内容简介：
作为现代民族国家中“最典型的想象的共同体”，美国一直以来都在通过不断建构“他者”、不断反思进而重塑“自我”的动态过程确立其国家身份和民族认同。冷战结束后的美国因失去“他者”而陷入“自我”迷茫，也因传统价值观的衰落和多元文化主义的滥觞而引燃了内部的“文化战争”，还因新千年伊始的9•11事件使“美国必胜论”遭遇挑战。与此同时，美国学界也就“何为美国”与“我们是谁”展开了多方面的论战，从重申“神圣—世俗”、“多元族裔—统一民族”、“邪恶他者—正义自我”等共识的角度再次建构了美国的民族性。

11月21日晚，著名钢琴家谢亚鸥女士将莅临我校，不仅演奏名家名篇，更将现场指导教学。
想现场感受音乐艺术魅力，聆听名师分享艺术精髓，就一定不要错过——谢亚鸥的上外音乐课堂。
演奏曲目：前奏曲的世界：巴赫、德彪西、肖邦作品选

上外研究生学术训练营(语言学)

The status of tense in non-finite clauses in English is controversial; the issues in dispute are partly terminological (people disagree on what counts as a “tense”) and partly empirical (non-finite clauses differ in some respects from finite clauses vis à vis temporal interpretation but resemble finite clauses in other respects.) In Stowell (1981, 1982), I suggested that a subset of infinitival clauses (control complements and for-infinitives) contain a future-shifting “unrealized” tense. Hackl and Nissenbaum (2012) argue that the putative future-shifting tense is, at least in infinitival relative clauses, really a necessity or possibility modal. Wurmbrand (2014) adopts a similar position, arguing that infinitives may contain a counterpart to the future-shifting modal woll (Abusch 1997) but not true tense. Wurmbrand also discusses cases of infinitival complements of attitude verbs with simultaneous interpretations and argues against the presence of present tense on the basis of the fact that finite sequence-of-tense effects can operate across them.
Setting aside Wurmbrand’s arguments (which, I claim, rest on a flawed conception of ‘present tense,’) I argue for the existence of true past tense in non-finite clauses—both in infinitives and in “bare VP” complements of modals, in the form of the non-finite perfect. The argument is based partly on observations of Hofmann (1966), and partly on independent observations concerning non-finite analogs of sequence-of-tense with the non-finite perfect, as well as what appear to be counterfactual ‘fake past’ interpretations.
The debate about non-finite tense in English is in some respects parallel to the debate about whether tense exists in languages like Chinese and St’át’imcets, a Salishan language of British Columbia. A widely held traditional view is that such languages lack true tenses in the traditional sense, and that they rely on a combination of verbal aspect, time-denoting adverbs, and/or pragmatic reasoning based on contextual information to draw inferences about the temporal location of events and situations. More recently, Matthewson (2002, 2006, 2017), Sybesma (2007), Sun (2014), and Demirdache and Sun (2017) have challenged this view, arguing for the existence of a phonetically null tense in St’át’imcets and Chinese. Demirdache and Sun’s arguments are particularly compelling, since they show that the full array of constraints on tense construal operative in English finite clauses have direct counterparts in Chinese.
I will draw comparisons between these two debates over the status of tense in non-finite clauses in English and ‘tenseless’ languages like Chinese), and argue in favor of the null tense approach.

上外法硕“区域与国别法”讲座系列

上外法硕“法律职业与涉外法务”讲座系列

Metacognition, or “cognition about cognition” is essentially about how learners understand themselves as learners, their learning tasks, and strategies for effective learning. In this talk, the presenter will clarify these three aspects as to how they can be better and more effectively used in classroom pedagogy for engaging foreign language learners as well as for improving their language learning efficacy through a pedagogically scaffolding approach. The whole talk will be a nice blend of a simple presentation of the ideas related to the concept of “metacognition” and the “metacognitively-scoffolded” approach before specific classroom processes and strategies are to be discussed.

Nowadays, schools are pressed to equip students with advanced literacy skills to navigate an information-based society, where access to educational and professional opportunities, as well as to health, politics, civic and even social news, relies more than ever before on individuals’ literacy skills (Wagner, 2015). Yet, today many schools around the world struggle to adequately support their adolescent students’ literacy achievement. In the United States, for instance, by the end of middle school, a disquieting majority of students perform below expected proficiency levels in reading and writing (National Center for Educations Statistics, 2015). Motivated by this reality, Prof. Uccelli discusses academic language as a promising research area to better understand why so many adolescents struggle with reading comprehension. Building upon a newly proposed operational construct, Core Academic Language Skills (CALS), Prof. Uccelli will introduce a program of research that empirically assesses an array of cross-disciplinary language skills and their contribution to adolescents’ reading comprehension.