詞匯分解 的英文怎麼說

中文拼音 [cíhuìfēnjiě]
詞匯分解 英文
lexical decomposition
  • 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...
  • 匯 : Ⅰ動詞1 （匯合） converge 2 （聚集; 聚合） gather together 3 （通過郵電局、 銀行把款項劃撥到別處）...
  • 分 : 分Ⅰ名詞1. （成分） component 2. （職責和權利的限度） what is within one's duty or rights Ⅱ同 「份」Ⅲ動詞[書面語] （料想） judge
  • 解 : 解動詞（解送） send under guard
  • 詞匯 : [語言學] （語匯） vocabulary; words and phrases
  1. Part five introduces the subjects and the procedure used in the author ' s this experiment, the methods used are also described carefully, which falls into twelve ways : to improve the students " background knowledge by means of singing english songs, by holding english parties, by vocabulary teaching, by english learning field, by school english broadcasting by reading background knowledge materials, by english competition on background knowledge, by establishing english corners, by giving warm - up of each class, by main grammar explaining in verse, by listening to english programs on tv and radio, and by telling english jokes, riddles doggerels and jingles

    第五部分論述了本實驗中的被試、實驗步驟以及實驗方法等情況。方法共分為十二種：通過英文歌曲、英語晚會、詞匯學習、英語學習園地、校園英語廣播、閱讀背景知識材料、就背景知識進行的英語競賽、英語角、每節課剛開始時的熱身練習、運用英語知識歌訣解釋重點語法、通過電視和廣播收看或者收聽英語節目和通過英語笑話，順口溜和腦筋急轉彎等等。第六部分用統計軟體spss報告了數據統計分析的結果及相關討論… … 。
  2. This paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    摘要文章運用詞匯學、語義學和語用學知識分析了詞的內涵意義的靈活性、不確定性、情感性和開放性，闡明了在英語教學中詞的內涵意義通過語言語境、副語言語境和非語言語境來限定和理解的觀點，同時說明了文化特別是非正式文化在幫助學生理解詞的內涵意義中所起的重要作用以及有助於培養學生跨文化交際意識的基本途徑。
  3. Abstract : this paper aims at applying lexicology, semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word, in english teaching, can be restricted, determined and comprehended according to textual context, paralinguistic context or non - linguistic context, in the meantime, to relate the important role a culture, especially, the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition, which promotes the cultivation of their cross - culture awareness

    文摘:文章運用詞匯學、語義學和語用學知識分析了詞的內涵意義的靈活性、不確定性、情感性和開放性，闡明了在英語教學中詞的內涵意義通過語言語境、副語言語境和非語言語境來限定和理解的觀點，同時說明了文化特別是非正式文化在幫助學生理解詞的內涵意義中所起的重要作用以及有助於培養學生跨文化交際意識的基本途徑
  4. This thesis will rely on previous studies of instructions on the general rules and language functions, and modification of teacher talk to carry on a multi - layer study on junior middle school teachers " instructions with aspect of linguistic forms and language functions in chinese efl classrooms. after study on the transcriptions of 30 lectures ( 10 lectures are given by in - service teachers, 10 lectures are given by pre - service teachers and 10 lectures are given by the winners in fine - quality classroom competitions ) of efl classroom of junior middle schools in china, the major findings are : ( 1 ) the teachers likely use some devices with respect to prosody ( temporal variables ), lexis, syntax and discourse to simplify and clarify the complex instructions to match the requirement of junior middle school students " listening comprehension. ( 2 ) there are about three factors that cause the ineffective instructions

    本文在前人的關于教師語言的調整，指令語及其表達功能的研究基礎上以何安平教授建立《中學英語教育語料庫（ mstm ） 》中的近17 . 7萬字的子語庫《英語課堂教學語料庫（ msee ） 》為研究語料，選擇了其中30節初中英語課為研究對象，對教師指令語的言語形式及其語言功能進行了較為深入的描述分析，發現： （ 1 ）在音律層面，中國中學英語教師習慣川停頓來放慢語速或在一些難詞之前做停頓以便達到讓學生理解的要求：詞匯層面，教師慣用一些表達方式來給指令語；句法層面，教師也是盡量用簡單句來簡化指令語；語篇層面，初中英語課堂上教師常用一些信號詞來起始解釋性指令語，並少用宏觀語篇標記詞來幫助學生理解，但卻常用微觀語篇標記詞來吸引學生的注意力。
  5. Some of the military terms were very complex to the unschooled ; all had to be able to understand them thoroughly in order to translate them into their native language

    某些軍事用語可能十分復雜生僻，但他們中的每一個都必須能準確的理解一邊將這些詞匯翻譯成納瓦霍土著語。
  6. But an increasing number of austin ' s eighth - graders also submit classwork containing " b4, " ur, " 2 " and " wata " words that may confuse adults but are part of the teens " everyday lives

    同時， austin的八年級學生們的作文中還出現了「 b4 」 ， 「 ur 」 「 2 」和「 wata 」 ，這些詞匯令大人們不解，卻是十幾歲年輕人日常生活的一部分。
  7. The results arc discussed and analyzed in four aspects ; chunking and vocabulary acquisition, comprehensible input and vocabulary acquisition, meaningful learning and vocabulary acquisition, perception, code, retrieval and vocabulary acquisition

    本文從四個方面詳細討論並分析了本實驗的結果，包括組塊與詞匯習得，可理解的輸入與詞匯習得，有意義的學習與詞匯習得，感知、編碼、提取與詞匯習得。
  8. National standards of english course ( experimental edition ) explicitly indicates : the focus of reform of english course is to change the situation of putting more emphasis on grammar and lexical explanations, and of the tendency of overlooking learners " language performance on actual occasions. the reform advocates experience, practice, participation, collaborative and communicative learning style and task - oriented approach based on learners " interests, life experience and cognitive level, aiming at developing learners " comprehensive abilities

    國家《英語課程標準（實驗稿） 》明確指出： 「此次英語課程改革的重點就是要改變英語課程過分重視語法和詞匯知識的講解與傳授、忽視對學生實際語言運用能力的培養的傾向，強調課程從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，發展學生的綜合語言運用能力。 」
  9. Page of our website you will find most of information needed to understand the different analysis tools and financial terms

    在瑞匯網的金融詞匯經濟指數與網上平臺講解這幾頁里你可找到您所需要的大部分信息與資料。
  10. As a result, teachers concentrate on new words, language points and sentence structures, while students try to memorize them mechanically. the traditional method teaches students to learn language knowledge in an isolated situation, ignoring the need of developing student skills in analyzing the whole text, improving their background knowledge and cultivating their ability to solve problems

    這種將詞匯和語言點從語篇中分離出來進行孤立記憶、忽視培養語篇分析能力的教學方法，會使學生變得「見木不見林」 ，不利於拓寬學生的視野和知識面，不利於培養和提高學生分析問題、解決問題的能力。
  11. On the foundation of pretreatment of language c subject, analyzing three existing similarity model and designing the similarity model of language c subject ; through the introduction of hownet ’ s structure and administrative levels and primitive ’ s similarity method, achieving semantic similarity method of words based on hownet, than advancing semantic similar as hownet to solve the similarity of domain words which are not embodied in hownet ; ulteriorly, through researching existing sentence similarity model and combining it with idiographic subjects, achieving the senntence similarity model towards language c subject library ; finally telling of the similarity model arithmetic ’ s application in language c subject library, then analyzing and estimating the effect of it in order to advance the shortage and expanding direction

    在對c語言試題進行預處理的基礎上，分析了現有的三種相似度模型，並設計了c語言試題相似度模型;通過對知網的結構、層次關系以及知網中義原的相似度模型的介紹，實現了基於知網的詞的語義相似度模型，並提出用類似知網的語義詞典來解決知網中沒有收錄的領域詞匯的相似度;進一步地，通過研究現有的語句相似度模型，結合具體題目，實現了面向c語言試題庫的語句相似度模型演算法，最後具體講述了相似度演算法在c語言題庫中的應用，並對該方法的效果進行了客觀的分析和評價，以提出不足和發展方向。
  12. It offers essential language in realistic contexts, useful notes to explain important points, a variety of exercise with answers and a glossary section with room for the student to put in translations in their own language

    它提供基本的語言在現實情境下，有用的說明解釋的要點，各種演習的答案和詞匯部分房間供學生把翻譯自己的語言。
  13. The experiment result proves our model to be effective. the whole thesis is made up of the following five chapters : chapter one is the preface

    實驗例句的測試表明該排歧模型對解決句法分析中的詞匯歧義、結構歧義是有效的。
  14. The guide provides brief definitions, in english and chinese, of terms relevant to hong kong s monetary and banking system

    本匯編收錄了與香港貨幣及銀行體系有關的詞匯，並分別以中文和英文扼要解釋每個名詞的涵義。
  15. In further research, the following issues must be considered : 1 ) the standardize of corpus ; 2 ) improve the accuracy of chinese words divided syncopation system, handle the different meanings of one word and recognize the words that do not appear in the dictionary ; 3 ) process semantic analysis ; 4 ) dynamically update the training sets fed back by the user ; 5 ) quantitatively analyze the system performance influenced by different factors, use an appropriate model to compare and evaluate the web text classification system ; 6 ) natural language process ; 7 ) distinguish the disguise of sensitive words

    在以後的工作中考慮如下問題: 1 ）數據集的標準化; 2 ）分詞系統精度的提高，對歧義處理以及未登錄詞識別的能力的提高: 3 ）進行合理的語義分析: 4 ）利用用戶反饋信息動態更新訓練集; 5 ）定t分析分類器不同要素對分類系統性能的影響，使用合適的模型來比較和評價分類系統; 6 ）自然語言理解問題，如「引用」問題; 7 ）對于敏感詞匯偽裝的識別問題。
  16. Researches in infantile phsychology and developmental phsycholgy suggest that children ' s development in maths - physics thinking comes behind their linguistic development. but at present curricula for primary school include mathhs and chinese simultaneously, short of adequate conception of number and support of idea, especially when their linguistic competence has n ' t sufficiently developed, children ca n ' t well understand the specialized asbstract words in maths, so they usually memorize mechanically the concepts, formulas and theorems. thus it brings difficulty for children and even failure in their maths learning, while their linguistic competence. either in mother tongue or foreign languages. ca n ' t develop very well in the sensitive stage of linguistic development

    兒童心理學與發展心理學的研究表明，兒童的數理思維的發展落後于語言的發展，但在我國當前的課程設置中卻是語文和數學同時開設，兒童缺乏足夠的數的概念和表象的支持，尤其是兒童的語言沒有獲得充分的發展，還不能完全理解數學中專門的抽象詞匯，往往死記硬背數學概念、公式、定理，不僅造成學生數學學習相當吃力，使很多學生數學成績不良，也造成學生的語言（母語、外語）在語言發展的關鍵期沒有獲得良好的發展。
  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. Most of the programs have audio files with explanations of key words

    大部分節目都配有精美的圖片，音頻和中英文解說或是重點詞匯講解。
  19. An ontology defines a common vocabulary for researchers who need to share information in a domain. it machine - interpretable definitions of basic concepts in the domain and relations among them

    本體為分享某個領域的信息的研究人員定義了公共的詞匯。本體是某個領域中基本概念的機器可解釋的基本概念的定義和這些概念之間的關系的定義。
  20. This article analyzes some existing problems occurred in vocabulary study, tries to solve these problems from the point of prototype and categorization, and hopes to be helpful to foreign language learners

    該文分析了現在外語詞匯學習中的問題，試從原型範疇理論的角度提出解決的辦法，希望對外語學習者有所幫助。
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