discourse upon

discourse upon的基本解释

v.

演讲, 论述

与discourse upon相关的网络例句 [注：此内容来源于网络，仅供参考]

The evolution of philosophical discourse has experienced four periods from ancient to present-day:the preli minary philosophical discourse of human being was the "children discourse",which marked a "fairy tales"times of philosophy;later emerged the"myster ious discourse",which brought into the "myth"times of philosophy;the"phi losophical discourse"during the period of European Renaissance was the"hum ane discourse",which was also called the"humane"times of philosophy;from modern times,philosophical"power discourse"became popular,it tried to judg e and control people's spirit life,which was"official jargon"times of phil osophy.

从古代到现代，哲学话语的演变大致经历了四个时代：人类的早期哲学话语是&儿童话语&，以&儿童话语&为主流的时代是哲学的&童话&时代；随后出现的是&神秘话语&，以&神秘话语&为主流的时代是哲学的&神话&时代；欧洲文艺复兴时期的哲学话语是&人文话语&，这一时代可以称为哲学的&人文&时代；从近代哲学开始，&权力话语&泛滥，哲学力图裁判和主宰人们的精神生活，这一时期是哲学的&官话&时代。

Mao Discourse, Mass Discourse and Hu-feng Discourse coexistes in the speech field of the war time. The war participates in the construction of discourse. Becouse the three sort of patterns of discourse deal with the relation of the intellectual and the people in different, it led to the conflict and intensity , caused the crisis and rebirth of intellectual\'s speech in the post-war-time, and betokened the fate picture of Chinese intellectual.

毛氏话语、大众话语和胡风话语共存于战争年代的言说场，战争参与到话语的建构之中；而三种话语模式对知识者与人民关系的不同处理，形成了三种话语模式之间的冲突和紧张，使得知识者的言说在后战争年代出现了危机和新生，从而也预示了知识者的命运图景。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

与discourse upon相关的网络解释 [注：此内容来源于网络，仅供参考]

cinematic discourse：电影话语

新闻语篇:news discourse | 电影话语:cinematic discourse | 声画语言:Sound-image discourse

discourse structure：言談結構;話語結構

discourse verb 言談動詞 | discourse structure 言談結構;話語結構 | discourse entity 言談實體單位

discourse structure：会话结构

镶嵌话语:inlaid discourse | 会话结构:discourse structure | 司法语篇:forensic discourse