詞的搭配意義 的英文怎麼說

中文拼音 [cídepèiyìyì]
詞的搭配意義 英文
collocative meaning
  • 詞 : 名詞1 （說話或詩歌、文章、戲劇中的語句） speech; statement; lines of play 2 （一種韻文形式 起於唐...
  • 的 : 4次方是 The fourth power of 2 is direction
  • 搭 : 動詞1 （支; 架設） put up; build 2 （把柔軟的東西放在可以支架的東西上） hang over; put over 3 （...
  • 配 : Ⅰ動詞1 （兩性結合） join in marriage 2 （使動物交配） mate （animals） 3 （按適當的標準或比例加以...
  • 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...
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 搭配 : 1. （按一定的安排分配） assort or arrange in pairs or groups 2. [語言學] （詞語搭配） collocation
  1. In addition, in the nature of the words list, there are dislocations of the words collocation ; in the operation of the empty words, rorm the advance and flection of the meaning and in the gratuitous words, include very deeply civilization meanings

    同時，陶淵明詩歌在語序的平直自然中，卻存在著詞語搭配的錯位；虛詞的自然運用中，卻形成了意義的遞進與曲折；語詞的平白如話中，卻含有極深的文化含義。
  2. Catching the meaning of words literally from the context in freanch - chinese translation leads to the major reasons of misunderstanding and mustranslation, and this is ofter caused by failure to understand the polysemy of words, the collocation meaning of words, jargons established by usage, figurative sense of words, words ' extended meaning, words bearing historical and religious senses, as well as the specific pragmatical meaning of words in certain context

    摘要望文生義所致誤解誤譯，主要有如下幾種情形：不了解詞匯的多義性和搭配意義；不懂約定俗成的術語行話；不明白轉義、引申義、 ?史或宗教意義；不清楚詞語在上下文中的具體語用意義。
  3. On the basis of english synonyms, this paper makes a comparison between sources, types, affective meanings, stylistic colors, collocation meanings, distribution and syntactic functions to disclose the similarities and differences which plays an important role in improving language competence

    以英語同義詞為基礎，對比英漢同義詞的來源，類型以及它們在語義的輕重和側重點、感情意義、語體色彩、搭配意義、位置分佈以及詞性句法功能，揭示其異同，對提高同義詞辨別能力與語言運用能力有積極作用。
  4. This is the result of the reasons are : representative estimates of the number of structure classifiers the match capacity constraints and representative estimates of the number of structure is the indicator of grammar significance

    造成這一情況的原因是：表約量的數量結構中量詞本身的搭配能力限制以及表約量的數量結構自身具有的特指的語法意義。
  5. 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。
  6. This paper carries out a quantificational analysis upon the corpora of the english learners from primary schools to universities, especially middle schools, and makes comparisons in longitude and latitude. we find out from the comparisons that the language items puzzling the students most are : omission / addition of " ~ s " after third person singular verbs, omission / addition of " be ", error of tenses, error of articles, error of preposition collocations, agreement of subjects and verbs, error of singular / plural nouns, error of infinitives, error of part of speeches, error of possessive cases, empty of conjunctions in coordinative sentences, error of spellings ; elementary or intermediate learners ( such as freshmen ) suffer from native language transfer or simplification a lot ; advanced learners ( such as sophomores ) are affected by the overgeneralization of target language ; the error of part of speech or semantic selection ( except conceptual meaning ) runs through all phases, and it is likely to be fossilized

    我們從研究中發現，困擾我國中學英語學習者的語言項目有動詞第三人稱單數s遺漏誤加、 be動詞誤加省、時態錯誤、冠詞錯誤、介詞搭配錯誤、主謂不一致、名詞單復數錯誤、不定式錯誤、詞性混用、所有格錯誤、並列句關聯詞空缺、拼寫錯誤；初、中級階段（大學一年級以前）學習者受母語遷移、目的語規則簡化影響較大；高級（大學二年級及以後）階段的學習者受目的語規則泛化影響較明顯；過渡語水平和學習者的學習階段呈正相關；英語詞性、詞義（概念意義除外）等方面的錯誤貫穿所有學習階段，且易形成「僵化」 。
  7. During the experiment, the subjects took 3 vocabulary tests which are designed to examine learners " vocabulary memory and vocabulary knowledge

    作者依據cronbach （ 1942 ）提出的詞匯知識測試模式，即詞的意義，搭配及運用設計而成。
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