查询词典 language knowledge

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。

On the basis of the predecessors' research of the secretary language and the subject knowledge of grammatics and pragmatics, the author plot the article systematically using dynamic language communication as its main clue.

文章是在吸纳前人关于秘书语言与挡驾工作的研究成果并紧密结合语法学、语用学等学科知识的基础上，以动态的语言交际为主线进行系统构思、深入挖掘而成。

This paper is intended to discuss the deserved position of teaching grammar and metalinguistic knowledge in communicative language teaching, and the appropriate amount of L1 and L2 intervention in foreign language learning.

语法与元语言知识的教学以及母语的正迁移作用是交际法教学中经常被忽略的问题。

The settled factor that forms the speechcraft is the capability, which could change the thoughts, reins, knowledge into a language modality;the ability of observing, thinking, recollection, the controlling of mentality are the assistant factors that structure the speechcraft to the ideological operators, and their internal culture as the politics, culture, language, character, disposition are the potential limit factor ...

口语内容所包含的思想、感情、知识及将这些内容转化为外部语言形式的能力是口才构成的决定要素；思想政治工作者的观察能力、思维能力、记忆能力、心理控制能力是构成口才的辅助要素，而思想政治工作者的政治、文化、语言、性格、气质等内在修养，则是口才构成的潜在制约要素。

Starting from the analysis of the relations between culture, language and crosscultural communicative ability, this paper points out that the current situation of overemphasizing language instruction while neglecting the teaching of cultural knowledge must be changed.

本文从分析文化、语言、跨文化交际能力的关系入手，指出在大学英语教学中必须改变片面强调语言知识教学，忽视文化知识教学的现状，阐述了大学英语教学中导入文化教学的必要性、可行性以及文化教学的目标和内容。

Constructivism advocates "a student-centeredlearning under the guidance of teachers". They agues that knowledge is not taught bythe teachers, but is acquired in a certain situation, that is, in the social and culturalbackground, through the Construction of Meanings by using the necessary materialsfor study, with the help by others (including teachers and learning partners). Theystress to create a variety of real language environments for the students, and pay muchattention to training the students actual ability of using the language. Its theory hasgreat inspiring and guiding significance in organizing teaching and compilingteaching materials.

建构主义提倡&教师指导下的，以学生为中心的学习&，认为知识不是通过教师传授得到的，而是学生在一定的情境即社会文化背景下，借助其他人的帮助，利用必要的学习资料，通过意义建构的方式获得的，强调为学生创设真实多样的语言环境，重视培养学实际运用语言的能力，其理论对组织教学、编写教材富有启发和指导意义。

The cultural inheritance that this theory left to us was very huge and plentiful, To research this theory very clearly and overall is beyond the author"s ability , knowledge and .the article"s space , so in this paper , through elaborating on the following theories that composed the theory of speech acts -Attaching importance to the preferential status of the ordinary language philosophy A the distinction theory of language and speeclu the distinction theory of performative utterance and constative utterance , Three theories of speech acts, Three theoriesreplaced the distinction theory of performative utterance and constative utterance, the author introduced the contents, philosophy significance and contribution of this theory .

奥斯汀的言语行为理论给我们留下的文化遗产是十分巨大和丰富的，要对这一理论做全面透彻的深入细致的研究是笔者的学识、能力和篇幅所不能及的。本文通过对构成奥斯汀言语行为理论的注重日常语言的优先地位、语言与言语区分说、履行式话语与记述式话语区分说、言语行为三分说、&三分说&取代&区分说&等各个部分的阐述，介绍了奥斯汀的言语行为理论的内容并在此基础上阐述了奥斯汀言语行为理论的哲学意义及贡献。

" Look for Shitu to study foreign language " has been the common knowledge of the widely spreading foreign language studiers.

&学外语，找世图&，已是广大外语学习者的共识。

People with primitive language capability can roughly translate simple Chinese into English with the re-representation of the majority of the information contained in the original text, however, people with certain level of knowledge but with deficient language capability can not complete this kind of task.

具有初步语言能力的人可以粗略地将简易的汉语译成英语并再现原文的大部分的信息，而只具有一定知识但语言能力不足的人则无法完成这样的任务。

English listening and speaking is a complex, active, multi-level thought processes, and a comprehensive use of many language skills,it involves the pronounciation, tone, sentence patterns, grammar, vocabulary and other language and non-linguistic knowledge.

英语听说是一个复杂、积极、多层次的思维过程，是诸多语言技能的综合运用，它涉及到语音、语调、句型、语法、词汇等语言和非语言方面的知识。

But we don't care about Battlegrounds.

但我们并不在乎沙场中的显露。

Ah! don't mention it, the butcher's shop is a horror.

啊！不用提了。提到肉，真是糟透了。