社交語用學 的英文怎麼說

中文拼音 [shèjiāoyǔyòngxué]
社交語用學 英文
social pragmatics
  • 社 : 名詞1 （共同工作或生活的一種集體組織） organized body; agency; society 2 （人民公社） people s co...
  • 交 : Ⅰ動詞1 （把事物轉移給有關方面） hand over; give up; deliver 2 （到某一時辰或季節） reach （a cert...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 用 : Ⅰ動詞1 （使用） use; employ; apply 2 （多用於否定: 需要） need 3 （敬辭: 吃; 喝） eat; drink Ⅱ名...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 社交 : social intercourse; social contact
  1. Professional affiliations : deputy head, fujian association of foreign languages and literature ; deputy head, fujian lexicographers ' association ; executive council member, china association for intercultural communication ; council member, china pragmatics association

    社會兼職：省外文學會副會長、省辭書學會副會長、中國跨文化交際研究會常務理事、中國語用學研究會理事。
  2. Abstract : phatic language, being one of the most frequently used language forms in our daily life, plays an important role in communication among both native and non - native speakers. phatic language differs greatly from one culture to another due to the different language environment in which the speakers live. therefore, language users have to pay close attention to inter - cultural study in order not to make serious blunders during their discourses

    文摘:應酬語是人們在日常生活中用來交際的一種語言現象，由於每個國家或民族的文化和社會習俗相互之間存在很大的差異，人們所使用的應酬語也不盡相同，因此，英語學習者和從事語言教學和研究的工作者必須對跨文化方面的語言現象進行研究，從中找到它們的共性與差異，以避免在語言交際過程中產生不必要的錯誤和誤解。
  3. At the end of this course, you will be able to perform financial transactions, make reservations and make or break plans. you will have learned the correct terminology used when socializing and will be familiar with the language used in agreements and disagreements. you ll learn correct usage of past and present participles

    通過本課程的學習，您將學會如何處理財務問題，如何訂票，如何制定或取消計劃，除此以外，您將了解如何正確使用社交用語，如何表達相同意見或反對意見。
  4. In terms of its views on the nature of language and its relationship with society. it is pointed out that by putting too much stress on the " appropriacy " of language use, c. a. is likely to lead us to the view of seeing language learning merely as a process of acquiring a new set of social - cultural values and behavioral patterns

    在第三章中，作者分析了交際教學法在語言本質的認識上的片面性，指出交際教學法過分強調語言使用的得體性，認為語言只是一種交際工具，完全體現於人們的社會文化價值觀及社會行為之中。
  5. Secodly. the thiese studies further about the future tendency of the official document ' s type of writing in the " four areas " and puts forward the following three viewpoints : first, enhance the communication and seek the common. from the tendency of the official document ' s development in the " four areas " in the resent decades, no matter in the main land, taiwan, hong kong, there is a commen previous basis that the official document developes towards the detection of commen chinese. which can be regarded as the achievement with comment efforts. secondjlook ahead and exchang mutually, seek consensus while reserving differences. at present, many execiting active factors are brought out in the practicing of official document in the four areas. on the document ' s writing style, it stresses the scientific n modern and concise, while on the useage of vocabulary, it stresses the popular ^ commen and standard. with the standardizing of document ' s language, the communication can go smoothly and output its communicative function. third, harmonize steadly and combind naturally. it ' s natural to let the documents and its writing style experience an indetification and devolp the strong points and avoid the weakness ones for the " four areas ", which means a harmonization step by step at the coming day of the unity of china and the unity of document ' s writing style

    ? ? yvj丁盯s了兒s工s目前在兩岸四地公文實踐中，己經出現了一些令人鼓舞的積極因素：在公文語體上，一致強調科學化、現代化、簡明化；在公文詞語運用上，注意通俗化、大眾化、規范化；公文語言有了規范，才能使交際活動暢行無阻，才能充分發揮公文的交際作用。 3 、逐步融合，自然歸一兩岸四地應採取自然歸一的態度讓兩岸四地的公文、公文語體在頻繁的社會交往中接受甄別和考驗，順其自然，揚長棄短，逐步融合，等待中國大團結大統一時光的到來，也就自然迎來了公文語體水到渠成的歸一之勢的來臨。
  6. This research mainly utilizes such means as historical analysis, comparative analysis, value analysis and specs analysis etc. started with the origin and development of the protection system of trust, the research launches into a detailed explanation on the value system and specification system two aspects, and such lawmaking will as value orientation, good faith in transaction and trades security infiltrated into the protecting system of trust, which makes it constitute a whole system under the basic principle, then made a systematic, normative research and design of the fulfillment of the protection system of trust

    本文採用了歷史、比較、價值和規范分析等法學方法，從信賴保護制度的歷史沿革入手，在信賴保護制度中滲入社會本位、交易誠信和交易安全的立法意志，對其價值體系和規范體系兩個層次展開論述，使其在基本理念的統攝下構成了民法的一項重要制度體系。除了引言和結語外，正文部分共分為四章:第一章以歷史和比較的法學方法介紹了兩大法系信賴保護制度的演變。
  7. If one mentions the academic success of a classmate, boy or girl, one does so with a sneer, perhaps calling such a “ swot ”, insinuating that their success resulted only from effort, or worse, the sacrifice of social life

    如果有人談到同學的優異成績，無論此人是男生還是女生，談論者都回語帶譏諷，也許還稱這樣的學生是書獃子，暗諷其成績無非是用功的結果?或者更糟?是犧牲了社交生活而來。
  8. Sociolinguistics : is the study of the characteristics of language varieties, the characteristics of their functions, and the characteristics of their speakers as these three constantly interact and change within a speech community

    社會語言學研究語言多樣性的特徵、它們的功能特徵和說話者的特徵以及這三者在言語社團中持續的交互作用和變化。
  9. However, it is quite a long time that the english language teaching in high school in china departed from the culture it belong to. we teach english in isolation. we neglected the actual use of english in its own countries, neglected that the motive of people who learns a foreign language is to communicate with other people in other countries

    然而，長期以來我國中學英語教學偏離了語言所蘊涵的文化，孤立地教授語言知識，表現為：忽視了英語在社會中的具體運用；忽視了英語學習是跨文化的學習；忽視了學習英語為了跨文化交際的需要。
  10. The introduction of the discourse concept provides a pragmatic platform for the psychologists who believe that meaning can and can only be decided by context, social - linguistic conventions and social exchange modes

    話語觀念的導入，使得處在語用平臺上心理學家認為，語境、社會語言的約定以及社會交換的模式，是構成意義的唯一決定因素。
  11. Results showed that the memory category was the most frequently employed language learning strategy in this study, followed by affective strategies, metacognitive strategies and cognitive strategies, with compensation and social strategies the least used. the relationship between language learning strategies and gender was investigated using anova. results showed no significant differences by gender in the overall strategy use, but more metacognitive and social strategies by girl students at the level of specific strategies

    多重比較（ posthocmultiplecomparisons ）的結果顯示，我國中學生的總體策略使用情況是：最常用的學習策略是記憶策略，其次是情感策略、元認知策略和認知策略，最不常用的是補償策略和社交策略；對性別和學生運用英語學習策略的關系採用方差分析（ anova ）進行了探討，結果表明，我國中學生在整體學習策略運用上沒有顯著的性別差異，但在個別學習策略的選擇上，女生比男生更經常運用元認知策略和社交策略。
  12. The paper studies some typical cases in which something somehow wrong leads to the miscommunication, so that english teachers may be on guard against them in their tefl

    本文分析了造成跨文化交流失誤常見的語法、語用和社交方面的案例，以幫助教師提高英語教學的實效性。
  13. Combined with western translation theories, the trends of translation aesthetics in china are explored, which is pointed out that translation aesthetics, based on dynamic and reasonable communication in language transformation, focuses on all the constituents involved in the process of translation to reproduce the pragmatic, cultural, social values of source language, which is believed to be of great help to the reconstruction of translatology

    文章指出，翻譯美學思想基於理性的動態的交往翻譯語言轉換過程，關注這一過程中關涉的各要素，以折射出翻譯美學的語用價值、文化價值、社會價值等多維價值，透視中國翻譯理論與譯學建構與發展，為現代譯學的建設提供有益的理論基礎。
  14. Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching

    通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用
  15. Abstract : based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching

    文摘:通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用
  16. Yang, mu - yun, et al. 2003. research on parallel corpus based chinese - english word translation miner [ c ] / / conference proceedings, 2003 international conference on corpus linguistics. shanghai

    張普. 1999 .關于大規模真實文本語料庫的幾點理論思考[ c ] / /陳章太.世紀之交的中國應用語言學研究.北京:華語教學出版社: 20 - 27
  17. Over the last twenty years the english teaching in middle schools has made great progress : the scale of teaching is expanded constantly, and the teaching level is improved continuously, teachers " quality is increased substantially etc. but we should also realize that the development of our english teaching ca n ' t meet the demand of the economical and social development, such as : we pay too much attention to the teaching of knowledge about language and neglect the training of language skills etc. cooperative instruction is a magic tool in english teaching, which is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject

    二十多年來，我國中學英語教學取得了巨大進步，教學規模不斷擴大，教學水平不斷提高，教師的素質已有了長足進步等等。但同時也應看到我國現有的英語教學方式和水平與我國社會經濟發展對人才的需求之間，依然存在不小的矛盾和差距，如：過分注重詞匯、語法等語言知識的講授，忽視語言的應用能力的培養等等。現代社會里，人們對人才的合作意識、語言的交際能力等方面的要求越來越高。
  18. Spken language teaching is aiways weak point in teaching chinese for a long time, the vague understanding of the principle of designing chinese classes and the property and position in communicative teaching of spoken language and the research about functions and values in communicative teaching of spoken language are the main causes. my thesis tells the disappearing of spoken language and the shortage of spoken language teaching, analyses the fact of communicative teaching of spoken language, makes full use of the previous achievements of contemporary linguistics, pedagogy and psychology and mainly explains the meaning, features, mechanism and ideas of communicative teaching of spoken language. the thesis talks of the development about the students " abilities to adapt our up - to - date social life, the training of the students " abilities of creative thinking, the modelling of the students " perfect personality and the improvement of the students " abilities about reading and writing

    本文從語文教學中口語交往傳統的湮沒和口語教學缺失的歷史沿革入手，在分析口語交際教學現狀的基礎上，借鑒現代語言學、教育學、心理學等領域的既有研究成果，從口語交際的涵義、特徵、機理和口語交際教學的基本理念出發，分四個層面，圍繞口語交際教學對學生現代社會生活能力的培養、對學生創造性思維能力的訓練、對學生健全人格的塑造、對學生閱讀寫作能力的提高等相關要素，逐一梳理了口語交際教學在語文教學中的功能價值，並提出了建構主義學習理論視野中的口語交際教學策略，希望籍此引起語文界同仁對口語交際教學的重視，發揮口語交際教學在語文教育體系中應有的功能作用，使口語交際教學真正落實到實處。
  19. In this branch area of sociolinguistics, researchers aim to find out the relationship between language form and patternings and functions of communication. a central goal is thus to discover and formulate rules for appropriate language use in specific contexts

    研究者試圖通過這一社會語言學分支的研究，發現語言形式同交際模式及功能的關系，中心任務是發現和創立在特定語境中恰當使用語言的規則。
  20. Also in this chapter i put forward two possible descriptions of the relationship between language system and its realization in people ' s social behavior. accordingly, there are two possible ways to describe the process of language learning, that is, the " marked " and " unmarked " version of socialization. in addition, i present some characteristics of the marked version adopted by c. a

    因而相應的，作者提出:語言學習應同時包括「顯性社會化過程」與「隱性社會化過程」兩個方面，同樣地語言教學也不應只是如交際教學法所認為的一種用目標語民族的社會文化價值體系與社會行為規則去質疑甚至替代學習者已有的體系的過程。
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