查询词典 assemble language

While researchers who are interested in the social and cultural aspects of language learning challenge the mainstream and argue that it is individualistic and mechanistic, and obviates insight into the nature of language and the language use of second or foreign language speakers.

近年来，人们对语言学习中社会、政治和文化因素的研究兴趣加深，研究者们对认知法框架下的二语习得主流传统提出挑战，认为语言和习得不应仅被视为认知和个体现象，不应无视其社会性。

This study describes the multi-facet systematic evolution of the said rural community from 1907 to 2007: from the perspective of ethnic culture, it has changed from a single ethnic cultural community of Yoghur(Ethnic Yugur\'s self-name) ethnic group into a multi-ethnic cultural community with Yoghur ethnic group as the dominating majority and embracing the ethnic groups of Han, Tibetan, Tu, Mongolian and Kazak; from the perspective of language, it has changed from a community where Yoghur and Tibetan languages dominated with the local Chinese dialect and the written Chinese language as the subordinate into one where the local Chinese dialect and the written Chinese language dominate with the Yoghur language as the subordinate; in the perspective of marriage and heirship system, from a parallel operation of two systems (patrilineal heirship for official marriages and matrilineal heirship system for matrimonial forms through the head-wearing ceremony) to monogamy and patrilineal heirship; in the perspective of means of living, from animal husbandry complemented with hand knitting and camel caravan transporting to agricultural farming complemented with animal husbandry and many others; in the perspective of social organization, from a traditional tribe to a modern country society; in the perspective of political system and social management, from the customs-authority management which combined the dominating headman hereditary system under the tribal union of an imperial dynasty and the subordinating elite influence, to the resource-interest management of party-government departmental system under the ethnic minority autonomy of a nation state; in the perspective of religious faith, from a coexistence of the Gelug Tibetan Buddhism and Shamanism and the devout ancestor worship to the currently prevalent ancestor worship with religions declining and faith weakening; in the perspective of education, from the local-knowledge-oriented education to an official-knowledge-oriented education, in which modern schooling has become the major educational organization instead of the former traditional temple education; the school has replaced the temple as the "knowledge-culture" communication center; at least in the minds of the local people the central role of family education during the children\'s cultural development has also been replaced by schooling.

本研究描述了1907～2007年间，这个乡村社区的多面向的系统变迁：从族群文化的角度而言，从一个以尧乎尔为绝对主体的单一族群文化社区转变为一个以尧乎尔为主体的、有汉、藏、土、蒙古、哈萨克等组成的多元族群文化社区；从语言文字的角度而言，从一个以尧乎尔语和藏文为主，以汉语方言和汉文为辅的社区转变为一个以汉语方言和汉文为主，以尧乎尔语为辅的社区；从婚姻与继嗣制度的角度而言，从一个双系并行(明媒正娶婚行父系继嗣制度，帐房戴头婚行母系继嗣制度)的社区转变为行一夫一妻制和父系继嗣制度的社区；从生计方式的角度看，从一个以畜牧业生产为主，以手工编织和驼队运输为辅的社区转变为一个以农业为主，以牧业为辅的、多种生计方式并存的社区；从社会组织的形态而言，从一个传统部落社会转变为一个现代乡村社会；从政治制度和社会控制的角度而言，从帝制王朝的部落联盟制下头目世袭制为主，户族精英为辅的习俗—权威型控制方式转变为一个民族-国家中民族区域自治制度下以党政科层制的资源—利益型控制方式；从宗教信仰的角度而言，从一个格鲁派藏传佛教和萨满教并存，祖先崇拜之风甚烈的社区转变为寺庙衰落、信仰淡化、惟祖先崇拜仍广为流行的社区；从教育的角度而言，从一个以地方知识教育为主的社区转变为一个以官方知识教育为主的社区，现代学校教育取代了传统寺庙教育成为社区的主要教育组织形式，学校取代寺庙成为&知识—文化&传播的中心，在青少年儿童的文化成长过程中，家庭教养扮演的中心角色，至少在乡民的观念上被学校教育替代。

Therefore explring the difference betweens science language and daily language , understanding the influence of language skill on science study is of great significance to promote students'language and science literacy.

探讨科学语言与日常语言的不同，弄清语言技能对科学学习的影响，对促进学生语言技能与科学素养的共同发展具有现实意义。

Therefore explring the difference betweens science language and daily language , understanding the influence of language skill on science study is of great significance to promote students'language and science literacy.

语言是交流和思维的工具，新课程背景下强调学生的自主学习、合作学习和探究学习，强调学生与教师、学生与学生的交流，这对学生的语言技能提出了新要求，探讨科学语言与日常语言的不同，弄清语言技能对科学学习的影响，对促进学生语言技能与科学素养的共同发展具有现实意义。

The system integrates all kinds of foreign language teaching materials, listening and test materials, as well as audio materials for students. The databank also contains a lot of music and foreign language movies. The system supports online vocabulary consulting and translation during movie watching, multi-language captions and dubbings, independent reading of foreign language literary masterpieces, encyclopedia as well as writing.

系统中有各类外语教材、听力、试题等音频可作点播，资源库中还存有大量音乐、外语电影视频节目，支持观看电影在线查译外语单词，支持多语种字幕、伴音，自主外文名著、百科全书文本阅读和写作练习。

Considering the speed and performa nce of the recognition system, Cyberglove is selected as gesture input device in sign language recognition system, DGMM is used as recognition technique, and hierarchical recognizer is used in recognizing mo dule, which can recognize 274 sign language words coming from the dictionary of Chinese sign language with an accuracy of 97.4%, based on Chinese sign language' s own characteristic.

考虑到系统的实时性及识别效率，该系统选取Cyberglove型号数据手套作为手语输入设备，采用DGMM(dynamic Gaussian mixt ure model)作为系统的识别技术，并根据中国手语的具体特点，在识别模块中选取了多层识别器，可识别中国手语字典中的274个词条，识别率为97.4%。

The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds 2）any influence is ascribed not to 'Language' as such or to one language compared with another, but to the use within a language of one variety rather than another (typically a sociolect - the language used primarily by members of a particular social group); 3） From the media theory perspective, the sociolects of sub-cultures and the idiolects of individuals represent a subtly selective view of the world: tending to support certain kinds of observations and interpretations and to restrict others.

1类别和类型，我们从各种现象，我们没有找到，因为他们都瞪着观察员在脸上世界孤立，相反，世界正处于一个展示千变万化的流量，而这正是我们的思想组织提交 2任何影响归咎于不'语言'本身，或一种语言与另一种，但在使用各种语言的一个，而不是另一个国家（通常是社会方言-使用特定社会群体的成员主要是语言）； 3从媒体理论的角度来看，分sociolects，文化和个人的idiolects代表了世界上巧妙地选择的看法：有助支持的意见和解释的某些种类和限制等 4他的技术决定论的立场，可以看作是极端Whorfianism应用一般的媒体的性质。

The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds 2）any influence is ascribed not to 'Language' as such or to one language compared with another, but to the use within a language of one variety rather than another (typically a sociolect - the language used primarily by members of a particular social group); 3） From the media theory perspective, the sociolects of sub-cultures and the idiolects of individuals represent a subtly selective view of the world: tending to support certain kinds of observations and interpretations and to restrict others.

登录后回答可以获得经验值奖励，并可以查看和管理所有的回答。登录|1）类别和类型，我们从各种现象，我们没有找到，因为他们都瞪着观察员在脸上世界孤立，相反，世界正处于一个展示千变万化的流量，而这正是我们的思想组织提交 2）任何影响归咎于不'语言'本身，或一种语言与另一种，但在使用各种语言的一个，而不是另一个国家（通常是社会方言-使用特定社会群体的成员主要是语言）； 3）从媒体理论的角度来看，分sociolects，文化和个人的idiolects代表了世界上巧妙地选择的看法：有助支持的意见和解释的某些种类和限制等。

But for most thinkers in mid-eighteenth century, languages as a function of the mind was a problem for philosophical speculation. Although the natural and inherently biological basis of language has been mentioned, it played no role in the heated argument about the origin of language. The quarrel of whether man had invented language by application of his reason or whether it was God's revelation could assume immense proportions without taking into consideration the biological basis of language.

但是，对大部分18世纪中的思想家而言，把语言作为是人类心智的运作是对哲学性的思考带来纷扰，虽然有提到语言是与生俱来的生物基础，但是对於论辩语言起源的问题上仍是徒劳无功，且无论争论语言是人类理性所产生的或是语言是神授的说，都没有把语言是生物的基础的观点列入考量。

This article described the language teaching method which for hundred years deaf school uses (sign language teaching method, spoken language teaching method, comprehensive junction conversion of sixteenths to decimal, bilingual double cultural teaching method) as well as the spoken language,...

本文描述了百年来聋校所采用的语言教学方法(手语教学法、口语教学法、全面交流法、双语双文化教学法)以及口语、手语的含义；调查了长春地区一所聋校低、中、高年级语文教学中教学语言使用的情况，并分析了一些教学现象；根据调查与分析，提出了一些具体可行的改进聋校语言教学的措施，分别为：教学语言在各年级段合理使用的措施，提高教师教学语言效率，充分发挥聋人教师的作用。

"Please accept this talisman as a token of our thanks."

请收下这个护身符以表达我们的感谢。

If I have that magic, I will be more acceptable in the society.

如果我拥有那种魔法，我将更加被这个社会所容纳。