言語行動 的英文怎麼說

中文拼音 [yányǔhángdòng]
言語行動 英文
speech act
  • 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
  • 行 : 行Ⅰ名詞1 （行列） line; row 2 （排行） seniority among brothers and sisters:你行幾? 我行三。where...
  • 言語 : 言語spoken language; speech; verbal; lalia
  • 行動 : 1 （行走; 走動） move about; get about 2 （為實現某種意圖而活動） act; take action 3 （行為; 舉動...
  1. This paper is a case study of " absolute adjectives ", with a view of finding the limitations of the " prescriptive approach ", and suggests taking a dialectic stand in theoretical research and practical language teaching

    英語絕對形容詞的比較等級分析，可以說明正確的語言觀應該建立在客觀、動態基礎之上，應該按語言的本來面貌對語言進行客觀描寫。
  2. On austin ' s speech act theory and dynamic context theory

    言語行為理論與動態語境觀
  3. Based upon previous studies on speech acts and legal speech acts by austin ( 1962 ), searle ( 1975 ), and trosborg ( 1995 ), legal speech acts are classified into three types : explicit, conventionalized and implicit

    本文還提出，可以根據其中施為動詞的有無、施為用意的強弱把法律言語行為劃分為顯性、規約性和隱性三大類。
  4. The primacy of the deed is over word and thought.

    行動勝過語言和思想。
  5. The greatest talkers are always the least doers

    言語的巨人往往是行動的侏儒。
  6. 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。
  7. 11 katoen j - p, langerak r, latella d, brinksma e. on specifying real - time systems in a causality - based setting. lecture notes in computer science 1135, 1996, pp. 385 - 405. 12 fecher h, majster - cederbaum m, wu j. refinement of actions in a real - time process algebra with a true concurrency model

    在系統模型的結構表示上，本文擴充了傳統的事件結構，使用一種帶時間信息的捆綁式事件結構來模擬系統行為，在系統模型的語言刻畫上，本文採用的是帶時間的類lotos進程代數描述語言，對于動作精化，我們同樣採用運算元的觀點，將動作精化定義為一個操作運算元。
  8. Dr zahhar remains unbowed in his determination, sense of rightness and argumentative humour

    扎哈爾醫生仍然沒有屈服，依舊行動果斷，正直，言語幽默。
  9. 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
  10. Abstract : this article formulates the pragmatic factors that influence the emotive meaning in english. it involves three aspects of pragmatics, i. e. goal - directed actions, contexts and usages of address. the conclusion is drawn from the analysis and by proving that the emotive meaning is determined by the communicative ability of both sides of speakers and listeners in using languages

    文摘:重點闡述了英語中影響表情意義的語用因素.文章涉及了語用學中的三個方面：言語行為的目的性活動、語境、稱謂形式的使用.通過分析論證得出結論：表情意義取決于語言使用者雙方的交際能力
  11. It is time that every one of us protect our mother nature not only with words but also with deeds

    該是我們每個人用語言和行動來保護自然母親的時候了。
  12. Their common aim is to acquire knowledge, magnify character and form perfect personality. finally, the article investigates the history of practical observation on teacher - student interaction in class, which mainly comes form european, american and chinese scholars " relative practical observation, such as the teacher - students observational detailed item list designed by gallon. w, the small community interaction item system constructed by bales. r. f, the subject constituent of teacher - student intercourse in class constructing and the observational detailed item list to the teachers and students " individual language interaction by wu kang - ning, and the observational detailed item list to the teachers and students " spoken language interactive behavior in class by shen gui - peng. the most influenced one is the interaction category analysis system by flanders. n. a, whose important devotion is the observational category system to teachers and students " language and silence and the relative observational detailed item list

    這主要涉及歐美、中國學者的相關實證研究，主要包括高爾頓（ galton ， w . ）等人設計的對教師、學生的觀察項目清單、貝爾斯（ bales ， r . f . ）建構的小群體互動行為類目系統、吳康寧等人的課堂教學師生交往的主體構成、師生個體言語交往行為觀察清單及沈貴鵬等人的「教師課堂口頭言語互動行為」的觀察項目清單等，但最具影響力的是弗蘭德斯（ flanders ， n . a . ）的互動分類分析體系，弗蘭德斯的主要貢獻是設計出了教師的語言、學生的語言及沉默等觀察類目系統及相應的觀察類目清單。
  13. From the words to deeds is a great space

    語言和行動間有相當大的距離。
  14. Part one redefines indirect conditional sentences in accordance with the speech act theories of austin and searle and then analyses and classifies the indirect conditionals in early modern english in accordance with grice ' s cooperative principle and maxims

    上篇主要根據奧斯汀和塞爾的言語舉動理論對間接條件句進行重新界定，並根據格萊斯的會話原則和準則對早期現代英語的間接條件句進行分析和分類。
  15. Words and deeds are quite indifferent modes of the divine energy. words are also action, and actions are a kind of words

    語言和行動是人的非凡活力的兩種普通的表現形式。語言也是行動，行動也是語言。
  16. By studying the record of videos of classroom teaching, and analyzing the questionnaire and interviews of teachers and students respectively about the nonverbal behaviors in classroom teaching, this paper discusses the interactive synchrony between teachers and students in classroom teaching, and proposes the important roles of interactive synchrony in classroom teaching

    摘要在分析課堂教學活動的錄像、英語課堂非言語行為交際的調查問卷和訪談的基礎上，探討了在課堂教學這個特殊的互動場景中，師生進行非言語行為互動時存在的同步性，提出了課堂教學過程中師生非言語行為互動的同步性對教學實踐的啟發和指導作用。
  17. Speech is the image of actions

    語言是行動的反映。
  18. Then there will arise in his place a despicable person, to whom the honor of a kingdom will not be given ; but he will come in a time of security and will seize the kingdom by smooth and cunning words and actions

    21必有一個卑鄙的人興起接續他的王位，人必不將國的尊榮給他，他卻趁人安穩的時候，用狡猾奸詐的言語行動奪了國。
  19. Now the same room was dimly lighted with two candles, and in the middle of the night the tea - set and supper - dishes stood in disorder on one of the little tables, and heterogeneous, plainly dressed persons were sitting at it, whispering together, and showing in every word that no one could forget what was passing at that moment and what was still to come in the bedroom

    現在這個房間只點著兩根光線暗淡的蠟燭，在這深夜裡，一張小茶幾上亂七八糟地放著茶具和盤子，穿著得不太雅緻的五顏六色的人們坐在這個房間里竊竊私語，言語行動都表示誰也不會忘記現在發生的事情和可能發生的事情。
  20. Non - language behavior merit can be fined out the unpack in gym classroom teaching activity

    體育課堂教學活動中非言語行為功能探析
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