反义词

According to traditional definition, the adjectival opposites can be divided into two types: complimentaries and antonyms.

按照传统的分类标准，反义形容词被分成了互补反义词和相对反义词两类。

The second chapter studies why the antonymous pair has a status of construction after the introduction of Construction Grammar.

第三章根据构式语法对构式的定义――构式即为形式与意义的对子，分析了与反义词对相联系的构式，包括反义构式和三种与汉语反义词同现现象相关的构式。

The traditional approach classifies antonyms into root antonyms and derivational antonyms from morphological point of view and the specific semantic features reflected in antonymy are neglected.

传统的反义关系理论以词根和派生依据，将反义词划分为词根反义词和派生反义词。这一划分标准更多着眼于词汇形态，而忽视了反义关系的具体语义特征。

Traditional view classifies antonyms into root antonyms and derivational antonyms from morphological point of view.

传统反义关系理论以词根和派生为依据，将反义词划分为词根反义词和派生反义词。

The analysis of Juxtaposition is hleful to determine antonym,and also to descry the understand of ancients to antonym.

分析对举形式有助于对反义词语的判定，也可从中见出古人对反义词语的认识。

This chapter is static description,classified to 4 kinds : bilateral single meaning antonyms、bilateral multi-meaning antonyms、multilateral monosemantic antonyms、multilateral multivocal antonyms.

此章为静态描写，分成四类进行：双边单义的反义词语、双边多义的反义词语、多边单义的反义词语、多边多义的反义词语。

Gradable antonyms: Some antonyms are gradable because there are often intermediate forms between the two members of a pair. This is a matter of degree.

可分等级的反义词——有些反义词是可分为等级的，因为在一对反义词之间还经常存在有中间形式，所以它属于级别问题。

This paper examines marking in English antonyms, including binary antonyms , gradable antonyms, and converses.

英语反义词对可分为三类，即：双分反义词对、等级反义词对和相对反义词对。

Antonym, in its general sense, refers to all types of semantic oppositeness; such as contraries between gradable terms, complementaries between non-gradable terms, and conversives indicating a relationship such that one member of a pair presuppose the other.

通常意义讲，反义词就是指语义对立的各种形式。比如等级反义词、非等级互补反义词和换位反义词。换位反义词的两个词语之间形成了互为先决条件的关系。

First , divide the vocabulary into 5 categories (synonymy ; antonym; homophony; homomorphism; conjugate) Second, different strategies to different categories but to make the CAI visual, interesting, and systematic. The thorough strategies carried out in the experiment are as follows: Use picture-showing to differ some synonymies ; Use movie clip to learn some antonym; Use flash cartoon to create the mini-situation of homomorphism ;Use audio equipment to learn homophony; Use specific characters and design crossword to help students memorize the conjugates.

多媒体词汇教学在实践中的具体应用策略如下：近义词学习主要采用图片直观法，文本讲练法，图示辨析法，英英连线法进行实验；反义词学习主要采取下面三种形式，结合影片片段学习反义词，学生参与反义词教学，和游戏竞赛学习；形近词学习主要采取利用动画情境联想教学，利用歌曲的Flash动画学习形近词的策略；近音词、同音词学习方式主要采取利用音频手段比较学习，利用操练的形式学习近音词；同根词学习采取多变字效学习及crossword 学习的策略。

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。