源语

词组短语

parent language

与源语相关的网络例句 [注：此内容来源于网络，仅供参考]

The author in this paper considers that the coherence is a comprehensive concept, and any concept is just the description from one aspect. This paper carries on the analysis from the perspective of thought pattern at the cognitive level. According to the discussion on Kaplan"s viewpoint and the contrary arguments by the other scholars, the conclusion can be made as the contrastive analysis based on the texts parallel in register tends to be tendentious, sketchy and indefinite, so the contrary examples provided by other scholars illustrate that it is impossible for modern Chinese text structure to be influenced by the traditional text structure of "ba gu wen alluded to by Kaplan. This paper provides contrastive analysis on the basis of texts parallel in translation, which can present the most essential different characteristics of Chinese and English texts, and guide the development of every aspect in the translation process, and help to convey the meaning of source language faithfully as well as to construct the text structure in different ways which possess the characteristics of their own languages.

而本文所讨论的与连贯有关的分析层面属于认知层面中的思维方式角度，文章从中西思维方式差异的对比出发讨论了科技篇章连贯性的差异；对于Kaplan所提出的观点以及其反对者的观点进行讨论，得出结论为：以语域对应材料为基础的连贯性对比导致了Kaplan结论中的倾向性，概括性与模糊性，从而反对其观点的学者可以在中文学生做的英文作文中找出反例并提出了反驳意见，他们认为中文传统思维模式即Kaplan所暗示的八股文结构并不会影响到现代中文学生组织英语篇章结构；而本文以翻译对应语料为基础进行英汉篇章中基本结构的对比，这不同于语域对应材料的对比是以语域一致为基础进行整体篇章的重新组织，因为翻译对应材料的译文不可能出现对原文整体结构的大调整，而只可能体现出篇章中小范围语义结构的基本差异，从而避免了倾向性的观点，可以体现出中西思维方式在篇章组织结构上最基本的差异，本文还总结出翻译中所应注意的两种语言的特点，从而指导翻译过程的各个方面，达到译入语与译出语在意义上的忠实传达与结构上忠于源语特点的效果。

According to the ternary relation based on relevance theory, this thesis also attempts to define the respective roles of the author of original text, the translator and the reader of translation, and then points out that only through the coordination of the above three parties can optimal relevance be ultimately achieved and pragmatic failures be prevented from occurring in the process of public signs translation.

根据关联理论的翻译三元关系，本文也提出：源语作者、译者和目的语读者在翻译过程中各自应起到的作用，并指出只有通过这三者的协调作用，才能实现最佳关联，避免语用失误的发生。

Coherence in translated text, on the one hand, is subject to the coherence mode of the source text, on the other hand, does not equal that of the source text.

译文语篇的连贯性一方面受原语篇连贯方式的影响，另一方面又不完全等于源语篇连贯的实现手段。

Wieland's translations, too, were of this sort; he too had his distinctive understanding and taste, which he assimilated to the ancient or other foreign culture at his own convenience.

对于译语读者来说，在异化的过程中，源语的词语或者句子可以移植到译语中来，但是它所富含的文化信息却无法全部移植。

Pragmatic presupposition determines the choice of information focus and its position in a sentence,organizes the discourse into a coherent whole,concise,clear and smooth,and achieves the expected stylistic effects.in college english teaching,if teachers teach the knowledge about pragmatic presupposition in listening teaching,introduce the frequently-seen patterns of presupposition, increase the presuppositional sensitivity of students to certain words and structures,guide students to use the theory on presuppositional information to make forecasts on base of written listening material,listen purposefully,and get rid of the distraction of the minor and redundant information,the ability of students to obtain major information and linguistic inference will be strengthened and their listening competence will improve remarkably.george yule divided presuppositional triggers into factive presupposition,non-factive presupposition,counter-factive presupposition,existential presupposition,lexical presupposition and structural presupposition.presuppositional triggers are helpful for us to understand the true intention of the speaker or writer.in college english reading teaching,if teachers introduce the discourse organizing function of pragmatic presupposition and the relevant presupposition triggers,and teach students to use these triggers to communicate with the writer,the comprehension competence of students will be greatly enhanced.the essential function of presupposition is to build a framework for the further development of discourse.in college english writing teaching,teachers can use the theory on pragmatic presupposition to construct a handy training program for textual organization,increase the textual coherence, economy and structural perfection of the english writings by students.in college english translation teaching,teachers should focus on developing the pragmatic presuppositional thinking of students,enable them to grasp the presupposed information in source text / speech exactly,understand the original thoroughly,correctly reorganize and reproduce the pragmatic presuppositions in the target language,carry out the functional equivalence in translation and successfully realize the smooth and accurate communication.with the instruction of pragmatic presupposition in college english teaching,the complete understanding and integral acquisition of english and chinese of students will come true.in conclusion,to implement the curriculum requirements for college english teaching promulgated by the ministry of education of china,we should emphasize the instruction of the theory on pragmatic presupposition in college english teaching,carry it through from beginning to end.it's one of the important means to realize the college english teaching reform, improve the effects of college english teaching,strengthenr the practical and integrative language abilities of students,in order to cultivate the compound talents to adapt to the global integration and meet the requirements of the reform and opening in china.

在大学英语教学中，教师将语用预设知识贯穿于听力教学过程中，讲授一些常出现的预设类型，提高学生对一些特定的词语和结构的预设敏感度，引导学生运用预设信息理论对听力文字材料进行预测，有的放矢，排除次要、冗余信息的干扰，增强获取主要信息的能力和语言推理能力，从而提。。。更多高学生的听力理解水平。george yule将预设触发语分为事实预设、非事实预设、反事实预设、存在预设、词汇预设和结构预设，触发语有助于我们在阅读当中理解作者的真正用意。在大学英语阅读教学中，介绍语用预设的语篇组织功能和有关的预设触发语，并利用触发语来与作者进行交流，会极大地提高阅读理解能力。预设的基本功能就是为语篇的进一步发展建立一个框架。利用语用预设理论可以为大学英语写作教学构建一个易于操作的篇章组织训练方法，提高学生英语写作的语篇连贯性，经济性和结构优化。在大学英语翻译教学中，注重培养学生的语用预设思维，准确把握源语的前提信息，透彻理解原文，使语用预设在目的语中正确重组和再现，实现翻译的功能对等，交际的流畅性和准确性，并增强学生对英汉双语的全面性认识和整体性习得。综上所述，为更好地贯彻和实施教育部颁布的《大学英语课程教学要求》，在大学英语教学中重视语用预设理论的传授，使语用预设贯穿于大学英语教学的始终，是实现大学英语教学改革的重要手段，改善大学英语教学效果，增强学生的实用综合语言能力，培养符合全球一体化趋势，适应改革开放要求的复合型人才。

Translation is to find the counterpart of the source language in the target language, which is the interlinguistic transference of information.

翻译就是语际间的信息转换的过程，翻译就是在目的语中找到与源语对等的表达。

If the true essence of parent language and aim language can not be fully masted, the ture information of parnet language can not be transfered into aim language and lead to conflict between different culture.

如果不能充分弄懂源语和的语两种文化真正内涵的话，就不能将源语的真正信息传送到的语中，并会因此而导致不同文化间的冲突。

The principle of "reasonable domesticating method", which does not stand for expressing the source-language message in the complete form of a target language, but, if necessary, the use of "dissimilating method" to reproduce the original message in a foreign style,is just the internal embodiment

摘 要：&合理归化&原则是文学翻译标准绝对性与相对性的内在体现，它不主张用目的语的表达形式去完全取代源语的表达形式，必要时还可采用&异化&手法保留源语的表现特色，再现源语的文化信息。

The author concludes that the strategy of foreignization works better for effectively preserving and dissimilating the source language cultural peculiarity and heritage to the target reader.

本文认为异化策略在保存源语文化特色和传播源语文化遗产方面显得更为有效。

The present article argues that in transliterating a human or geographical name,the original translator who at the surface level appears to be translating the name of the person or place in question and trying to find for him/her or it a set of semantically or phonetically sound target language symbols,is actuall...

本文认为，虽然多数人、地名始译者的初衷大都是为了把源语符号转换成目的语中语义或语音相对应的符号，虽然始译者的本意纯粹是针对符号进行&翻译&工作，但从一个较深的层次来看，始译者真正的工作对象却不是符号，而是在源语中已有一定指称符号的特定的人或地本身，这就意味着：在任何人、地名翻译中，始译者在客观上实施着对特定的人或地进行跨语种的重新命名，而不是单纯地对有关的人或地的符号形式进行意义或语音的转换，始译者在这个重新命名的过程中所享有的自由度及其各种制约因素共同作用的结果，是人、地名各种跨语种处理形式(包括意译、音译、归化改名和误译等)能够并存的深层原因

与源语相关的网络解释 [注：此内容来源于网络，仅供参考]

analysis：分解

将翻译分成三个阶段:分析(analysis)、转换(transfer)和重构(restructuring);贝尔(B ell,1991)从句法、语义和语用等方面对源语和译语中的信息过程进行研究,他认为翻译分两个阶段进行:源语语篇分解(analysis)和译语综合(synthesis);

etymologic：语源的

etyma 词根 | etymologic 语源的 | etymological 语源的

etymologic：语源的/语源学的

etui /小盒子/ | etymologic /语源的/语源学的/ | etymological /语源的/语源学的/

etymological：语源的

etymologic 语源的 | etymological 语源的 | etymologicon 词源词典

etymologize：探溯语源

etymologist 语源学 | etymologize 探溯语源 | etymology 语源

etymologize：探溯语源/指示语源

etymologist /语源学家/ | etymologize /探溯语源/指示语源/ | etymology /语源/语源的说明/语源学/品词论/

etymology：语源

根据陈三平的研究,莫贺、莫何、莫贺弗,从语源(Etymology)上看应当古伊朗语的Bagapuhr,原意为"神之子"(sonGod),与兴起于姬周的"天子"实有共同的远源,当然这个词汇传入草原以后经历了贬值(devaluation)过程,常常被用作部落酋长的官名47.

source language：源语

要害词:文化差异;文学翻译;源语(source language) ;目的语(target language)在所有的文学作品中,诗歌是富含文化因素最多的一种文学体裁,无论是其形式或内容都充分展现了它自身的文化特性.

source language text：源语

水源水:Water source | 源语:source language text | 信号源:signal source

etymologically：语源上

etude 练习曲 | etymologically 语源上 | etymologicetymological 语源的