語義學者 的英文怎麼說

中文拼音 [yǔyìxuézhě]
語義學者 英文
semanticist
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 者 : Ⅰ助詞1 （用在形容詞或動詞後面 或帶有形容詞或動詞的詞組後面 表示有此屬性或做此動作的人或事物） 2 ...
  • 語義 : semanteme; semantics
  • 學者 : scholar; learned man; man of learning
  1. When the behaviorist methodology entered linguistics via bloomfield ' s writings, the popular practice in linguistic studies was to accept what a native speaker says in his language and to discard what he says about it

    當行為主義者的方法論經由布龍菲爾德的著作進入語言學研究以後，在語言學研究中普遍的做法就是去接受、理解一個本族語者用他的語言說出的語言事實本身，而丟棄他對其語言所作的評論。
  2. Domain theory provides the mathematical foundation for denotation semantics of computer program languages. it is characterized by the close connection between order and topology, which makes it the common study field of both computer experts and mathematicians. weight, character and density are generally called cardinal functions

    一種domain范疇要成為某種語言的語義學模型其基本條件是笛卡爾閉的，因而研究domain范疇的笛卡爾閉性或者說尋找笛卡爾閉的domain范疇就自然成了domain理論中一個十分基本的問題。
  3. This incoherence amounts to merely a denial either of the meaning of the fqp, or an unwillingness to face its meaning

    這種語無倫次完全等於否定哲學基本問題的意義，或者不願面對它的意義。
  4. Via the investigation on the subjects such as philosophy of moral education, semasiology, logic, anthropology, psychology and so on, the author thinks that the ultimate goal is to cultivate the value character of our students. this character is an " attitude " dynamic system which consists of the subsystems such as " moral cognition ", " moral emotion ", " moral behavior ", etc. it is built on the basis of our traditional culture, which focuses on three dimensions of " learn to be ", " learn together " and " learn to act ". and it embodies the respect - responsibility ( individual to himself, to others, to society, to nature and so on ) value which is the students " core character as well as the goal of education that our moral education should pursue

    透過道德教育哲學、語義學、邏輯學、人類學、心理學等多學科的考察，論文認為，學校道德教育的根本目的在於培養受教育者的德性品質（品格） ；受教育者的品格是由「道德認知」 、 「道德情感」 、 「道德行為」等子系統組成的「態度」動力系統；建立在傳統文化基礎上，圍繞「立身」 、 「處世」 、 「行事」三個維度，體現「尊重?責任」關系（生命個體對自己、他人、社會、自然等）價值觀，既是受教育者核心品格，也是學校道德教育應該追求的教育目標。
  5. 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。
  6. 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
  7. This paper takes two similar works by the italian writer eco as its framework of reference and tries to investigate into the " self - construction of the discourse producer. " based on the biblical narrative and relevant interpretations in western arts, it attempts to return to the symbolic system that made the novel the pa vinci code possible, analyses the changes, misreading and extension of meanings, and finally reseals the tension between the " spiritual expression " and the symbolic codes

    本文以義大利學者艾柯的兩部類似作品為參照，對這種「話語生產者的自我建構」予以考察；並試圖以《聖經》 ?述與西方藝術的相關論釋為據，回到《達?芬奇密碼》所藉助的象徵符號系統，解析其中的演變、誤讀以及意義延伸，從而揭示「精神表達」與象徵符號之間的張力。
  8. The author finds that chinese beginners of english have difficulties in retaining word spelling, in linking word ' s form with proper meaning when they are learning non - morphological motivated words

    作者發現，英語初學者在學習非形態理據詞時，難于記住單詞的拼寫，難于把詞形與詞義聯系起來。
  9. In 1981 joan manes and nessa wolfson pioneered the study on compliment by examining the speech of middle - class native speakers in usa. they found that compliments in american english showed a striking regularity not only in their syntactic patterns but also in their semantic composition

    美國學者joanmanes和nessawolfson1981年開始對存在於美國中產階層中的表揚言語進行調查，發現美國英語的表揚在句式和語義成分上都呈現出明顯的規律性。
  10. After a summary of non - realistic phrase ' s meaning in linguistics from 60 ' s to 90 ' s in last century, the conclusion follows like this : on the research of non - realistic phrase ' s meaning, the scholars in linguistics are divided into two parts, some think that the non - realistic phrase ' s meaning has content, but doesn ' t has points ; the others think that non - realistic phrase ' s meaning has both content and points

    本文通過對20世紀60年代初至90年代語言學上關于非現實詞詞義研究作綜述后，認為語言學學者在研究非現實詞詞義這一問題上分為兩大派別：一方認為非現實詞詞義有所謂而無所指；另一方認為非現實詞詞義有所謂也有所指。
  11. The writer passes the fixed amount and qualitative analysis, the actuality investigates and theories study combines together, thinking that the main key stiching point of the high school grammar teaching consists in : the target of the high school grammar teaching escapes from the education of the large teachers and students with learning the real fact ; the high school grammar content system originates the result in studying the grammar, but many abuses exsisr hi the grammar research, thus affect the high school grammar teaching directly or indirectly ; in the cognition of the high school grammar teaching, people also need a process for continuously inclining to science ; the limitations of the contents and arrangement also exist in the grammar teaching materials - high school grammar teaching materials that arrange according to the grammar system oneself have the limitations, the contents of the language grammar in the teaching material and arrangement also have certain limitations, such as do n ' t follow the students " regulation of cognition, there is no the contents of the grammar teaching in senior high school and the request, the grammar in junior high school does n ' t pass, in the senior high school then returns to living, gradually, etc ; furthermore, teacher ' s character and the teaching methods are n ' t well suited, do n ' t join the static grammar teaching with the dynamic grammar teaching, neglect the practical characteristics of the teaching grammar ; for a long time, the position of the meaning in the grammar teaching of the high school is n ' t fixed correctly, either higher or lower etc. from here, the writer gets a conclusion : because of the existence of the above problems, cause " grammar useless " then request " desalinate grammar " even " cancel the grammar " creation, but not grammar knowledge oneselt is useless, therefore, from now on the direction of the grammar reform in education is to resolve these problems, not desa linate and cancel

    在1898年馬建忠撰寫的第一部漢語語法專著《馬氏文通》問世到現在的一百多年裡，語法教學在中學語文學科中的地位始終沒有確定下來， 「淡化」甚至「取消」語法教學的觀點時而浮現于語文教學的理論與實踐中。問題的癥結何在?筆者通過定量與定性分析，現實調查與理論探討相結合，認為中學語法教學的主要癥結在於：中學語法教學確立的目標脫離廣大師生的教情與學情實際；中學語法內容體系來源於語法研究成果，而語法研究中存在著諸多弊端，從而直接或間接地影響著中學語法教學；人們對中學語法教學目的的認識也有一個不斷趨向科學的過程：語法教材也存在著內容及編排的局限性? ?中學語法教材的依據語法體系本身具有局限性，語文教材中的語法的內容與編排也具有一定的局限性，諸如沒有遵循學生的認識規律，高中沒有語法教學的內容和要求，語法初中沒有過關，高中則更趨回生等；再者，教師素質及教學方法不適應，沒有把靜態的語法教學與動態的語法教學結合起來，忽視了教學語法的實用性的特點；長期以來，中學語法教學的意義定位不準，不是偏高就是偏低等等，由此，筆者得出結論：由於上述問題的存在，導致了「語法無用」進而要求「淡化語法」甚至「取消語法」論調的產生，而並非語法知識本身無用，因此，今後語法教學改革的方向是解決這些問題，而不是淡化和取消。
  12. This paper takes the right of publicity of real person as the research object, using the comparative analytic method and semantic analytic method, combining the domestic and international newest cases, drawing lessons from the domestic and international scholar ’ s existing research results, to prove the necessity and meaning of setting up the independent right of publicity of real person. this paper attempts to found a new kind of right, namely the right of publicity of real person, to promote the abundant legal protection of the real person ’ s image interests

    本文以真實人物形象權作為研究對象，運用實證分析方法下的比較分析法和語義分析法，結合國內外最新的案例，借鑒國內外學者已有的研究成果，論證了建立獨立的真實人物形象權的必要性和意義，試圖通過創設一種新型的權利，即真實人物形象權，實現對真實人物形象利益的充分法律保護。
  13. The author believes we should differentiate the academic significance economic law and the semantic significance economic law, refer with economic law called the semantic significance economic law and with economic regulation law called the academic significance economic law

    作者認為應將學術意義上的經濟法與語義學意義上的經濟法相區分，用經濟法來指稱語義學意義上的經濟法，用經濟調製法來稱謂學術意義上的經濟法。
  14. In theory of bertalanffy and functionalist such as a. comte, h. spencer, e. durkeim, r. brown and malinowski, we can find the shades of the theory of organism and even borrowing of terms of biology

    在貝塔朗菲和功能主義的代表人物，如孔德、斯賓塞、迪爾凱姆、馬林諾夫斯基，布朗等學者的理論中都可看到生物有機體理論的影子，甚至可以看到大量生物學術語的借用。
  15. First the author discusses the significance of the rapid developing multimedia and network technology in relation to the vocabulary expansion of high school students from the perspective of reforming language teaching and learning under the guidance of modern educational technology ; analyzes the importance to enlarge the students " vocabulary ; raises the problems existing at present in traditional language teaching and learning at high school and considers it necessary to revolutionize this situation under the development of multimedia and network

    作者認為，隨著多媒體及網路技術等現代科技的發展，為學習外語提供了真實語言環境，外語學習的環境與條件得到了極大的改善與提高。因此，藉助多媒體及網路技術從多個層面分析研究我國高中學生的英語詞匯學習策略，將對提高現階段的高中英語教學效率具有一定的積極意義，為高中生將來成功地學習和運用外語奠定良好的基礎提供積極的幫助。
  16. Sanskrit as defined by panini had evolved out of the earlier " vedic " form, and scholars often distinguish vedic sanskrit and classical or " paninian " sanskrit as separate dialects

    梵語也被帕尼尼定義和發展成早期的「吠陀」形式，學者經常辨別吠陀梵語和古典，或者「古代印度」梵語作為劃分語調。
  17. The key concept of the gricean pragmatics is " speaker ' s meaning "

    格賴斯語用學的中心概念是『會話含義』 ，即講話者的言外之意。
  18. Due to the differences between l1 and l2, language, teachers are expected to make necessary comparisons and apply some principles of lexical acquisition from semantic aspect in classroom performance

    這就要求外語教師在具體的教學環節中自覺掌握詞匯習得理論中的合理內核，提高語義對比和講解的意識，使學習者形成正確的詞匯意義，從而促進理解和運用外語能力的發展。
  19. Starting from the significance of games in children ' s english teaching, the thesis introduces some scholars " illustration of using games in the teaching process

    文章首先從游戲在兒童教學中的意義著手，介紹了語言學者對于游戲的意義的闡述與說明。
  20. In this paper, i try to put forward a theory about work mechanism of metaphors and its appropriate conditions, enlightened by davidson and based on the wittgenstein ' s analysis of " see … as … ", and check my theory against harre ' s semantic - ontology method

    摘要該文受戴維森的啟發，並基於唯特根斯坦對「把…看作… 」的分析，嘗試提出隱喻創造相似性的工作機制以及這一機制運作如何可能的恰當件條件，並將筆者的這一理論與哈雷等提出的語義學本體論分析進行了比較。
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