言語同 的英文怎麼說

中文拼音 [yányǔtóng]
言語同 英文
tekurada
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 言語 : 言語spoken language; speech; verbal; lalia
  1. But all the evidence suggests that the english language snowball is rolling down a hill and is getting faster and faster and faster and accreting new foreign language users unlike any language has ever done before, " he said

    但所有跡象都表明，和以前任何語言不同的是，英語就象從山上滾下來的雪球一樣越滾越快，而且不斷吸引新的母語非英語的使用者。
  2. In different levels there lies these six aspects among which the authenticity and persistence of mind is rooted in the ground, whereas the consistency between actions and speeches is located on the top, and the others are accordingly interlaid between them

    這六個方面處于不同的層次，其中心意的真實性和一貫性處于最深層，行動與言語的一致性處于最表層，其他方面居間。
  3. Compassion is a state of being in which one feels, perceives, and intuits, languages and expresses or creates concurrently

    同情是一個你同步來感受、覺察、直覺、言語、表達或創造的一個狀態。
  4. This paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    摘要文章運用詞匯學、語義學和語用學知識分析了詞的內涵意義的靈活性、不確定性、情感性和開放性，闡明了在英語教學中詞的內涵意義通過語言語境、副語言語境和非語言語境來限定和理解的觀點，同時說明了文化特別是非正式文化在幫助學生理解詞的內涵意義中所起的重要作用以及有助於培養學生跨文化交際意識的基本途徑。
  5. Abstract : this paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    文摘:文章運用詞匯學、語義學和語用學知識分析了詞的內涵意義的靈活性、不確定性、情感性和開放性，闡明了在英語教學中詞的內涵意義通過語言語境、副語言語境和非語言語境來限定和理解的觀點，同時說明了文化特別是非正式文化在幫助學生理解詞的內涵意義中所起的重要作用以及有助於培養學生跨文化交際意識的基本途徑
  6. Yuechun spa : let oneself enjoy the nutriment care in the nature

    與心愛的人一同前往，浪漫情懷無需言語。
  7. Verbal - communication is an ostensive course of recognition - deduction, it needs the two communicative sides can make the common recognition and deduction to the real environment or the hypothesis in psychology

    摘要言語交際是一個認知推理的互明過程，它要求交際雙方對認知環境的事實或假設在心理上能作出共同的認知和推理。
  8. The conference hall is provided with facilities for simultaneous interpretation in five languages.

    這個會議大廳配有五種語言的同聲傳譯設備。
  9. A kind of speech contents can be expressed only by a kind of speech form, changing the speech form, also changing the speech contents, so the beauty of chinese is the unifying of speech contents and speech form in a class by themselves

    他認為，言語內容與言語形式是同時成就的，不存在誰先誰后的關系。一種言語內容只能由一種言語形式表達，更動了言語形式，也就相應地改動了言語內容。
  10. Chinese teachers should base on the speech form, the teachers should develop the students " speech ability in the activities of writing, listening, reading and speaking. at the same time, the bridge of language leads the students to the world, the history, the tradition and finally to the culture. in order to cultivate the students " independent personality and spirit, the teachers should make the students come into contact with the life, the world and the history

    語言是通向世界的大門，語文教學應以言語形式為主，在讀、寫、聽、說的言語活動中培養學生的言語能力，同時，通過語言這座橋梁，把學生引向世界、引向歷史、引向傳統、引向文化，使學生建立與生活、世界和歷史的有意義的聯系，從而培育學生的獨立人格和獨立精神。
  11. Beginning with the connotation of chinese, the authors analyses the relationship between speech form and speech content, illustrates the ever - changing form should follow its basic rules. comparing with content, the author thinks speech form has the feature of direct perception, the stability and limitation. thus, chinese teaching based on the form is not only in accord with the law of individual perception and psychological development, beneficial to develop the students " perception structure, but also it " s an important principle, the center of chinese teaching, the main foundations to train the students " language ability

    本文澄清了人們對語文學科的幾個基本概念的曲解和誤會，從語文的內涵入手，科學地界定言語形式和言語內容的概念與關系，並從學習個體認知學習的心理發展規律和語文教學自身的內在規律方面尋找理論依據，闡述了言語形式雖是「千變萬化」的，但有其基本規律可循，且此基本規律是「千篇一律」的，與內容相比，具有相對的直觀性、穩定性和有限性，所以，語文教學以言語形式為主，既符合學習個體認知學習的心理發展規律，有助於學生良好的認知結構的構建，遷移學習能力的形成及認知能力的發展；同時，以言語形式為主，又是語文教學的一條重要的客觀規律，它是語文教學規律性運轉的「軸心」 ，是培養學生言語能力的「抓手」 、語感能力形成的源泉、弘揚人文性的依託。
  12. Analysis of interactive synchrony of non - verbal behavior between teachers

    課堂教學中師生非言語行為互動的同步性分析
  13. The words of a man ' s mouth are as deep waters, and the wellspring of wisdom as a flowing brook

    4人口中的言語，如同深水。智慧的泉源，好像涌流的河水。
  14. They were all there and they all spoke different languages. the languages the apostles were given were all different

    他們說著不同的言語，使徒們領受的言語都不一樣，都是這些人所說的言語。
  15. Based on this situation, to improve the quality of this new form has become the key task in this time of surplus of information. this dissertation, which was consulted on psycholinguistic analysis, aimed at examining four common effective factors of speech production and comprehension during the process of verbal communication between communicators and audiences. these four factors, including mental state, general knowledge and special contextual knowledge, motive and attention ( desire ) and applicably verbal expression skills and means, were extracted from " chart of information structure view of language " by william j. baker, a famous american linguist, who had sum up restricted factors effected in people ' s verbal communication process

    本文從心理語言學的角度出發，運用美國語言學家williamj . baker在討論言語意義傳播過程中關鍵的制約因素時所制定的「語言信息傳播圖」 ，從「說」新聞傳受雙方語言運用中言語的產生和理解過程的共同作用因素，即「心理狀態、一般知識和特定環境的知識、動因和注意（意願）以及可用的語言技巧和手段」這四個方面來討論並論證了傳者「說」新聞「傳」務求通應重視和改進的問題，以期進一步了解人們通過語言傳播的心理過程，為傳者「傳」務求通提供一點新的啟示。
  16. Within the theoretical framework which draws on insights of the speech act theory, the ethnography of communication and the approach of generic structure potential with modification the author investigates into related aspects concerning the distribution of different types of questions across generic structure components of the discourse and the context of job interviews to account for the interpretation of speech acts of the questions and the response strategies employed by the interviewees to different types of questions

    本文以言語行為理論、民族志傳播學（又稱交際文化學，交流民族志學）以及語類結構潛勢為理論框架，通過分析語篇各語類結構成分中的不同類型問題的分佈情況以及求職面試的語境，研究招聘者所提問題的言語行為以及應聘者對不同類型問題所採用的應對策略。
  17. It investigates the realization patterns of “ advising ” in chinese on the basis of searle ’ s indirect speech act theory and his four felicity conditions. meanwhile, the study explores the politeness strategies utilized by chinese speakers in the institutional setting, the tv program, within the framework of brown and levinson. the study draws the following conclusions : firstly, all the speech acts of advising are performed indirectly

    本文是完全基於漢語語料的一項實證研究，以塞爾的四個適切條件為分析標準，以間接言語行為理論為框架，分析並解釋「建議」這一言語行為在漢語中的實現方式;同時，依據布朗和萊文森（ 1987 ）提出的禮貌策略，研究漢語使用者在實施「建議」時所使用的禮貌策略。
  18. There is a strong relationship between the various forms of sanskrit and the middle indo - aryan " prakrits ", or vernacular languages ( in which, among other things, most early jain and buddhist texts are written ), and the modern indo - aryan languages

    形形式式的梵語同中古時代印度雅利安人的「古印度語」 ，或者說本國語言（大多數耆那教和佛教文獻也用這種語言書寫） ，以及現代印度雅利安語有緊密的聯系。
  19. Emerged in the interrogative pronoun, the expression ways of ( dingzhen ) rhetoric and " be listed in the order of number " were commonly used ; most chapters rely mainly on four - word rhyme, and have the phenomenon of mixed use of rhyme such as - ( dong dong ), ( yu hou ), ( zhi zhi ) ( zhi zhl ) etc. some chapters are documents of xizhou dynasty displaying frequent use of modal particle ( zai ) and its function is variable ; the first pers

    「而」與「乃」的作用主要是作定語，它們在《逸周書》中的分佈呈互補狀態，即用「而」之篇不用「乃」 ，用「乃」各篇亦不用「而」 ，這表明相關各篇的作者方言不同或所處時代不同。此外，第一人稱代詞「余」產生較早，甲骨文中己有， 「予」則是戰國中期文獻中常用的。
  20. Gumbel teaches that there are those who by the same spirit receive the gift of healing, words of knowledge, visions, dreams, and prophecies

    甘力克教導那些人從同一個靈接受醫治、知識的言語、異像、異夢和預言的恩賜。
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