句法語意學 的英文怎麼說

中文拼音 [jùfǎyǔyìxué]
句法語意學 英文
syntactic semantics
  • 句 : 句名詞1. [書面語] （指草木初生拳狀的幼芽） tender bud2. （姓氏） a surname
  • 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 意 : Ⅰ名詞1 （意思） meaning; idea 2 （心愿; 願望） wish; desire; intention 3 （人或事物流露的情態）su...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 語意 : [訊] semanteme語意雙關 words with a double meaning
  1. This thesis will rely on previous studies of instructions on the general rules and language functions, and modification of teacher talk to carry on a multi - layer study on junior middle school teachers " instructions with aspect of linguistic forms and language functions in chinese efl classrooms. after study on the transcriptions of 30 lectures ( 10 lectures are given by in - service teachers, 10 lectures are given by pre - service teachers and 10 lectures are given by the winners in fine - quality classroom competitions ) of efl classroom of junior middle schools in china, the major findings are : ( 1 ) the teachers likely use some devices with respect to prosody ( temporal variables ), lexis, syntax and discourse to simplify and clarify the complex instructions to match the requirement of junior middle school students " listening comprehension. ( 2 ) there are about three factors that cause the ineffective instructions

    本文在前人的關于教師語言的調整，指令語及其表達功能的研究基礎上以何安平教授建立《中學英語教育語料庫（ mstm ） 》中的近17 . 7萬字的子語庫《英語課堂教學語料庫（ msee ） 》為研究語料，選擇了其中30節初中英語課為研究對象，對教師指令語的言語形式及其語言功能進行了較為深入的描述分析，發現： （ 1 ）在音律層面，中國中學英語教師習慣川停頓來放慢語速或在一些難詞之前做停頓以便達到讓學生理解的要求：詞匯層面，教師慣用一些表達方式來給指令語；句法層面，教師也是盡量用簡單句來簡化指令語；語篇層面，初中英語課堂上教師常用一些信號詞來起始解釋性指令語，並少用宏觀語篇標記詞來幫助學生理解，但卻常用微觀語篇標記詞來吸引學生的注意力。
  2. The book focuses on the selected literary texts, introducing the basic information of the authors, the works, the meanings of specific sentences and relevant knowledge of ancient culture and ancient chinese ( sound, character, vocabulary, and grammar )

    本書以文選為根本，圍繞文選的學習，配備相應的作者或著作介紹、作品思想內容的說明詞句意思和所涉及的古代文化知識、古代漢語理論知識（語音、文字、詞匯、語法等）的注釋以及譯文部分。
  3. But with the way of understanding the main ideas of the article and the paragraph in which the long sentences are, making good use of the phrases, paying attention to the key words, analyzing the sentences with the grammars, and learning about the culture and customs, it is easy to solve the problems

    但是通過充分理解文章及長句、難句所在段落的主旨大意，充分利用句中的關聯詞組，注意句中某些起決定作用的詞語或詞級，用語法知識對句子進行結構分析，以及加強文化背景知識的學習，則可以軟輕松地解決這一難題。
  4. With the help of grammatical context, we can make students understand that the same word used in the different grammatical structures may have different meaning, certain words can be only occurred in a particular grammatical context, and differem parts of speech may have different functions in the sentence. in other words, in grammatical context, the syntactic structure of the context determines various individual meaning of a polysemous word. with the help of lexical context, students can study the collocative relationship and the collocative meaning of the word

    藉助語法語境，可以讓學生理解同一詞語在不同的句法結構中的意義是不盡相同的，某些詞只能出現在特定的句法結構中，以及不同的詞類出現在句中有著不同的功用等；詞匯語境可以幫助學生理解和把握詞的搭配關系，當和不同的詞搭配在一起的時候，詞語的意義可能發生變化，某些詞只能和特定的詞搭配在一起使用；言語語境不僅能幫助學生理解詞的意義，而且還可以使學生懂得如何利用言語環境的幫助來猜測和確定生詞的意義，使多義詞在特定的語境中的含義得以定位。
  5. 2. the grade two student ' s syntactic awareness is well developed. 3

    2 、初中二年級學生的英語高級句法意識發展較好。
  6. 7. the phonological awareness and syntactic awareness of excellent learner is better than the learn - disability ' s

    7 、優秀學習者的語音意識、句法意識發展好於不良學習者。
  7. 9. the lower level of advanced syntactic awareness is the important factor results in poor comprehensive ability of learned - disability child

    9 、高級句法意識發展水平較低是導致學習不良兒童英語閱讀水平較差的重要原因。
  8. In western psychology field, it is popular to study the relation of phonological awareness and syntactic awareness with language ability, particularly with reading. the results of the study provide necessary academic basis for teaching english reading

    在西方心理學界，語音意識和句法意識與語言能力，尤其是與閱讀的關系研究是一個非常活躍的研究領域，其研究成果為指導閱讀教學提供了必要的理論依據。
  9. This study splits syntactic awareness into fundamental syntactic awareness and advanced syntactic awareness, according to the syntactic knowledge whether to have consciousness or not. based on this, this research intends to study the development of phonological awareness and syntactic awareness in the grade two of middle school, to comparer the different study level of phonological awareness and syntactic awareness and to explore the function of phonological awareness and syntactic awareness on decoding and comprehension

    在此基礎上對我國初中二年級學生的英語語音意識、句法意識發展狀況；不同學習水平學生的語音意識、句法意識發展狀況；語音意識、句法意識在英語語音解碼和英語閱讀理解中的作用；語音加工的精細性以及句法知識提取的意識性在閱讀理解中的作用等方面的內容進行了探索性研究。
  10. Linguists have proposed different ways to analyze the meaning of sentences

    語言學家們提出了不同的分析句子意義的方法。
  11. The sentences in the book are those whose specific meanings cannot be found in ordinary dictionaries, whose actual meanings are different from their literal meanings and whose grammar cannot be explained with ordinary rules

    本書針對外國人漢語學習特點，收錄了大量在一般工具書中難于查到確切含義，字面意思與實際含義有所區別，無法用一般性的語法規則解釋的常見句式，具有很強的實用性。
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