解释语言

The ideational theory of meaning defines meaning with the idea formed in the cognitive process of language users.

意义的观念论指以语言使用者在认知活动中形成的观念来解释意义的理论。

Likewise, Halliday views style as the three functions of language, namely, ideational function, interpersonal function and textual function.

韩氏将文体解释为语言的三种功能，即概念功能、人际功能和语篇功能。

This explains how culture and languages ensure or hinder interlingual communication.

这一理论解释了文化和语言是如何保证或阻碍跨语际交流的。

Bang Up-to-date and Easy to Use- References to over 170,000 words, phrases and examples explained in clear and natural English- All the important new words that have come into the language (e.g. dirty bomb, lairy, 9/11, clickable)- Over 200 Common Learner Error notes, based on the Cambridge Learner Corpus from Cambridge ESOL exams- Only words from a defining vocabulary used to help make definitions easy to understand- Over 90,000 examples, mainly full sentences, show you how English is used in context and help you write natural English.

邦截至到最新的和易于使用，引用超过17万单词，短语和例子解释清楚，自然的英语所有重要的新话已到语言，例如肮脏炸弹，lairy，9 / 11，可点击-超过200共同学习笔记错误的基础上，剑桥学习者语料库从剑桥ESOL考试，只有一个词从定义词汇用来帮助作出定义很容易理解，在90，000例子，主要是完整的句子，告诉你如何使用英语语境，并帮助您写英文。

Then the paper reviews researches on the relationship between bilingualism and cognitive development and the relation between bilingualism and metalinguistic awareness, evaluates the relevant interpretation theory and the inner mechanism of bilingualism advantage.

该文从双语的概念入手，介绍了双语的几种重要的分类、双语和认知发展及元语言意识发展的关系、相关的理论解释以及双语儿童认知优势的内在机制，最后对已有研究进行了评述并提出了需要进一步研究的问题。

The review begins with the concept of bilingualism and introduces several classifications of bilingualism.Then the paper reviews researches on the relationship between bilingualism and cognitive development and the relation between bilingualism and metalinguistic awareness,evaluates the relevant interpretation theory and the inner mechanism of bilingualism advantage.Finally,the review evaluates previous research and raised some questions which need to be resolved in the future.

该文从双语的概念入手，介绍了双语的几种重要的分类、双语和认知发展及元语言意识发展的关系、相关的理论解释以及双语儿童认知优势的内在机制，最后对已有研究进行了评述并提出了需要进一步研究的问题。

In the theistic tradition there is a notion of clinging into a word.

在有神论的传统里有一个什么事情都依靠语言解释的观念。

And pragmatic meaning is the meaning built on the relation of signs to the interpreters who use the signs. The present dissertation applies Peirce's triadic division of signs and Morris's three types of meaning to the study of translation.

在将符号的完整意义运用于最重要的符号系统——语言——的研究时，莫里斯把符号的意义区分为三个方面：（1）言内意义，即符号相互之间的关系所体现的意义；（2）指称意义，即符号与所指对象之间的关系所体现的意义；（3）语用意义，即符号与解释者之间的关系所体现的意义。

The official emblem, designed by Josep Maria Trias from Barcelona, depicted a dynamic human figure in a stance that suggested someone jumping an obstacle (which consisted of the five Olympic rings) and the simple, gestual lines reduced the characterisation of the figure to the head (in the blue of the Mediterranean), the arms (the yellow of the sun and wide open in sign of hospitality) and the legs.

随意涂抹的一点、一钩、一横飘逸洒脱，当人们厌倦了复杂的结构、工整的设计后，终于在这个打破所有造型概念的会徽中找到了清新的水源，它平静地清洗我们脑中的一切陈规俗套。不需要任何语言，不需要任何解释，在本届奥运会&艺术与文化&的主题下，大师的思想光芒照亮五环。

Barcelona 1992 Emblem 巴塞罗那艺术光芒照亮五环 The official emblem, designed by Josep Maria Trias from Barcelona, depicted a dynamic human figure in a stance that suggested someone jumping an o tacle (which co isted of the five Olympic rings) and the simple, gestual lines reduced the characterisation of the figure to the head (in the blue of the Mediterranean), the arms (the yellow of the sun and wide open in sign of ho itality) and the legs.

随意涂抹的一点、一钩、一横飘逸洒脱，当人们厌倦了复杂的结构、工整的设计后，终于在这个打破所有造型概念的会徽中找到了清新的水源，它平静地清洗我们脑中的一切陈规俗套。不需要任何语言，不需要任何解释，在本届奥运会&艺术与文化&的主题下，大师的思想光芒照亮五环。

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。