查询词典 context-free language

Perl will continue to be a multiparadigmatic, context-sensitive language.

Perl 仍然是多例证的，上下文相关的语言。

This method can be applied with two phases after obtaining the software and hardware context information of the user's access device:(1) Agent sorts and filters out the content display of original web pages according to the retrieved device information;(2) Displayable web content pages shall be handled properly and then adapted to certain web language such as HTML, CHTML and WML...etc which is suitable for user's device so that the web content can be properly displayed on user's device finally.

我们将提出一个以环境导向( Context-Aware )服务为基础的网页内容转换修改方法，此方法在取得使用者存取设备的软、硬体环境资讯后，分两个阶段处理：(1)依据设备资讯由代理程式筛选及过滤原始网页内容物件的呈现；(2)适合呈现的网页内容，经过适当的页面处理后，再转换成使用设备适用之网页语言，如 HTML、CHTML 及 WML 等，最后呈现在使用者存取设备上。

This mode of artistic language that connected the artwork to its site, and to its cultural and historical milieux, did not become a fashionable way of making art in the West until the 1990s. It clearly emphasized the concept of "context."

这种把作品和现场环境——文化和历史环境关联起来的语言方式，西方直到1990年代才形成一种时髦的创作方式，并且明确提出CONTEXT的概念。

Context of language has been the basis of proper understanding of language, thus the basis of pragmatics.

语境是正确理解语言的基础，因而也是语用学的基础。

To understand the context of language communication is one of the most important notions in comprehension.

对语言交际上下文的了解是英语阅读理解中最重要的观念之一。

Using realia and real life context in language class to make the class closely related to students' life.

语言源自生活，就必须服务于生活，这不但符合 ACTFL 的语言教学标准，还能提高学生的积极性。

Folk song has special charm of using "lay-folk poem" language. This paper discusses the characteristics of folk song's language from stylistic perspective in three parts. The first part discusses the concept of folk songs, the context type and its style belonging, confining the researching, analyzing the producing context of folk songs and introducing its style belonging simply. The second part analyzes the characteristics of 'lay-folk poem' language by using a number of examples, which includes the aspects of orallisition of its vocabulary application, the concision and deviation of its grammar, its regular rhetoric technique, the foil word and rhyme. The third part emphasizes the folk songs' function that different from other styles in emotion expressing, aesthetic views and practical aspects.

本文从语体角度分三个部分来探讨民歌语言的特色：第一部分阐述了民歌的定义、民歌语体的语境类型及语体归属，对本文的研究范围做出了界定，对民歌语体语言的生成语境做了分析，对民歌的语体归属做了简单的说明；第二部分从词汇运用的口语化、生活化，语法的简洁性与偏离性，常用的修辞手法，衬词及押韵五个方面来分析民歌语体的&平民诗歌&的特征，通过大量例证突出了民歌语言的特点；第三部分从表情、审美、实用三个方面对民歌的功能作了阐述，突出民歌语体有别于其它语体的特征。

Formal Theory of context can be used in many areas of AI: Using the formal notion of context in representation and reasoning not only embodies context-dependency of knowledge, but also make representations simpler. Since the reasoning process can be localized, the efficiency and openness of systems are both improved. In Natural Language Understanding systems, formal theories of context provide a framework for representing ambiguity and make the process of disambiguating easier.

形式化的context概念可以用于AI的许多领域：在知识表示和推理中使用形式化的context概念，不仅能体现知识对context的依赖性；而且表示结果简洁，可以局部化推理过程，提高系统效率，建立开放的AI系统；context形式理论为语言歧义性的表示提供了一个形式框架并使消歧过程更方便；context决定了中肯性标准，从而有望改善智能信息检索系统的性能。

It studies concrete language varieties under the concrete context of situation and context of culture, and integrates ideational meaning, interpersonal meaning and textual meaning organically to explain the nature and use of language. In essence, it takes both intralinguistic and extralinguistic meaning into consideration, which is the guarantee in achieving the meaning transferring successfully.

语域理论将具体的语言变体放在具体的文化语境和情景语境中进行研究，将语言的概念意义，人际意义及语篇意义有机地结合起来，进行理解和解释，实际上就是同时兼顾了语言内部的纯语言意义与语言的社会意义与功能。

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。

In the United States, chronic alcoholism and hepatitis C are the most common ones.

在美国，慢性酒精中毒，肝炎是最常见的。

If you have any questions, you can contact me anytime.

如果有任何问题，你可以随时联系我。