两种语言的

As previous studies in this area have long emphasized more on the social levels of reporter-source interactions, this study, based on the literature of pragmatics, facework, and impoliteness, examined how the news reporters interact with their sources on a linguistic level trying to distinguish varied verbal strategies used by these two interactants in news reporting, such as exhorting, evasiveness, verbal threatening, and verbal attacking.

本研究改以语用学之言说行动、语境概念、礼貌原则以及社会心理学之面子、面子威胁等概念为基础，归纳出人际沟通由核心到外围的语言互动脉络，并依合作程度高低推演出记者与消息来源间之「合作性语言互动」与「非合作性语言互动」(non-cooperative verbal interaction)两种不同语言互动策略。

In the influence the kid the language the development of four sow the cause the vegetable, heredity, sex this two sow the cause vegetable is an inborn decision of, but language environment, personal ability development of the time factor can be factitiously appropriate then change to promote speech betterly development.

在影响幼儿语言发展的四种因素中，遗传、性别这两种因素是先天决定的，而语言环境、个人能力发展的时间因素则可以人为地适当改变，以促进语言能力更好地发展。

He askedpeople from both groups to think about what they had done the day before, first in one language and then the other.

他要求两组人员先用其中一种语言去想前一天做了哪些事，然后再用另一种语言去想相同的事。

E asked people from both groups to think about what they had done the day before, first in one language and then the other.

irsch要求这两组人都回想他们昨天在做些什麼，并且要先用一种语言回想，接著再用他们会的第二种语言来回想。

According to the problems that are encountered in designing the mathematical knowledge representation language in NKI (national knowledge infrastructure) and after the discussion of ontological assumptions for mathematical objects, two kinds of formalisms for the representation of mathematical knowledge are provided. One is a description logic in which the range of an attribute can be a formula in some logical language; and another is a first order logic in which an ontology represented by the description logic is a part of the logical language.

根据在设计NKI(national knowledge infrastructure)的数学知识表示语言中遇到的问题，并在讨论了数学对象的本体论假设的基础上提出了两种数学知识的表示方法：一种是以一个逻辑语言上的公式为属性值域的描述逻辑；另一种是以描述逻辑描述的本体为逻辑语言的一部分的一阶逻辑。

A term that originally referred to the process by which two or more languages converge to form a new language when different cultural groups interact over an extended period, creolization has been gradually extended to describe the transformations undergone in various aspects of culture when two or more groups come into prolonged contact.

最初这个术语指的是当不同的文化群体长时间相互影响后，两种或更多种语言汇合而形成一种新语言的过程。后来这个词的词义逐渐扩展，用来表达两个或更多的群体经过长时间的接触，其文化在诸多方面所产生的变形。

We propose two new aggregation operators called extended uncertain linguistic aggregation operator and interval linguistic aggregation operator, and then develop an EULA operator-based linguistic approach and an ILA operator-based linguistic approach, respectively, to multiple attribute decision making in uncertain linguistic setting.

介绍了不确定语言变量的运算法则，给出了不确定语言变量之间两两比较的可能度公式，提出了2种新的数据信息集成算子拓展的不确定语言集成算子和区间语言集成算子，并且分别提出了基於EULA算子和基於ILA算子的不确定语言环境下的多属性决策方法。

I went to the concert with hannah_nsy and we were very excited coz the last time he did a concert here was 2 yrs ago.luckily the front row has two empty seats so we moved there(we were suppose to be in the 9th row).it was a great concert and his outfits were cool.if i remember correctly he started the concert singing "tai yee sai".yeah he said he was confuse whether he should speak cantonese,english or mandrin coz malaysians speaks many kinds of languages.he also said that he definitely cant speak malay coz he doesnt know how and said that his japanese wasnt very good(there were some japanese fans there).he didnt sing a lot of songs,even songs like "mou seng fong yau seng" n "fei chau pat ho" and the concert ended quite early.he didnt concentrate much on our row of seats but he smiled to us twice.

我和哈尼一起去了演唱会，两年前他办的演唱会让我们很兴奋，幸运的是前排有两个空位，我们移从原来的9排换到第一排，这是场出色的演唱会他的装扮很酷，如果没记错，他开场曲是/第二世/，他说即使他会讲粤语、国语和英语但现在他不知道该讲哪种语言，马来西亚哪种语言都有人讲，可他就是不会马来语，而且日语也不是很好，他没唱更多的歌，如/无声仿有声/非走不可/，演唱会很早就结束了，大部分时间他都不朝我所在的方向表演，但我看到他朝我笑了两次，他下来和大家握手时我好像抓他，可是我的朋友哈尼霸占着他的手不放。

Through these means, we bring about mutual understanding, mutual transmission of information and mutual acceptance intentions. During this thesis, I try to reflect television presenter's media communication approach on the oral language and non-language symbols, and to demonstrate communication methods used by TV presenters from dissemination of these organic means, in order to help the emcees to find the best way to communicate, the emcees.

于是本论文就试图从口头语言符号与非语言符号这两种传播手段来思考电视节目主持人的沟通方式，从两种传播手段的有机运用来论证电视节目主持人沟通的方法，以指导主持人尊重主持规律，找到沟通的路径。

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。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。