of Pakistani English Language Teachers,Karachi: SPELT.67. Halliday, M. A. K. and Martin, James. (1993) ‘Writing science: literacyand discursive power’, Writing Science: Literacy and Discursive Power.RoutledgeFlamer.68. Halliday, M. A. K. (1995) ‘Language and the reshaping of human experience’,from the International Symposium of Critical Discourse Analysis, Athens,15–16 December 1995. Speech delivered at the offi cial ceremony for M.A.K.Halliday at the National and Kapodistrian University of Athens, Doctor Honoris Causa of the Faculty of English Studies, School of Philosophy, on 14 December 1995. Also appears in Offi cial Speeches, No. 44 in V ol. 31 (Athens, 2002),(period 1 September 1995–31 August 1997) Part A, 1995–6, pp. 1261–76.. 69. Halliday, M. A. K. (1997) ‘On the grammar of scientifi c English’. In CarolTaylor Torsello (ed.) Grammatica: Studi interlinguistici. Unipress (Padova).1032Continuing Discourse on Language70. Halliday, M. A. K. (1998) ‘Things and relations: regrammaticizing experienceas technical knowledge’. In James R. Martin and Robert Veel (eds) ReadingScience: Critical and Functional Perspectives on Discourse of Science.Routledge.71. Halliday, M. A. K. (1998) ‘Language and knowledge: the ‘unpacking’ of text’.In Desmond Allison, et al. (eds) Text in Education and Society. SingaporeUniversity Press and World Scientifi c (Singapore).72. Halliday, M. A. K. (1999) ‘The grammatical construction of scientifi c knowl-edge: the framing of the English clause’. In Rema Rossini Favretti, et al.(eds) Incommensurability and Translation: Kuhnian Perspectives on Scientifi c Communication and Theory Change. Edward Elgar (Cheltenham).73. Halliday, M. A. K. (2004) ‘How big is a language? On the power of language’.In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 5, The Language of Science. Continuum.Volume Six: Computational and Quantitative Studies (2005)74. Halliday, M. A. K. (1956) ‘The linguistic basis of a mechanical thesaurus, andits application to English preposition classifi cation’, Machine Translation, 3:3, December 1956. Massachusetts Institute of Technology, 81–88.75. Halliday, M. A. K. (1962) ‘Linguistics and machine translation’, Zeitschrift FürPhonetik Sprachwissenschaft Und Kommunikationsforschung, 15.1/2., 145–158.76. Halliday, M. A. K. (1991) ‘Corpus studies and probabilistic grammar’. InKarin Aijmer and Bengt Altenberg (eds) English Corpus Linguistics: Studies in Honour of Jan Svartvik. Longman.77. Halliday, M. A. K. (1991) ‘Language as system and language as instance:the corpus and a theoretical concept’, Directions in Corpus Linguistics:Proceedings of Nobel Symposium 82. Mouton de Gruyter.78. Halliday, M. A. K. (1991) ‘Towards probabilistic interpretations’. In EijaVentola (ed.) Trends in Linguistics: Functional and Systemic Linguistics:Approaches and Uses. Mouton de Gruyter.79. Halliday, M. A. K. and James, X. L. (1993) ‘A quantitative study of polarity andprimary tense in the English fi nite clause’. In John M. Sinclair (eds) Techniques of Description: Spoken and Written Discourse. Routledge.80. Halliday, M. A. K. (1993) ‘Quantitative studies and probabilities in gram-mar’. In Michael Hoey (ed.) Data, Description and Discourse: Papers on the English Language in Honour of John M. Sinclair on his Sixtieth Birthday.HarperCollins.81. Halliday, M. A. K. (1995) ‘Fuzzy grammatics: a systemic functional approachto fuzziness in natural language’, Proceedings of 1996 IEEE InternationalConference on Fuzzy Systems, The International Joint Conference of the Fourth IEEE International Conference on Fuzzy System and the Second International Fuzzy Engineering Symposium. IEEE: Piscataway NJ.82. Halliday, M. A. K. (1995) ‘On language in relation to fuzzy logic and intelligentcomputing’, Proceedings of 1995 IEEE International Conference on FuzzySystems, The International Joint Conference of the Fourth IEEE International Conference on Fuzzy System and the Second International Fuzzy Engineering Symposium. IEEE: Piscataway NJ.The published works of M.A.K. Halliday 1033 83. Halliday, M. A. K. (1995) ‘Computing meanings: some refl ections on past expe-rience and present prospects’, presented as plenary address at PACLING 95. 84. Halliday, M. A. K. (2002) ‘The spoken language corpus’. In Karin Aijmer andBengt Altenberg (eds) Proceedings of ICAME 2002: the Theory and Use ofCorpora, Göteborg, 22–26 May 2002. Editions Rodopi (Amsterdam).Volume Seven: Studies in English Language (2005)85. Halliday, M. A. K. (1963) ‘Intonation in English grammar’, Transactions of thePhilological Society. Blackwell Publishing Ltd, 143–169.86. Halliday, M. A. K. (1963) ‘The tones of English’, Archivum Linguisticum, 15.1.The Continuum International Publishing Company Ltd, 1–28.87. Halliday, M. A. K. (1966) ‘Notes on transitivity and theme in English, part 1’,Journal of Linguistics, 3.1, 1966. Cambridge University Press, 37–81.88. Halliday, M. A. K. (1967) ‘Notes on transitivity and theme in English, part 2’,Journal of Linguistics, 3, 1967. Cambridge University Press, 199–244.89. Halliday, M. A. K. (1968) ‘Notes on transitivity and theme in English, part 3’,Journal of Linguistics, 4.2, 1968. Cambridge University Press, 179–215.90. Halliday, M. A. K. (1969) ‘Options and functions in the English clause’, BrnoStudies in English, 8., 81–88.91. Halliday, M. A. K. (1970) ‘Functional diversity in language, as seen from aconsideration of modality and mood in English’, Foundations of Language:International Journal of Language and Philosophy, 6.3., 322–361.92. Halliday, M. A. K. (1976) ‘The teacher taught the student English: an essayin applied linguistics’. In Peter A. Reich (ed.) Second LACUS Forum 1975.Hornbeam Press (Columbia, S. C.), 334–9.93. Halliday, M. A. K. (1980) ‘On being teaching’. In Sidney Greenbaum, et al.(eds) Studies in English Linguistics: for Randolph Quirk. Longman.94. Halliday, M. A. K. (1985) ‘English intonation as a resource for discourse’,Festschrift in Honour of Arthur Delbridge: Beiträge Zur Phonetic andLinguistik, 48. Helmut Buske Publishers (Hamburg), 111–17.95. Halliday, M. A. K. (1985) ‘It’s a fi xed word order language is English’, ITLReview of Applied Linguistics, 67–8. K. U. Leuven, Department of Linguistics, 91–116.96. Halliday, M. A. K. (1998) ‘On the grammar of pain’, Functions of Language, 5,1. John Benjamins Publishing Co., 1–32.97. Halliday, M. A. K. (2005) ‘Towards an applicable description of the grammar ofa language’. In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday,Vol. 7, Studies in English Language. Continuum.Volume Eight: Studies in Chinese Language (in press)98. Halliday, M. A. K. (1959) the Language of the Chinese ‘Secret History of theMongols’, Publications of the Philological Society 17. Blackwell.99. Ellis, J. O. and Halliday, M. A. K. (unpublished ms.) ‘Temporal categories in themodern Chinese verb’.1034Continuing Discourse on Language100. H alliday, M. A. K. (unpublished ms.) ‘Some lexicogrammatical features of the dialects of the Pearl River Delta’.101. H alliday, M. A. K. (1980) ‘The origin and early development of Chinese pho-nological theory’. In R. E. Asher and Eugenie J. A. Henderson (eds) Towards a History of Phonetics. Edinburgh University Press, 123–139.102. H alliday, M. A. K. (1984) ‘Grammatical metaphor in English and Chinese’. In Beverly Hong (ed.) New Papers in Chinese Language Use, Contemporary China Papers 180. Australian National University Contemporary China Centre, 9–18. 103. H alliday, M. A. K. (1992) ‘A systemic interpretation of Peking syllable fi nal’. In Paul Tench (ed.) Studies in Systemic Phonology. Pinter Publishers, 100–123. 104. H alliday, M. A. K. (1993) ‘Analysis of scientifi c texts in English and Chinese’.In Kegi Hao (eds) Proceedings of the International Conference on Texts andLanguage Research, 29–31 March 1989. Xi’an Jiaotong University Press,90–97.105. H alliday, M. A. K. (1996) ‘Grammatical categories in modern Chinese’, Transactions of the Philological Society, 177–224.106. H alliday, M. A. K. (2001) ‘On the grammatical foundations of discourse’.In Ren Shaozeng, et al. (eds) Grammar and Discourse: Proceedings ofthe International Conference on Discourse Analysis. University of MacauPublications Centre, 47–58.Volume Nine: Language and Education (forthcoming)107. H alliday, M. A. K. and McIntosh, Angus. (1966) ‘General linguistics and its application to language teaching’, Patterns of Language: Papers in General,Descriptive and Applied Linguistics. Longman (Longmans Linguistics Library). 108. H alliday, M. A. K. (1967) ‘Linguistic and the teaching of English’. In James N.Britton (ed.) Talking and Writing: a Handbook of the Thematic Organization of the English Clause. Methuen (London), 80–90.109. H alliday, M. A. K. (1971) ‘A ‘linguistic approach’ to the teaching of the mother tongue?’ The English Quarterly, Canadian Council of Teachers of English, 4.2., 13–24.110. H alliday, M. A. K. (1972) ‘National language and language planning in a multi-lingual society’, East African Journal.111. H alliday, M. A. K. (1977) ‘Some thoughts on language in the middle school years’, English in Australia, 42., 3–16.112. H alliday, M. A. K. (1978) ‘Is learning a second language like learning a fi rst language all over again?’. In D. E. Ingram and T. J. Quinn (eds) LanguageLearning in Australian Society: Proceedings of the 1976 Congress of theApplied Linguistics Association of Australia. Australian International Press and Publications Pty Ltd, 3–19.113. H alliday, M. A. K. (1979) ‘Differences between spoken and written lan-guage: some implications for literacy teaching’. In Glenda Page, et al. (eds)Communication through Reading: Proceedings of the Fourth AustralianReading Conference. Australian Reading Association, 37–52.114. H alliday, M. A. K. (1979) ‘Some refl ections on language education in multi-lingual societies, as seen from the standpoint of linguistics’. 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[转]国外重要语⾔学类期刊⽬录1、ACTA LINGUISTICA HUNGARICA 《匈⽛利科学院语⾔学学报》匈⽛利QuarterlyISSN: 1216-8076AKADEMIAI KIADO, PRIELLE K U 19, BUDAPEST, HUNGARY, H-11172、AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 《美国⾔语病理学杂志》美国QuarterlyISSN: 1058-0360AMER SPEECH-LANGUAGE-HEARING ASSOC, 10801 ROCKVILLE PIKE, ROCKVILLE, USA, MD, 20852-32793、AMERICAN SPEECH 《美国语⾔》美国QuarterlyISSN: 0003-1283DUKE UNIV PRESS, 905 W MAIN ST, STE 18-B, DURHAM, USA, NC, 277014、APPLIED LINGUISTICS 《应⽤语⾔学》英国QuarterlyISSN: 0142-6001OXFORD UNIV PRESS, GREAT CLARENDON ST, OXFORD, ENGLAND, OX2 6DP5、APPLIED PSYCHOLINGUISTICS 《实⽤⼼理语⾔学》美国QuarterlyISSN: 0142-7164CAMBRIDGE UNIV PRESS, 32 AVENUE OF THE AMERICAS, NEW YORK, USA, NY, 10013-24736、BILINGUALISM-LANGUAGE AND COGNITION 《双语：语⾔与认知》美国Tri-annualISSN: 1366-7289CAMBRIDGE UNIV PRESS, 32 AVENUE OF THE AMERICAS, NEW YORK, USA, NY, 10013-24737、BRAIN AND LANGUAGE 《⼤脑与语⾔》美国MonthlyISSN: 0093-934XACADEMIC PRESS INC ELSEVIER SCIENCE, 525 B ST, STE 1900, SAN DIEGO, USA, CA, 92101-44958、CANADIAN MODERN 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