反义词的

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 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。

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。

Complementaries are forms of antonyms which truly represent oppositeness of meaning.

互补反义词是真正反映意义对立的反义词形式。

L Contraries are gradable antonyms, differing in degree of intensity, so each has its own corresponding opposite.

相对反义词是等级反义词，在强度上有所不同，因此每一个都有其相应的对立词。

Contraries are gradable antonyms, differing in degree of intensity, so each has its own corresponding opposite.

相对反义词是等级反义词，在强度上有所不同，因此每一个都有其相应的对立词。

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。

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。

This paper is a study of the co-occurrence of antonyms in the Chinese language from the perspective of Construction Grammar.

本文将从构式语法的角度对反义词的同现现象进行研究。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。