语言心理表征方式的新阐释——《心理语料库》评介

东北师范大学

唐革亮 杨 忠

语言心理表征方式的新阐释——《心理语料库》评介

东北师范大学

唐革亮 杨 忠

《心理语料库》一书对语言的心理表征方式提出了大胆假设，综合认知语言学理论、语料库研究方法及前人的研究结果，从语言实际使用的多个方面论证了“心理语料库”的现实性。本书主要观点为：人们通过接触语言使用积累经验，并从经验中概括出语言知识。语言知识包括一切被存储在“心理语料库”中的信息，语言使用是将已有资源和知识进行整合。该书对语言与心理认知研究具有重要理论贡献，对语言教师和学习者也具有启示作用。

语言知识；心理表征；语言接触；语料库

《心理语料库》是认知语言学家John R. Taylor教授近年的又一力作，由牛津大学出版社于2012年出版，全书共321页。本书将语言的心理表征方式比作内化在头脑中的一个语料库，“心理语料库”一词由此而来。作者将语料库作为喻体，目的在于突出语言心理表征方式的规模性、丰富性、规律性和分布差异性，而这些都是生成语言学理论解释的不足之处。以下是笔者对各章节主要内容的介绍及全书观点的评析。

1.内容简介

本书共十三章，第一章总述了全书的思想，第二章回顾了语言生成模式的不足，第三章到第十二章是全书的主体部分，从多角度论证了“心理语料库”这一假设的理据，最后一章总结并重申了作者的观点。

第一章 对语言的认识 作者开宗明义，阐述了“心理语料库”这一概念的本质。作者把累积的语言经验和记忆比作在大脑中存储的一个大型语料库，语料库中所记录的各种信息均为语言知识的一部分。作者认为心理语料库在以下三个方面区别于计算机语料库：内容上，心理语料库中存储的信息更加丰富，它可以超越计算机语料库通过文字和标记符号记录信息的局限，包含任何语言经历所涉及的语境特征，如说话人的声音、交际意图、情景等；形式上，心理语料库所记录的信息不受文字符号线性结构的限制，既能够像计算机语料库一样反映出符号出现的顺序，每一个符号又能像超级链接一样，与其他符号通过共享的索引建立起联系；时间动态性(temporal dynamics)上，心理语料库的内容和容量是相对开放的，新旧信息会不断更替。

第二章 语言知识的生成模式：词典加语法书 本章回顾和评析了生成语言学的语言观，并指出该理论在解释语言创造性和程式化表达方面的不足。作者认为，乔氏理论虽然经过了多个阶段的发展和修正，但其终极目标只有一个，那就是试图勾勒出一个模型去解释所有既合法又合理的表达。然而，在实际语言使用中，合法与合理之间却不是充分必要关系。一方面，规则的生成能力有限；另一方面，整体意义并不完全等于部分意义的总和。因此，并不是所有的语言表达都可以通过规则生成，而一旦不合规则的表达被广泛运用和接受，我们便没有理由继续将其视作边缘化的特殊用法。

第三章 词汇及其用法 词类是生成语言学中一个非常重要的概念，它是短语结构规则的前提。作者在本章中对词类的假设提出了质疑：1)词库中的所有词项是否都可以被划分到有限的词类中？2)一个词类中的所有成员是否都具备同样的被运用到规则中的能力？这两个问题的答案都是否定的。作者以几个常用的名词和动词为例(包括fun、much、try、beware等)，在BNC(英国国家语料库)和COCA(美国当代英语语料库)中检索并分析了它们的使用分布。大量语言实例表明：一个词在具体表达中并不一定会表现出它所属词类的典型特征，其用法可能具有特殊属性(idiosyncratic property)，不能够完全通过词类信息和句法规则判断其使用。因此，要想正确习得一个词的含义，就必须通过接触真实的语言使用并记下其具体用法。

第四章 习语 作者反对将习语视为语言使用的边缘现象，认为它是一个语言体系的重要组成部分。本章详细讨论了三个层面的习语：语义习语具有一定的隐喻特征，其句法结构通常合乎规则，但整体意义却与字面意义相去甚远，如kick the bucket表示“死”的含义。句法习语指不符合句法规则的固定表达，其词项的选择具有特殊性，含义也具有一定的规约性，比如由形容词比较级构成的相关性构式[the X-er the Y-er]等。短语习语指以短语形式出现的词项组合，如英语中很多充当状语成分的介词短语in fact、on end等，其含义不能通过成分分析得出。作者认为习语在大脑中的表征包含多种信息，通过对大量语言使用的接触，人们熟悉了习语的措辞和语义特征，并了解其内部结构和使用偏好。

第五章 习惯表达 作者认为语言表达的习惯性不仅仅局限于上一章提到的三个层面，日常用语中很多表达都具有习惯性，这种习惯性在于是否符合母语者的语言使用规范。规范既存在于语言外部，即语言表达要与经验世界相符，也存在于语言内部，即语言符号之间的搭配。作者借助语料库讨论了语言搭配的习惯性，如形容词foreseeable后有三分之二的搭配为future，而total failure的出现频率约是total success的四倍；动词cause后常跟不好的事情做宾语等。那么诸如此类的习惯性表达是如何学得的呢？在作者看来，课堂教学只是其中的一小部分，大量的习惯表达是学习者在无意识的状态下通过不断地接触语言使用获得的。

第六章 构式 作者对构式提出了一种更加宽泛的解释，认为构式与认知语法强调的“单位”概念相似，是我们必须要特殊学习的任何可以直接使用的语言元素，正是这些元素构成了我们的语言知识。在作者看来，语言产出不是通过运用规则生成的，而是以构式为基础由抽象图式(schema)转化为具体实例(instance)的过程。作者不主张区分规则表达和不规则表达，他认为这只是构式的限制程度问题，如The farmer shot a rabbit和off with his head都可视为构式，前者体现的是及物构式，后者是[off with]构式，两种构式的差异在于后者对构式中可以出现的词项限制更多。因此，大到句子类型，小到词汇搭配都是构式，都需要具体去学习，且同一构式可能存在跨语言差异。

第七章 频率 语言使用频率存在差异的现象十分普遍。生成语言学认为这种差异在于语言符号的运用，与语言能力无关。而作者则反对这一观点，认为使用频率的差异也是说话人语言知识的一部分。最好的例证便是对花园小径句的理解，如The horse raced past the barn fell。作者认为该句之所以在第一遍理解时会出现歧义，把raced理解为整个句子的谓语，是因为人们对该词的使用有一定预期，而这种预期的形成则基于较早的语言经历中使用频率的差异。作者在BNC语料库中检索raced一词，随机选取并分析了50例该词的句法特征，发现90%的例子中raced都被用作过去时态的谓语动词，只有5例被用为过去分词。

第八章 语言的区别性特征：偏斜频率(skewed frequency) 本章是上一章内容的延伸，在分析了大量语言使用的频率差异之后，作者试图探究其根源。他认为语言的频率效应是语言得以学习和传承的前提和基础，是人类语言的一个本质特征。作者试图从范畴成员的类典型性去解释这一论点：如果一个语言构式可看作一个范畴，其所使用的词项便可看作是范畴成员，典型的范畴成员与非典型的成员在使用频率上存在明显差别。使用频率高的词项有助于学习者理解并识别构式，而使用频率低的词项则为学习者拓展和创新构式提供了可能。反过来说，假设每种构式的范畴成员使用频率都相等，那么学习语言将成为一件不可及的事情，语言也不会得以传承和延续。

第九章 从语言输入中学习 作者在本章试图论证语言输入中的一切信息都是可以被注意到并存储在记忆中的，而这正是语言学习的前提。以语音习得为例，前人的研究表明，不同频率的语音输入会影响对音位的感知和判断，对不同声音的识别和记忆也会影响语音输出。此外，语言的近因效应*近因效应可以理解为语言的一种顺同作用，多指较早的语言使用会触发(priming)其后的词汇语法的选择。如They say that sorry is the hardest word. It can also be the slipperiest. 语料库检索表明slipperiest的使用并不常见，人们更常用most slippery来表示其最高级，其形式的选择受其前面hardest的影响。(recency effect)也充分说明语言输入中的信息是会被记录并影响语言输出的。作者进而将这一现象与微观学习联系在一起，认为正是这种机制使得已有的语言使用得以巩固，并增加了其被使用的机会。作者指出，语言学习是积累语言经验的过程，在此过程中捕捉并记录各种信息，并把其内化成存储在心理语料库中的语言知识。

第十章 一词多义 一词多义现象是语义学研究的热点问题，而对其本质的认识则各有千秋。作者既不赞同将多义现象看作是独立于语境存在的多种离散意义，也不赞同将其视为一个语义内容在不同背景下意义的延伸，而是主张把多义现象看作是不同语境下的不同使用方式，与维特根斯坦“意义即使用”的思想一致。作者认为语境包括两个维度：概念语境和语言语境。概念语境强调的是被词汇激活的概念域与词义紧密相关，即词义的理解需要以更大的知识网络为基础；而语言语境则指词汇的具体使用环境，起到激活概念域的作用。词汇和语境之间的影响是相互的。一方面，词义的判断取决于词在语境中的使用；另一方面，词汇的使用也取决于它出现过的语境。

第十一章 创造和创新 语言的创造力被认为是人类语言的重要的区别性特征。作者对生成学派对语言创造力的解释提出了质疑。首先，短语结构规则虽然从一定程度上说明了语言的生成能力，但却不能辩证地看待“新”和“旧”的关系，即未能对规约化语言的使用进行解释。其次，在生成语言学看来，运用规则是使用语言的前提，所有的创造自然都不会超出规则的范围，因此其理论不能解释不规则语言表达的存在和使用。作者认为这是生成语言学将创造和创新这两个概念对立的原因。语言的创新是指语言表达超出句法和词汇规则的限制。创新使用是大量存在的，因此作者提出需要一种更为综合的理论来阐释语言的创造性和创新性。

第十二章 整合 本章试图回答上一章遗留的问题，作者借用认知语言学家Fauconnier和Turner提出的概念整合理论来解释语言的创造和创新能力。作者认为新表达的产生是将已有的语言资源依据结构或语义的关联进行有意识或无意识的整合过程，整合既可以出现在词汇层面，如motel；也可以出现在短语层面，如thanks very much。更为普遍的是对词汇和构式之间的整合，如explain me this是将动词explain与双及物构式整合的结构。整合理论的优势在于它不仅可以解释创新表达，也可以用来解释规则表达，所谓的规则与不规则只不过是构式与其组成成分相融度的问题。

第十三章 心理语料库 本章回顾并总结了全书的主要内容和中心论点：第一，对语言知识的描写仅仅停留在词典和语法书层面是不够的，而是要知道某一表达具体使用的语境。第二，构式在语言符号系统中是一个基本的意义/符号单位，一个构式就是一个语言范畴，需要单独学习。第三，语言的使用频率存在偏斜现象，这是语言的内部特征，也是语言知识的一部分。第四，人从语言经历中概括出抽象的图式，并以此为依据产出语言，但并不局限于此，可以进行创新使用。第五，语言知识的习得可以被看作是一个从下到上、基于语言使用和语言输入、不断积累和更新的过程，语言输入既会影响语言表现，也会影响语言能力。

2.简要评价

心理语料库这一假说的提出离不开两个基本前提。第一，基于使用的语言观。不主张区分语言能力和语言表现，强调辩证地看待二者的关系，因为语言能力的形成离不开对语言表现的体验和积累，而只有语言表现才是语言能力的反映。严格地将研究对象区分为外化语言和内化语言，厚此而薄彼，不利于看清语言的本貌。心理语料库一方面强调了语言输入作为一种经历和体验的重要性，另一方面也合理地解释了语言输出的规约性与创新性，兼顾了机体间和机体内两种语言研究的视角。第二，语言的体验性和意义的百科性。认知语言学认为人的概念结构具有体验性，人在与外部世界互动的同时，获得感觉和感知经验，形成基本的意象图式构成我们的概念基础；此外，意义的表征是一种百科知识，而非孤立的词典意义，词汇的使用只是激活我们的部分知识(Evans & Green 2006)。然而作者更多强调的则是语言符号本身的体验性和百科性，其中体验性在于语言接触对语言知识形成的重要作用，而百科性在于语言知识的多样性，即仅仅掌握词类信息和句法规则是不足以正确使用语言的，词汇的搭配、使用的频率、构式的创新等等都是隐性的语言知识。

作者将语言知识在大脑中的表征和存储方式比作语料库，实为新颖，和其他理论相比这一假说兼有其优势和不足，尚有进一步推敲的余地。乔氏理论认为句法规则在大脑中表征为一套运算系统，是生成句子的基础，词汇在大脑中的表征则为心理词库，在生成句子的过程中被激活、加工、存储和提取(封宗信 2006)，这种将词汇和语法理想化的区分导致了其理论难以对句子语义内容和实际语言使用进行充分解释。而心理语料库则从语言的实际使用出发，有机地将词汇和语法结合，认为语言的使用是二者的互相作用，从而形成语义的融合和张力。此外，“语料库”这一比喻巧妙地在语言输入的积累与语言输出的方式之间建立起联系，对语言使用存在的分布差异做出了合理的解释。然而，“语料库”这一概念的其他属性却并不完全符合语言知识的心理表征方式。虽然计算机语料库和心理语料库都是对大量语篇实例的集结，而前者可以超越个体经验和学科领域的限制，反映语言使用的整体和共性特征，但后者的内容和大小却只能取决于个人的语言经历，每个认知主体都会建立自己的心理语料库，体现了经验现实主义的语言观。

本书在内容上具备以下鲜明特点：第一，全书围绕一个中心论题展开，内在逻辑性强，每章所讨论的内容均为一个分论点，结合与生成语言学观点的比较，以语料库中的大量实例、前人的研究结果、自己的观察作为论据展开论证，对心理语料库这一语言表征形式的阐释十分具有说服力。第二，运用语料库的量化分析。作者主要选用的语料库为BNC和COCA，二者在语料的来源和语料库的规模上具有普遍性和说服力。此外，对一些新颖的或不常用的表达，作者还利用Google进行检索，提供了具有说服力的数据和实例。认知语言学近年来一直强调研究方法的更新，作者将语料库的方法结合到对人的心理认知模式的研究中，为广大研究者提供了很好的研究范例。第三，虽然心理语料库一说由本书作者首先提出，但其思想的形成也是对多种语言理论和思想的并包与整合，包括认知语言学中的构式理论和概念整合理论，系统功能语言学中的语境思想，心理语言学中的触发理论，语言习得领域中的语言输入和学习的理论等等。虽然这些理论的出发点、研究对象、研究方法不尽相同，但作者能够将不同理论的成果联系起来探讨同一问题以揭示语言的本质，颇有殊途同归之意。

本书亦有几点不足：第一，结构略显松散，系统性不尽如人意。部分章节之间的联系和过渡需做进一步阐释，使读者更容易把握其脉络。此外，有些章节没有总结部分，整体框架还有待统一。第二，虽然作者强调心理语料库是语篇实例在大脑中的集合，但作者的讨论和例证并没有超越音位、词素、词汇和句法的层面。如果心理语料库在语篇层面有所体现，这可能会是其超越计算机语料库的一个重要方面。第三，心理语料库目前也只是一种假说，仍需要通过心理实验及其他方法进一步验证其心理现实性，而“语言经历—语言知识—语言使用”之间的关系和转化过程也需要进一步阐释。

本书的观点新颖，论证翔实，对语言研究者、语言教师和语言学习者均具有启示作用和借鉴意义。作者运用计算机语料库的方法探索语言使用的特征及语言和认知的关系，为外语教学和语言对比研究提供了有价值的参考，比如可以对同一词汇或构式的使用情况在英语本族语、中介语和汉语语料库中进行对比分析。

Evans, V. & M. Green. 2006.CognitiveLinguistics:AnIntroduction[M]. Edinburgh: Edinburgh University Press.

Taylor J.R. 2012.TheMentalCorpus[M]. Oxford: Oxford University Press.

封宗信. 2006. 现代语言学流派概论[M]. 北京: 北京大学出版社.

H0-06

A

2095-5723(2013)02-0100-04

(责任编辑 姜 玲)

2013-05-16

通讯地址： 130024 吉林省长春市 东北师范大学外国语学院

sofPapersinThisIssue

XUYulong(Language Study Institute, Shanghai International Studies Universtiy, Shanghai 200083, China)

With a view to promoting further research on discourse anaphora, this paper tries to explicate some of the key concepts involved in the study of discourse anaphora, namely, discourse cohesion and anaphora, reference and anaphora, sense and reference, coreference and anaphora, and anaphora and cataphora, and to clarify the connections and distinctions between these concepts.

Anintegratedconceptualframemodelapproachtospatialmotionverbs:Theenter-classverbsinEnglish(p.9)

MAYingcong&ZHANGKeding(College of Foreign Languages, Henan University, Kaifeng 475001, China)

Based on Frame Semantics, this paper constructs the Integrated Conceptual Frame Model out of metaphorical “AT-ON-IN” system and image schema theory, and studies the conceptual semantic frame ofenter-class spatial motion verbs so as to investigate the cognitive conceptual structure of English motion verbs especially for the underlying cognitive mechanisms. It turns out that the conceptual frame of motion verbs is constructed on one hand horizontally based on the dynamic image schema of “SOURCE-MOVE-(M)-(P)-(D)-GOAL” and on the other hand tridimensionally on the location frame of “AT-ON-IN”, which complementarily and simultaneously establish the conceptual frame model of spatial motion verbs. The semantic frame ofenter-class spatial motion verbs has four primary frame elements and three secondary frame elements. The sequence of frame elements in language expressions is flexible, and sometimes there exists the phenomenon of elements-fusion.

AnexperimentalpragmaticstudyoftheChinesecognitiveprocessingofwhatissaid(p.15)

LIRan(Basic Science Department，Tianjin Agricultural University，Tianjin 300220, China)

The recent controversial issue in pragmatics is concerned with what is said and the cognitive processing model of its minimal meaning and enriched meaning. The paper first tests the reliability of people’s pragmatic intuition and then explores the cognitive processing model of what is said through on-line and off-line experiments. Experimental results are interpreted within the frame of psychological model.

Anexplorationonthefunctionsof2PP’sindefinitereferenceinEnglish(p.23)

ZHAOChengxin(Graduate School, Henan University, Kaifeng 475001, China)

The 2ndpersonal pronoun(2PP) of English, namelyyou, does not distinguish between nominative and objective cases, between genders, or between singular and plural forms, which is different from the 3rdpersonal pronouns that require agreement between cases, genders and numbers. This provides 2PPs more space to give full play to its functions of indefinite reference. This study discusses the concept, types, features and pragmatic effects of the indefinite reference functions of 2PPs by applying reference theory of linguistics and empathy theory of pragmatics.

Secondlanguageacquisitionofthecomplementizers,relativepronounsandresumptivepronouns(p.29)

MAZhigang(Center for Linguistics and Applied Linguistics，Guangdong University of Foreign Studies，Guangzhou 510420, China)

Relevant research reveals that similarities and differences between native languages and target languages are of crucial influence on the construction of interlanguage grammars. The present study takes as subjects English, Russian and Arabian learners of Chinese and applies an empirical research. Results are: Arabian learners of Chinese are consistent with Chinese native grammar in judging RRCs with the complementizerDE, but are divergent in judging those withoutDE; subjects’ performance upon relative pronouns suggests that they very likely takena-ge,na-xieas one of the lexical items to realize discourse coherence; subjects’ acquisitional outcome in terms of resumptive pronouns shows that they lack the underlying representation of RRCs in Chinese, which can be attributed to the difficulty they experience in acquiring empty pronouns in Chinese.

ReviewonwrittendocumentsoftravelerstoBeijinginMingandQingDynasties—OneresearchofEastAsianwrittendocuments(p.37)

WANGYong(Institute of East Asian Culture, Zhejiang Gongshang University, Hangzhou 310018, China)

Under the influence of Chinese culture, East Asian countries gradually entered a civilized period, and the mark of this transition was the borrowing of the Chinese characters, which would explain why the characters are the main media of their mutual communication for more than one thousand years, though East Asian countries use different languages from each other. In Qing and Ming Dynasties, the ambassadors from North Korea and Vietnam had higher quality of cultivation about Chinese culture. They exchanged their ideas with officials or the civilians in China through writing, leaving numerous valuable documents—truthful written form of the instant dialogue, which are more original compared with the modified, and richer in knowledge and historical value compared with dialogues.

Themeaningofreadingandtheartofreading(p.43)

CHENYongguo(Faculty of Foreign Languages, Tsinghua University, Beijing 100084, China)

How many books should a university student read within four years? What to read? And how? How much spare time should people spend on reading? How to make a better schedule in order to have just some time for reading, to be a better person and to enjoy a more meaningful life? Only when one reads classics, both ancient and modern, national and foreign, can one be useful for both the country and the people. This essay bases its argument on differences in reading cultures between China and the West, takes reading as a self-cultivation or a life-habit, which will benefit oneself quite a lot in one’s lifetime. Quotations on reading from the great masters are very inspiring and would be helpful for the reader to raise a good habit of reading.

Life&TimesofMichaelK:ThesilentOtherinpost-Christianera(p.50)

SHIYunlong(College of Foreign Languages, Nanjing University of Aeronautics and Astronautics, Nanjing 210016, China)

J.M. Coetzee demonstrates by adopting the image of the silent Other in the novelLife&TimesofMichaelKthe living conditions and ways of resistance of the marginalized individuals in South Africa. By disclosing the wickedness of human society such as brutal violence, mutual estrangement and hatred and stupid self-deceit, revealing the nature of “rational justice” in western civilization and criticizing the concept of the western morality and ethics, he speaks for the marginalized Other, the disadvantageous who are outrageously oppressed and exploited and reflects on the issues such as the trauma of South Africans in history, the suffocating history in South Africa, power of discourse, discipline and punishment in South Africa.

Trauma,busynessandattitude—ApositivepsychologicalreadingofTheAutobiographyofBenjaminFranklin(p.58)

XUEYufeng(College of Foreign Languages, Henan University, Kaifeng 475001, China)

According to the Positive Psychology born in the United States at the end of the 20thcentury, the positive attitude is a good medicine for trauma, and busyness is a symbol of positive psychology. Benjamin Franklin, in his 84 years of long life, encountered numerous traumatic events, but since he was positive and was always busy with study, various works and perfection of himself, he had no time to experience the negative effect of trauma. Busyness and positive attitude are two important factors for Franklin’s success.

Playandcoexistence:AstudyofGadamer’stheoryofliterature(p.64)

QINMingli&YANLu(School of Foreign Languages, Dalian University of Technology, Dalian 116024, China)

This article points out the inheritance, development and innovation of Kant, Hiller and others’ research from the analysis of the relevant theories and major source about the concepts of play and co-existence in philosophy. It elaborates and refines the major theory of play and co-existence in order to catch the new angles in which Gadamer supplies the brilliance in his concept and find out the profound and revelatory significance of research on literature. Moreover, the logic analysis on this article lies on the illustration of Gadamer’s literary views and the inside of the literary theory under the guidance of the theoretical frame of the essence of play concept which includes three dimensions—the subjectivity, authority and highly sharing with the demonstration of the mode of participation and coexistence which springs from the course of the play. Therefore, the article concludes that the play as the process of understanding refers to the literary comprehension and demonstrates the essential characteristics.

AninterpretationoftheidentityofDilseyfromtheperspectiveofthepost-colonialism(p.72)

LIChangting(Institute of International Cooperation, Pingdingshan Industrial College of Technology, Pingdingshan 467000, China)

Mammy, as a common subject in the “myth” of the Old South, is the “other” marginalized by ethnocentrism. Dilsey, the mammy inTheSoundandtheFury, followed this tradition to some extent with a bit difference. The difference lies in the awakening of her self-awareness at the end of the novel. But the awakening is comparatively passive and incomplete, which in some sense reflects Faulkner’s contradiction on the racial issues. Based on the post-colonialism, with reference of the society, politics, history and racial status of the South of America in the age of Faulkner, this paper intends to analyze Dilsey’s “other” identity, self-identity constructing and awakening, from which the author’s dual-racial consciousness may be revealed.

InnovationsandpracticesinMTIinstruction:AcasestudyofSITSatGDUFS(p.78)

ZHAOJunfeng&MULei(School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou 510420, China)

MTI education has been widely conducted in the country ever since the approval of establishment of degree education programme of the Master of Translation and Interpreting by the Degree Committee of the State Council of P. R. China in 2007, and relevant evaluation upon the first group of 15 universities was also initiated and completed in 2013. This paper takes the pedagogical practices at the School of Interpreting and Translation Studies (SITS) at Guangdong University of Foreign Studies (GDUFS) as an example, explores and summarizes the relevant innovations and experiences in MTI instruction, covering such issues as academic positioning, education philosophy, curriculum configurations, teaching practices as well as education schemes. It is hoped that such innovations and practices could shed some light on the development of MTI education in the country.

ReflectionsonMTIteachingconformityassessment(p.86)

QIUBeiling(School of Foreign Studies, Nanjing University, Nanjing 210023, China)

In the spirit of promoting the healthy development of MTI program, MTI conformity assessment is undertaken around China. This paper analyzes measures and experience of Nanjing University in preparing for MTI conformity assessment and argues that training units being evaluated should take the assessment as an opportunity to promote the sustainable development of MTI program.

OnthemodeloftrainingmedicaltranslatorsandinterpretersinMTIprograms(p.89)

NIEWenxinetal.(School of Foreign Studies, Xi’an Jiaotong University, Xi’an 710049, China)

This paper first highlights the status quo of the development of MTI programs in China and the needs for establishing the features that distinguish one MTI program from another. Then, along with the discussion of the practice of Xi’an Jiaotong University, it probes into such issues as the goals of training, designing of the entrance examinations, ways of teacher development, courses offered, teaching methodologies, skills testing of translation and interpreting, as well as ways of on- and off-campus practice in training professional medical translators and interpreters so as to increase the knowledge area of MTI development in theories and practice.

Buildinganewstrans-editorinternshipbase:AXISUexperience(p.95)

HEYing&LIRuilin(School of Translation Studies, Xi’an International Studies University, Xi’an 710128, China)

This paper first unfolds itself against the backdrop of building student translator internship bases, followed by a critical review of the existing patterns of internship. It then elaborates on the formative process of XISU-GT Digital News Trans-editor Internship Base in terms of its overall mission, organizational administration, environmental scaffolding, curriculum development, intellectual support and workflow. The paper argues that a stable, orderly and systematic internship base conduces to the shaping of a translator education culture that highlights the notions of “learning, reflection and practice”. Such an internship scheme is particularly essential for translator development in areas of inquiry-based learning, critical thinking, balancing and decision-making, interpersonal skills, innovation and social responsibility. Regular exposure to collaborative experience in the real-world context of translation is expected to exert a profound influence on the lifelong learning and individual development of translation learners.

Anewinterpretationofthementalrepresentationoflanguage:AreviewofTheMentalCorpus(p.100)

TANGGeliang&YANGZhong(School of Foreign Languages, Northeast Normal University, Changchun 130024, China)

TheMentalCorpusby J. R. Taylor puts forward a bold hypothesis about how language is represented in the mind. It attempts to argue for the reality of mental corpus from various aspects of actual language use by synthesizing theories of cognitive linguistics, methods in corpus linguistics as well as results of previous research. The thesis of this book is: we accumulate linguistic experience through exposure to usage events, and from these experiences we make generalizations of our knowledge of language, which consists of all the facts recorded in the mental corpus, and language use is a process of blending existing resources and knowledge. This book makes significant theoretical contributions to the study of language, psychology and cognition, and provides valuable implications for language teachers and learners.