語文理解因素 的英文怎麼說

中文拼音 [yǔwénlǐjiěyīnsù]
語文理解因素 英文
v factor
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 文 : Ⅰ名詞1 （字） character; script; writing 2 （文字） language 3 （文章） literary composition; wri...
  • 理 : Ⅰ名詞1 （物質組織的條紋） texture; grain （in wood skin etc ） 2 （道理;事理） reason; logic; tru...
  • 解 : 解動詞（解送） send under guard
  • 因 : Ⅰ動詞[書面語] （沿襲） follow; carry on Ⅱ介詞1 [書面語] （憑借; 根據） on the basis of; in accord...
  • 素 : Ⅰ形容詞1 （本色; 白色） white 2 （顏色單純） plain; simple; quiet 3 （本來的; 原有的） native Ⅱ名...
  • 語文 : 1. （中文） chinese2. （語言文字） language （oral and written）3. （語言和文學） language and literature
  • 理解 : understand; comprehend
  1. 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。
  2. Abstract : based on the arrangement of renho temple edition of taisu ( extremely plain ), as an example, it can be seen that by correcting the wrong popular words in ancient medical books, the causes of mistakes of ancient editions and solution for annotations of difficult terms of ancient words in the medical books are of significance

    文摘:以仁和寺本《太素》的整理為例，可以看到俗字研究從訂正古醫籍文字訛誤、揭示傳本古醫籍文字訛誤原因、解決古醫籍疑難詞語訓釋等幾個方面，都有重要意義。
  3. Based on the brief introduction of metaphor and context, this paper analyses the close relationship between context and metaphor construction and understanding as well as the necessary consideration of context during the process of its translation, and proposes some methods of metaphor translation

    文章簡單介紹了隱喻和語境的基本概念，分析了語境與隱喻的構建和理解之間的關系，同時，認為在隱喻語的翻譯過程中也離不開對語境因素的考慮並提出了幾種可行的隱喻語的翻譯方式。
  4. 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。
  5. The development of the linguistics research goes through the “ sentence construction phrase ” to remit equally the phrasing research ? the pragmatics research, discourse analysis ? the social linguistics studying development process. the processes of studies all seem to involve the scope to extend gradually and the situation to increases gradually. the law studying also cannot get away from the linguistics, which is a necessary way to study from the language angle

    本文以話語意義的建構為理論基礎，進而把制約法庭辯論話語建構的因素分解為時空環境、特定訴訟環境、參與法庭辯論的主體因素、具體話語形式等幾部分來分析，採用描述研究法和解釋歸納法，以廣泛的法庭庭審語言調查得到的轉錄材料為語料基礎，力圖對庭審過程進行細致的動態分析。
  6. By studying the process of interpreting chinese criminal law, this dissertation, based on the philosophical theories such as philosophical hermeneutics of gadamer, analytic and linguistic philosophy of wittgenstein, the theory of communicative action of habermas, reviews the factors that confine the finding of appropriate conclusions in law interpretation, it concludes that the approach of getting appropriate conclusions should be ensured both by methods and procedures, which are studied intensively in this dissertation

    本文通過對我國刑法法律解釋過程的實證考察，使用加達默爾哲學闡釋學、維特根斯坦語言分析哲學、哈貝馬斯的溝通與對話理論等哲學理論作為分析工具，指出了制約獲得正當的法律解釋結論的各種因素，提出應從方法和程序兩個方面保證正當結論的獲得。論文對具體的方法和程序進行了深入研究。
  7. At the beginning of this article, we give the analysis about the principle of external condensation. we find out that the most important factor in the condensation is the temperature of the air in the system. and we point out the factors which can make influence in the external condensation, such as the temperature and the humidity of the environment, the temperature and the pressure of the supplying air, the load of the system, the area of passage of speed control valve, and so on. next, we give the mathematics model of the pneumatic system using the knowledge of aerodynamics and heat transfer theory. and using the finite difference method and the numerical analysis we can get the solutions of the model. we use c program to simulate the model

    本文首先對氣動系統外部結露的原理進行了分析，指出了氣動系統內部氣體溫度下降是氣動系統外部結露根本原因，提出了影響氣動外部結露的主要因素，包括環境溫度、環境濕度、供氣壓力、供氣溫度、氣缸負載和調速閥開度等。然後應用氣體動力學、氣體熱力學和傳熱學對氣動系統建立數學模型，用逆步進有限差分法和數值分析演算法對所建模型進行求解，利用c語言編製程序對氣動系統模型進行模擬，給出了氣管及氣缸內氣體的各個時刻的狀態參數。
  8. Jef verschueren " s linguistic adaptation theory, which was influenced by evolutionary epistemology, and attempted to explain linguistic structure by reference to non - linguistic pressures and causes, throws new light on persuasion. this study, through carefully scrutinizing the obtained data, by reference to the model proposed by dr yu guodong, builds a framework of analysis on the basis of linguistic adaptation theory

    通過對修辭學、社會心理學、中國古代的縱橫術關于說服研究的相關文獻回顧表明，這些領域對說服的研究都有不足之處。維索爾倫的語用縱觀順應論受進化論的影響，試圖藉助非語言因素來解釋語言結構，為說服研究提供了新的途徑。
  9. Discourse scheme is a key factor in reading comprehension and writing, and learners ' awareness of discourse scheme may be cultivated from discourse grammar, semantics and pragmatics

    在讀寫過程中，篇章圖式是理解和生成文章的一個關鍵的因素，因此，要從篇章語法、語義和語用三個方面培養學生的篇章圖式。
  10. The author holds that the awareness of issues, interrelationship, intergrowth and development should he built, which has much significance on solving the problem of some concept, category and method in chinese literary theories separated from the current practice of literature and art, converting the resources of traditional chinese literary theories into effective elements of constructing contemporary literary theories, establishing home issue awareness and rationally absorbing foreign literary theories under chinese language context

    那麼，樹立問題意識、間性意識、共生意識、發展意識等學術意識，對解決中國文藝理論的某些概念、范疇和方法與當下文藝實踐脫節的問題，有效地把中國傳統文論的資源轉化為當代文論建設的因素，確立中國本土的問題意識、在中國語境下合理地吸收利用外國文論資源等都有著重要的意義。
  11. After that, further study i will give a comparative complete definition on the interaction between teachers and students in order to construct an all round theory and give an explantion on its characteristics and features. facturs and outer forms, and so on. part two - in this part in the light of former theory, combining with chinese teaching practice, i will make an active research on " the interaction " and from teachers " standpoit, i ' ll explore a new interactive teaching system, and put forward a feasible operating approach

    第一部分是理論架構，研究主要以「互動」為切入點，對其追根溯源之後，給出教育學中的「互動」之義，在此基礎上進一步研究得出比較完整的「師生互動」定義，建構全面的「師生互動」理論，對其本質特徵、功能表現、影響因素、外在表現形式等作全面解釋；第二部分將以第一部分的理論為依據，並結合語文教學實踐，對語文課堂的「師生互動」進行動態研究，並從教師的立場出發，積極探索一種「師生互動」的新的教學機制，提出一套切實可行的操作路徑；第三部分將從實例的角度緊扣第二部分的研究來分析「師生互動」的語文課堂。
  12. 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。
  13. While according to the researches by rubin ( 1994 ) and h. h stern ( 1975 ) which were based on the classroom observations of language students, high - proficiency ( hp ) learners are usually willing and accurate guessers. they are expected to perform quite well in an efl reading. therefore, the analysis on the differences between hp - and lp learners in using word attacking strategies ( wass ) becomes the main concern for this study. that is, l. do chinese high and low - proficiency efl learners use wass just as effectively

    本文試圖通過閱讀中詞匯處理策略，了解學生現有語言水平的差異是否會影響到學習策略的選擇和使用，並通過對他們習慣和態度等元認知因素的調查，進一步探討造成這種差異的原因，所以，該研究想證實的問題是： 1高水平和低水平的學生在運用詞匯處理策略上是否有同樣的效率
  14. The concept of communicative competence is directly derived from sociolinguistics ; therefore, it is natural to set up a sociolinguistically oriented framework for analyzing jefc. the writer draws on sociolinguistic observations which are most relevant to course design to see whether sociolinguistic factors in jefc are properly treated to serve the goal of enhancing students " communicative competence

    交際能力的概念和社會語言學一脈相承，因此本文作者以社會語言學中同教材分析和評價有關的研究為參照建立一個教材分析的框架，來了解我國初中英語教材是否恰當處理社會語言學因素以幫助提高學生的交際能力。
  15. Finally, from the point of teaching, among different complex factors, this paper focuses on the performances and functions of context, which affects the comprehending of object utterance. from both extra and inner context, this paper, using the middle school texts as language materials, analyzes the influence of verbal context, time and place of pragmatics, speech style and the background knowledge of object utterance, culture surroundings, nation psycho and so on, upon the comprehending of utterance. it concludes the basic features and rules of context adaptation, and then finds out the significance of context adaptation to utterance comprehending and chinese teaching

    最後，本著以教學為出發點的原則，在紛繁復雜的語境構成因素中，本文著眼于語境在理解中的活動形態和功能，從外顯性和內隱性語境兩個角度，以中學語文課文為語料，分析上下文、語用的時間、地點、話語語體以及主體的背景知識、文化環境、民族心理等因素對話語理解的影響，說明語境適應的基本特點和規律，論證語境適應規律對話語理解、對語文教學的重要意義。
  16. Non - language factors such as different cultures, emotions and listening skills could bring the students ' listening comprehension many negative impacts

    本文主要從文化差異、情感因素、聽力技能三個方面簡述了非語言因素對學生聽力理解的負面影響。
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