謂語性名詞的英文怎麼說

中文拼音 [wèixìngmíng]
謂語性名詞英文
predicate noun

  • : Ⅰ動詞1. (說) say 2. (稱呼; 叫做) call; name Ⅱ名詞1. (意義) meaning; sense 2. (姓氏) a surname
  • : 語動詞[書面語] (告訴) tell; inform
  • : Ⅰ名詞1 (性格) nature; character; disposition 2 (性能; 性質) property; quality 3 (性別) sex ...
  • : Ⅰ名詞1 (名字; 名稱) name; appellation 2 (名聲; 名譽) fame; reputation 3 (名義) name 4 (姓...
  • : 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...

※中文詞彙謂語性名詞在字典百科國語字典中的解釋。

  1. Puellae matribus flores dederunt. the girls gave flowers to their mothers

    與格與英中充當間接賓或代大致對應
  2. A word or word group, such as an adjective, that is placed adjacent to the noun it modifies without a linking verb ; for example, pale in the pale girl

    修飾,修飾形容一個組,例如一個形容,不用連接動,緊接於它所修飾的之後;如在臉色蒼白的小女孩里,蒼白的
  3. Semantic selection of np to dual number measure words

    論雙數量成分的義選擇
  4. 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,困擾我國中學英學習者的言項目有動第三人稱單數s遺漏誤加、 be動誤加省、時態錯誤、冠錯誤、介搭配錯誤、主不一致、單復數錯誤、不定式錯誤、混用、所有格錯誤、並列句關聯空缺、拼寫錯誤;初、中級階段(大學一年級以前)學習者受母遷移、目的規則簡化影響較大;高級(大學二年級及以後)階段的學習者受目的規則泛化影響較明顯;過渡水平和學習者的學習階段呈正相關;英義(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」 。
  5. Mulford, r. " comprehension of icelandic pronoun gender : semantic versus formal factors. " journal - of - child - language 12 ( 2 ) ( 1985 ) : 443 - 453

    冰島別的理解:意因素與形式因素。 《兒童言期刊》 ,第12卷第二期( 1985 ) , 443到453頁。
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