语源的

基本解释 (translations)

etymologic  ·  etymological

与语源的相关的网络例句 [注：此内容来源于网络，仅供参考]

Kashi is a Uighur,"Kashgar" who's referred to, the Turkic language sources, Eland ancient language into speech, such as from Persian, meaning a "colored brick,""focus on the land of jade","start-up" such different interpretations.

喀什是维吾尔语"喀什噶尔"音译的简称，其语源有突厥语、古伊兰语、波斯语等融演而成，含意有"各色砖房"、"玉石集中之地"、"初创"等不同的解释。

Although we know neither where the lemon was first grownnor when it first came to Europe,we do know from its name alone that it came to us from the Middle East,because we can trace its etymological path.

虽然我们既不知道柠檬是在哪儿被最早种植的，也不知道它是什么时候传到欧洲的，但是我们却能单从它的名字确切地判断出它是从中东地区传到我们的，因为我们可以追溯出它的语源的发展道路。

Although we know neither where the lemon was first grown nor when it first came to Europe, we do know from its name alone that it came to us from the Middle East, because we can trace its etymological path.

虽然我们既不知道柠檬是在哪儿被最早种植的，也不知道它是什么时候传到欧洲的，但是我们却能单从它的名字确切地判断出它是从中东地区传到我们的，因为我们可以追溯出它的语源的发展道路。

The ear of wheat （in Latin spica, obsoletely speca, from spe, hope） should not be the only hope of the husbandman; its kernel or grain is not all that it bears.

麦穗（拉丁文spica，古文作speca，语源spe是希望的意思），不仅是农夫的希望；它的核仁，或者说，谷物（granum，语源gerendo是生产的意思）也不是它的生产之全部。

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。

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。

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。

The author manages to find out the origins of these words from the perspective of the developmental history of Chinese words, and to present a further description for the historical track along which the meanings of these words develop. Another goal of this thesis is to supplement the present dictionaries with some meanings of certain words or even words which fail to be collected, to ccrrect some mistakes in these dictionaries or other relevant works, to show the influence of the languages of Buddhist documents on that of Dunhuang documents, and eventually to enlighten people as to the study on the development of the common-core words in Chinese as well as the lexicological history of the Chinese language.

本文即综合运用类比归纳、据对文或异文以求同义词或反义词，以及探求语源等方法，对敦煌变文中19组34个&字面普通而义别&的俗语词逐一进行了考释，试图从汉语词汇发展史的角度去考察语源，寻求其成词及得义之由，并进一步探索其词义演变发展的历史轨迹，以期弥补字典辞书的失收或漏释、匡正字典辞书及此前著作的误释或释义不清、说明佛典文献语言对敦煌文献的影响，最终达到给汉语常用词演变研究以及汉语词汇史研究以一点小小的提示与启发的目的。

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。

与语源的相关的网络解释 [注：此内容来源于网络，仅供参考]

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

etymologist：语源学家

etymologicetymological 语源学的 | etymologist 语源学家 | etymologize 探溯语源

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.

etymon：字的原形/字根

etymology /语源/语源的说明/语源学/品词论/ | etymon /字的原形/字根/ | eubacteria /真细菌/

Prepared：有准备的

绰号,有先见之明者,来源于中世纪英语,含义是"有准备的"(prepared) [苏格兰人姓氏] 雷迪. 住所名称,语源不详 [爱尔兰姓氏] 雷迪. 盖尔语姓氏的英语形式,来源于人名,含义是"活泼的"(spirited)如果某个参与者准备提交,就回答"就绪"(ready)信息,

troublesome：麻烦的

盖尔语姓氏的英语形式,来源于别名,含义是"惹麻烦的"(troublesome) 3. [威尔士人姓氏] 凯洛格. 民俗语源威尔士语,含义是"公鸡"(cock)而Sunshine生产的Cheese-It小吃每份含3克有害脂肪. 凯洛格公司(kellogg)的Cracklin' Oat Bran麦片每份含3.5克有害脂肪,

etymologically：语源上

etude 练习曲 | etymologically 语源上 | etymologicetymological 语源的