自然语言

The paper reveals the phenomena of potential ambiguity:there is not only ambiguousness,but also nonambiguousness in natural language.

自然语言有歧义性的一面，又有非歧义性的一面，潜在歧义论正好揭示了自然语言的歧义性和非歧义性对立统一的规律。

These three compilers stand for the most prevalent trend of the software development.Other compiling and developing environment such as Boland C++,can also be brought into the courses to get better teaching effect. C Program design ; Quality Education ; Experimentation ; Teaching Reform and Innovation

C程序设计》课程以C语言为核心，不论是我们日常交流的自然语言，还是高级程序设计语言之一的C语言，无不都是为满足特定环境下的使用应运而生的。C语言作为结构化的程序设计语言，既适合于开发系统程序，又适合开发应

Context is the necessary resource not only for corpus based linguistic but also for solving the problem in computational linguistics.

词语的上下文是语料库语言学中自然语言知识获取和解决自然语言处理中多种实际应用问题必须依靠的资源和基础。

Accuracy of computer understanding query of natural language is key to quality of the natural language interface.

计算机对自然语言中的查询语言理解的正确程度是自然语言接口质量好坏的关键。

At least in the beginning of 21 century Logic Study will focus on the following topics: common sense inference which is paraconsistent, nonmonotonic and defeasible; generalized inductive inference and inductive logic; generalized intentional logic, especially epistemic logic; natural language understanding and logic of natural language.

如何使机器人具有人的创造性智能，如从经验证据中建立用于指导以后行动的可错的归纳判断？（3）如何进行知识表示和知识推理，特别是基于已有的知识库以及各认知主体相互之间的知识而进行的推理？（4）如何结合各种语境因素进行自然语言理解和推理，使智能机器人能够用人的自然语言与人进行成功的交际？等等。

The main difference between the parser of natural language and formal language is the uncertainty of natural language.

自然语言的句法分析不同于程序设计语言的句法分析，主要在于自然语言的不确定性。

Because the mathematical linguistics are one kind by the mathematical symbol, mathematics terminology and the scientific language which is composed after the improvement natural language, therefore in mathematics teaching, the teacher not suitable direct use mathematical linguistics achievement teaches the language generally, but must act according to student's knowledge foundation and the psychological feature, transforms the mathematical linguistics as easily the language which is accepted by the student.

由于数学语言是一种由数学符号、数学术语和经过改进的自然语言组成的科学语言，因此在数学教学中，教师一般不宜直接使用数学语言作为讲授语言，而必须根据学生的知识基础和心理特征，将数学语言转化为容易被学生所接受的语言。

Fuzziness is one of the intrinsic features of natural language, and it pervasively exists in the interior of the language system and on all levels of language use.

语言的模糊性是自然语言本身所具有的本质属性，它广泛存在于自然语言系统内部以及语言运用的各个层面。

Like exactness, fuzziness is one of the intrinsic features that natural languages have, and it pervasively exists in the inner of the language system and on all levels of language use.

语言的模糊性同语言的精确性一样，都是自然语言本身所具有的本质属性，它广泛存在于自然语言系统内部以及语言运用的各个层面。

In the aspect of the Philosophy of Language, Montague Grammar inherited Frege's theory of meaning, Russell's theory of reference, Carnap's theory of verification, Goodman's Modern Realism, Tarski's theory of truth, Kripke's semantics of possible worlds of modal logic, etc, and opens up a new direction in the study of Formal Semantics of natural language; in the aspect of Theoretic Linguistics, Montague was influenced by Chomsky's research idea about the formal treatment of the syntax in natural language and extended it to the semantic study of natural language; Montague Grammar has two theoretic sources: One is the Logical Semantics and Intensional Type Theory in Logic, and the other is Categorial Grammar and Transformative Generative Grammar in Linguistics.

在语言哲学方面它继承了弗雷格的意义论，罗素的指称论，卡尔纳曾的实证主义，古德曼的现代实在论，塔斯基的语义学真理论，克里普克的模态逻辑可能世界语义学的传统，开辟了自然语言形式语义学研究的新方向；在理论语言学方面，他受乔姆斯基形式化语言研究思想的影响，并把这一思想扩展到自然语言的语义研究方面；蒙太格语法的理论来源有两个方面：逻辑方面是逻辑语义学思想和内涵类型论理论，语言学方面是范畴语法和转换生成语法。

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。