語義障礙 的英文怎麼說

中文拼音 [yǔyìzhàngài]
語義障礙 英文
semantic barriers
  • 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...
  • 障 : Ⅰ動詞（阻隔; 遮擋） block; hinder; obstruct Ⅱ名詞（遮擋物） barrier; block; obstacle
  • 礙 : 動詞（妨礙； 阻礙； 遮蔽） hinder; obstruct; be in the way of
  • 語義 : semanteme; semantics
  • 障礙 : 1 （阻礙） hinder; obstruct; rub; bar; stick2 （阻擋前進的東西） obstacle; obstruction; barrier; ...
  1. 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。
  2. The thesis has briefly expounded the definition and functions of oral communication and psychological barriers. also, on the basis of summing up typical cases and analyzing the questionnaire results, it makes a penetrating study of the reasons which cause the middle school students " psychological barriers to communicate according to the characteristics of teenagers " bodies and minds as well as the influences of chinese traditional culture, traditional chinese education, traditional teacher - student relations and the force - feeding education system

    本文簡述了口語交際的定義、作用及心理障礙，在綜括中學生口語交際心理障礙典型表現和問卷調查分析的基礎上，對中學生口語交際心理障礙產生的原因，從中學生身心發展特點、中國傳統文化、傳統語文教育、傳統師生關系及應試教育的影響，多方面地進行了深入淺出的分析。
  3. Logo is a sign which can express a certain meaning, transmit definite information, and over - come language barrier

    摘要標志是一種可以表達一定含義，傳達明確信息，克服語言和文字上的障礙及表達困難的大眾傳播符號。
  4. But the commonness of all natural languages is ambiguity. when understanding natural language the most difficulty is disambiguation

    而所有人類自然語言的共性就是歧義的存在，計算機相對於人類理解自然語言而言，最大的障礙就是歧義的消除。
  5. We summarize the barriers of protocols, functions, data structure and semantic. in turn analyse the key contents of interoperability - attribute and semantic interoperability, and outline method of attribute representation, semantic data model and the framework of interoperability

    歸納了互操作需要解決的協議、功能、數據結構和內容上的障礙；對互操作中的核心問題做了深入剖析，給出了屬性的表示方法、語義數據模型和互操作框架。
  6. Causes of semantic errors in chinese aphasic ' s oral production

    失語癥患者口語命名障礙中語義錯誤的原因初探
  7. Neuropsychological significance of morphological deficits in patients with chinese agrammatism after left - hemisphere stroke

    左半球腦卒中后漢語語法缺失患者詞法障礙的神經心理學意義
  8. Moreover, i discussed with the expert who is an authority in the field of the organizational learning. in a word, the questions i come up with in this paper are common and the problem - solved ways i make every effort to seek are general, therefore many organizations can benefit from it. the whole paper includes seven parts : preface discusses the background of study and raises the key question ; chapter 1 introduces the radical theory of organizational learning, as well as the organizational learning ' s essence ; chapter 2 discusses the classical model and the unproved model of organizational learning, then analyzes the disability of the organizational learning ; chapter 3 discusses the two important properties of medias and the general principle when selecting the media for organizational learning ; chapter 4 introduces the tools, way and strategy about organizational learning i ; chapter 5 describes the two typical ways and the proper tools about the organizational learning ii besides a successful case ; conclusion summarizes the whole paper with the prospects of the further study in the future

    本論文主要由以下部分和內容組成：引言部分，在分析時代背景的基礎上，闡述了組織學習的重要性；第一章對組織學習的定義、實質機制和知識共享的關系進行了闡述；第二章論述了組織學習的經典模型和改進模型，從這個模型出發，總結了組織學習能力的兩大構件，並分析了組織學習主要的障礙因素；第三章論述了媒體的兩個重要屬性，並指出了根據不同的學習環境和學習情況，選擇不同媒體的原則；第四章重點論述了第一類學習（組織對顯性知識的學習）的工具、方法和克服組織學習智障的主要對策等；第五章主要針對組織第二類學習（組織對內隱知識的學習） ，介紹了兩種最具代表性的學習方法、與之相關的媒介工具和成功的案例；結束語部分主要是對本論文的回顧和總結，並對將來更深入、更全面的研究做了展望和期待。
  9. Lippi is concerned about moving outside of italy where the language problems can often be a hindrance to coaches

    同時里皮擔心一旦選擇到義大利以外的球隊執教，語言問題將會成為一個很大的障礙。
  10. This thesis investigates into the affective disorders of 76 senior school students in tianshui city from five aspects : examination anxiety, communication apprehension, frustration and torment, worrying about negative evaluation and tolerance of ambiguity. this thesis also deals with the correlation between the five types of affective disorders and the learners " achievements

    本文從交際恐慌、外語考試焦慮、擔心否定的社會評價、對歧義的容忍和挫折與痛苦五個方面的情感障礙，對天水市76名高中學生以及他們這些情感障礙的差異與高中英語學習成績的相關程度進行了調查研究。
  11. As interoperation product information systems increasingly confront more complex knowledge management issues, the technology needed to deal successfully with these issues must focus on not only the syntactic but also the semantic underlying data used by those systems

    在現代企業中，產品信息系統的交互問題不僅僅是信息的交換，更多的是知識的交流。而產品知識由於其表達方式和語義的差異，給這種交流造成了很大的障礙。
  12. While web services technology resolves the technical problems of non - interoperability among distributed computing systems, it should also remove the obstacles of semantic non - interoperability among the computers and developers

    盡管web服務技術解決了分散式計算系統之間的非互操作性技術難題，但它還應該克服計算機與開發人員之間的語義上難以互操作的障礙。
  13. 2 ) rural senior school students are blocked by affective disorders more than urban ones. 3 ) boys students are impacted by the affective disorders more than girls. 4 ) worrying about negative evaluation is positively correlated to the students " examination scores, and communication apprehension, exam anxiety are negatively related to the scores, while tolerance of ambiguity and frustration and torment have no evident correlation to the scores

    基於以上統計分析和發現，本文得出以下結論： 1 ）天水市高中學生學習英語時的情感障礙較多，其中交際恐慌和考試焦慮對他們的學習影響較大； 2 ）農村學生學英語時的情感障礙多於城市學生； 3 ）男生受到情感障礙的困擾大於女生； 4 ）擔心否定的社會評價與學生的學習成績成正相關，交際恐慌和考試焦慮與成績成負相關，對歧義的容忍和挫折與苦惱與學習成績無顯著的影響。
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