sentential function

sentential function的基本解释

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命题函数

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

After analyzing the structure of sentences,Tarski found that, it was impossible to define the truth of the calculus of classes directly,but making use of the structure character of sentential functions could give us the approach to escape the dilemma:Firstly,we could defined the concept of satisfaction in sentential functions by means of recursive method;Then,we could regard sentences as a peculiar form of sentential functions;Finally,with the help of the concept of satisfaction,we could defined successfully the truth of the calculus of classes.

通过分析语句的结构，塔斯基发现很难直接定义出类演算语言的真概念，而语句函项所具有的可递归形成的结构性质可以使我们得到脱离困境的办法：先采用递归方法针对语句函项定义出满足概念，然后把语句作为语句函项的特殊形式，借助于满足概念最终可以得到类演算语言的真概念定义。

In order to avoid constructing state space model many times, we propose sentential input method based on the phoneme further. It integrates the syllable segmentation into sentence transformation and inserts a phoneme rather than a segmented syllable each time. It can get optimal result by one construction of status space model composed with all the candidate words produced by all the possible syllable combination.At last we design a test program to constrast this input method and Microsoft Pinyin input method to improve our sentential function.

为避免多次构造状态空间模型，进一步提出基于音素的整句实现方法，将音节切分融入整句转换之中，仍然使用状态空间模型，只不过每次插入的是一个音素，而不是切分好的音节，对插入的音素节点，往前搜索，直接将该音素与前面已经输入的音素能组合形成的所有拼音串对应的候选字词插入状态空间，参与整句转换，通过构造一次状态空间模型得到全局最优解。

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

sentential function：谓词

sentential connective 命题联结词 | sentential function 谓词 | separability 可分离性

sentential function：命题函

sentential formula 命题公式 | sentential function 命题函 | sentential logic 命题 辑,语 辑