查询词典 linguistic geography

The effectiveness of the speeches is mostly decided by how the speakers understand the field of discourse, the tenor of discourse, and the mode of discourse. In short, they share many common grounds in terms of linguistic aspect and schematic structure, but due to the specific dissimilarities in time, in international backgrounds, and in personal styles, they still have their own features and they use different techniques to realize the similar strategies, which can be reflected by linguistic features and textual factors.

简言之，三篇演讲在语言层面和组织结构上有共同之处，但由于在演说时间、国际背景及演讲者个人风格等方面的诸多差异，因此它们又拥有各自的特点，且三位总统使用了不尽相同的技巧来实现其相近的演讲目的，从语言特征和语篇角度都可以发现它们作为访华总统校园演讲这种文体的特点。

through text analysis,this paper examines the syntactic and morphological means typically employed in introducing topics into chinese and english texts and their relations to discourse anaphora.we find that in both chinese and english the most important means for introducing the most important and accessible topics into discourse are the indefinite nps used as objects in existential-presentative sentences,and that the indefinite demonstrative adjective zheme and this can be used as an additional means to emphasize the importance of the entity introduced.however,the two languages differ in that,in english texts,apart from the above-mentioned linguistic devices,definite nps functioning as indirect objects and names functioning as subjects also tend to be used to introduce relatively important topics,and the emphatic one,in contrast to the indefinite article "a",can be used as another linguistic means to give additional emphasis on the relative importance of the topic introduced.

摘 要：本文以民间故事为语料，分析和研究了英汉篇章中话题引入的句法和形态手段及其与篇章回指的关系。我们发现，两种语言的主要相似之处为：1用作存现宾语的无定名词短语是引入篇章中最为重要和最为可及话题的主要手段；2英汉无定指示形容词this和&这么&可用于进一步强调所引入话题的重要性。两种语言最主要的差别是：1在汉语中，存现结构中的无定名词短语似乎是引入重要篇章话题的唯一形态句法手段；而在英语中，除此之外，用作间接宾语的有定名词短语和用作主语的专有名词也可以用于引入一个相对重要的篇章话题。2在英语篇章中，另有一个标示重要话题的附加手段，即以one代替a，以便进一步强调所引入话题的重要性。

This paper is divided into five parts. The first part defines the fundamental conception of animacy and summarizes the research on animacy which is carried out at home and abroad. Besides it sums up the linguistic theories which are used in this paper. They are X-bar theory and 0-theory of Transformational and Generative Grammar, topic and focus theory of Contemporary Pragmatics and linguistic subjectivity and subjectivisation of Cognitive Grammar.

论文分为五章，第一章是对生命度初始概念的界定和国内外语言学界对生命度研究的综述；并简要概括了本文使用的语言学理论——主要有生成语言学的题元理论、当代语用学的话题与焦点理论以及认知语言学的语言&主观性&和&主观化&理论。

It also attempts to discuss the cultural influence of Chinese loanwords on English and to demonstrate that loaning is not only a linguistic but also a socio-linguistic phenomenon.

文章还指出英语中的汉语借词反映了中国的文化，揭示了词汇借用不仅是单纯的语言现象，还是社会语言现象。

Consisting of or related to language ;" linguistic behavior ";" a linguistic atlas ";" lingual diversity "

&同志&的&罔两性&，&友爱&的修辞学—从郁达夫《茫茫夜》到王小波的《革命时期的爱情》和《东宫·；西宫》&同志&的&罔两性&在20世纪的中国大陆现当代文学，长久寄生在&友爱&的影

Further analysis of each question item reveals that pictures in both videos can direct and delegate attention to key linguistic features, with documentary pictures playing a more significant role than paralinguistic features in talkshows, whereas recalling and internalization of linguistic input without corresponding video hints are hindered.

对受试理解和记忆过程的分步分析发现视频有指引和分配注意力的作用，内容视频中的相关图片和场景视频中的非语言特征对理解和提取关键词汇都有不同程度的积极影响，但视频对与画面无关的听觉输入则有抑制作用。

Text reading has long been the focus of linguistic research, psycholinguistic research and cognitive linguistic research.

英语语篇阅读一直是语言学、心理语言学、认知心理学研究的重点，它对提高语言综合能力的重要性历来受到广泛认同。

Psycholinguists use the term to refer to the influence imposed by a learners possessed linguistic knowledge and skill upon the subsequent learning of new linguistic knowledge or skill.

心理语言学家利用这一术语，指语言学习过程中学习者已有的语言知识或技能，对获得新的语言知识或技能的影响这一现象。

According to Glossematics School, linguistic structural relation is the basis of linguistic family relation.

语符学派的布龙达尔是结构主义语言学的奠基人之一，是现代逻辑和语言分析结合到一起的重要开创者。

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。

More direct, directer ; most direct, directest

径直的，笔直的

Do you know how to use a chain saw?

你知道如何使用链锯吗？