言語過度 的英文怎麼說

中文拼音 [yányǔguòdù]
言語過度 英文
hyperphasia
  • 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
  • 過 : 過Ⅰ動詞[口語] （超越） go beyond the limit; undue; excessiveⅡ名詞（姓氏） a surname
  • 度 : 度動詞[書面語] （推測; 估計） surmise; estimate
  • 言語 : 言語spoken language; speech; verbal; lalia
  • 過度 : excessive; over; undue; ana-; hyper-
  1. Based on past researches on interpersonal perception and d. c funder ' s realistic accuracy model, this research examined the characteristics of interpersonal perception in internet chatting, including accuracy of interpersonal perception ( self - other agreement ), meta - accuracy, moderators of accuracy and meta - accuracy, the differences among self - ratings, other - ratings and metaperception, and moderators of likability. 84 undergraduate and graduate students interacted in internet by oicq one to one for thirty minutes, then completed a self - edit internet chatting questionaire including ratings on cattell ' s 16 personality traits and so on. the results showed that : ( 1 ) in internet chatting, perceivers were able to judge targets ' s some personality traits with some extent accuracy

    本研究在過去人際知覺研究的基礎上，以funder的現實的精確性模型為主要的理論依據，以84位在校大學生和研究生為被試，以卡特爾的16種人格特質為人格評價特質，採用自編的網上聊天的調查問卷以及人格特質特徵的評價量表，考察了網際網路網上聊天中的人際知覺的特點，其中主要包括網上聊天的人際知覺的精確性、元精確性、影響精確性和元精確性的因素（性別、與性別相關的刻板印象、知覺者和知覺對象的人格特點、網上聊天內容的真實程度、特質的可觀察性、社會期望值以及只憑言語內容來推斷某種特質的難易程度） 、自評和他評以及元知覺間的相互差異、影響聊天者受喜歡程度的因素。
  2. As a colleague of mine who reviews chinese music albums noted : hong kong music is becoming formulaic, bland, unoriginal, over - produced, infantile and altogether uninspiring

    就如同我一位同事在評論華語音樂時點出：香港音樂已經轉變為俗套、枯燥、抄襲、過度生產、幼稚的程度，總體而言?引不起大家興趣。
  3. 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。
  4. The obstacles in listening comprehension test paper of cet4 are briefly analyzed with view of pragmatics in order to improve the students ' abilities of listening comprehension by use of the pragmatic theories, as well as to promote the listening comprehension of college english and the students ' performances in cet4

    摘要從言語行為和會話含義的角度，分析cet4聽力試題對話部分的理解障礙，以培養學生透過會話表面上的不統一看到其中蘊涵的豐富內容，把握住會話者的真正意圖，從而提高學生的聽力理解能力，促進大學英語聽力教學。
  5. The feature of comprehension is based upon students, attempting to carry forward the spirit of main body of students in linguistic sense teaching. feature of entireness is from the angle of literary works, demanding that the linguistic sense teaching is based on the macro - examination and systematic mastery of the entire modern essays. feature of construction concerns the aim of linguistic sense teaching, which on one hand is to realize students " individual construction of literary works, and on the other hand construct their language ability and spiritual personalities

    感悟性是立足於學生的角度，力圖弘揚學生在語感教學中的主體精神；整體性是從言語作品的角度來說的，要求在語感教學中要立足於言語作品的整體進行宏觀審視與系統把握；建構性是就語感教學的目的而言的，語感教學一方面要實現學生對言語作品的個性化建構，另一方面，要利用言語作品實現對學生言語能力與精神人格的建構；動態性特徵指出了學生的語感能力的養成是一個需要長期涵養和訓練的過程。
  6. Spark is the first python program i ve used where i really found the speed penalty of an interpreted language to be an major issue

    Spark是我使用過的第一個python程序，而我在使用中發現，解釋語言的速度損失是其主要問題。
  7. We could not thoroughly explore the stance, intention, preference, etc. of the respondent if merely drawing support from general structural and functional linguistic approach traditionally and we could not have a clear and thorough insight into speech connotation and speech reaction of the respondents in the court, either

    如果僅僅從傳統的結構和功能語法的角度來研究答話人的言語反應，我們還不能全面地剖析答話人在法庭上的言語意向和立場等。由prof . martin創始的語言評價理論沒有停留在語言的表層意義上，而是通過語言的表層意義看深層的意義取向。
  8. Common childhood developmental problems include attention deficit, hyperactivity disorder, dyslexia, autistic spectrum disorder, language delay, developmental delay, mental retardation, developmental coordination disorder, cerebral palsy, as well as visual and hearing impairment

    常見的兒童發展問題包括專注力失調、過度活躍癥、讀寫障礙、自閉癥、言語發展障礙、發展遲緩、智力障礙、動作協調障礙、腦麻痹、視障及弱聽。
  9. Body language is the nonverbal specific position or movements people adopt in the process of communication to convey information, to express feelings and to show attitudes

    體態語是指人在交際過程中，用來傳遞信息、表達感情、表示態度的非言語的特定身體態勢。體態語在交際中有重要的作用。
  10. On the contrary, his eyes wet with tears, pierre looked joyously at this bright comet, which seemed as though after flying with inconceivable swiftness through infinite space in a parabola, it had suddenly, like an arrow piercing the earth, stuck fast at one chosen spot in the black sky, and stayed there, vigorously tossing up its tail, shining and playing with its white light among the countless other twinkling stars

    與之相反，皮埃爾興高采烈地睜開他那雙被淚水沾濕的眼睛，凝視著這顆明亮的彗星，它彷彿正以非言語所能形容的速度沿著一條拋物線飛過這遼闊的空間，忽然它像一枝射進土中的利箭，在黑暗的天空楔入它所選定的地方，停止不動，它使盡全力地翹起尾巴，在無數閃爍的星星之間炫耀自己的白光。
  11. The analysis concludes that there are general patterns of lexico - grammatical choices in them. there are far more material and relational processes, a relatively smaller number of mental and verbal processes and few behavioural and existential processes. present tense is frequently used

    我們發現詞匯語法選擇在董事長致辭中有如下模式：從及物性角度而言，物質過程和關系過程居多，心理過程與言語過程相對較少，幾乎沒有行為過程和存在過程。
  12. By reviewing the popular use of the term " pk ", this paper studied its origin from the perspective of linguistics and social linguistics, ie., the borrowing of loan words and the generalization of professional terms as well as the value of social culture behind this phenomenon

    摘要透過" pk "的流行風，從語言學、社會語言學角度探究其來龍去脈，即外來語的借用和專業術語的泛化，以及這種現象背後隱含的社會文化價值。
  13. Through interviewing elementary - school teachers, the researchers propose five basic dimensions to evaluate children ' s school readiness in china, including bodily and movement development, emotional and social development, the abilities and skills with studies, spoken language development, and cognitive development and general knowledge foundation

    摘要本文通過對小學一年級教師的訪談研究，對我國兒童入學準備提出5個基本維度，即身體和運動發展、情結與社會性發展、學習相關、言語發展、認知發展和一般知識基礎。
  14. With this concern in mind, nevertheless, and in order to deal with the problem of language complexity, uml 2. 0 was modularized in a way that allows selective use of language modules

    不過，由於有了這些顧慮， uml2 . 0在某種程度上進行了模塊化，允許有選擇性的使用一些語言模塊，以便解決語言復雜度的問題。
  15. Meanwhile, in the classroom, instructions are employed to organize the class ( to control the students " behavior and to connect the teaching exchanges ), by whose language functions the teacher ' s underlying attitude towards the students and their relationships might be revealed

    此外，為了使教學得以順利完成，課堂上教師需要管理學生的行為，教師針對學生的具體情況用指令語提出要求和希望。此時，教師對學生的態度及他們之間的關系可以通過指令語的言語功能反映出來。
  16. In the course of evolution, the variations of tones and vowels with rusheng are in sudden phonetic changes because of the competition of phonetic systems between putonghua and the local dialect

    從社會語言學的角度看，在這場正在進行的演變過程中，聲調的變異與入聲韻母的演變都屬于共同語與方言語音系統競爭之下的音類的突變。
  17. There are three key points need to be considered in language structure : firstly, words built up, from its static ' s point of view, it includes the words accumulated and understanding, grammar rational knowledge, and practical rational knowledge etc. ; secondly, language ability and practice process, thinking about the movement including the psychology and process of listening, speaking, reading and writing, and perceptual experience use of language ; thirdly, chinese attainments, which is from one - way to unanimity, from the interaction of movement to static and then comes to the character of synthetical mother language, which is consist of emotion, evaluation, aesthetic interest and human spirits. the language structure in chinese teaching has been analyzed in this essay. the writer thinks that the real aim for chinese education and teaching is to make learners master the language structure

    語言結構包含三個維度：語料儲備（從靜的角度理解，包含語言詞匯的積累和認知、語法的理性把握和認知、語用理性把握和認知等）語言能力及實踐過程（從動的角度理解，包含聽、說、讀、寫的心理狀態和過程、言語運用的感性經驗等）語文素養（單向的、不斷趨同的、由動與靜的因素相互作用而折射出的綜合性母語品質，包含情感態度、價值觀念、審美情趣及人文精神等）本文還對語言結構在語文教學中的特徵進行分析，進而我們提出：建構學習者個體的語言結構才是語文教育教學的終極追求。
  18. 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
  19. 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
  20. It is important to keep a positive attitude and to try to enjoy the language learning process

    保持積極的態度，享受學習語言的過程很重要。
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