音节

Generally the weak form is pronounced with a neutral vowel such as the schwa or //, and initial /h/ sounds are lost.

一般来讲，轻音式用//或//这种轻音节来读，而单词已开始的/h/会省略不读。

Initial "l" in "little" is nonsyllabic.

"little"一词的首字母"l"是不成音节的。

A mark indicating a pronounced e for the sake of meter in the usually nonsyllabic ending-ed in English poetry.

抑音符一个标识，在英语诗歌中通常非重音音节结尾的－ed的音步需发e的标记

V A mark indicating a pronounced e for the sake of meter in the usually nonsyllabic ending -ed in English poetry.

抑音符：一个标识，在英语诗歌中通常非重音音节结尾的-ed 的音步需发 e 的标记

A markindicating a pronounc ed e for the sake of meter in the usually nonsyllabic ending - ed in English poetry.

抑音符一个标识，在英语诗歌中通常非重音音节结尾的－ed的音步需发e的标记

Every single Chinese character in the normal written font occupies the same amount of space when written.

每一个汉字在书写时占据同样的空间，一般说来每一个汉字是一个音节。

Present is norn,emphrase stress is first in the first sentence.

在第一个句子里，" present "是名词，重音落在第一个音节。

Persent is norn,empherse stress is first ib the first sentence.

在第一个句子里，" present "是名词，重音落在第一个音节。

On the other hand, a Japanese syllable can be abbreviated asV, where R is the second half of a long vowel,-G the moraic off-glide of a diphthong, N the mora nasal, Q the mora obstruent, and C, G, V are as in Chinese.

至於日文的音节﹐如在C、G、V外再加上长母音后半部的R双母音第二要素-G末尾鼻音N及促音Q﹐则可简写为V。

But because the seventh is the second voice, we've dropped it down one octave.

但是因为七音是第二个音，我们已经降了一个音节。

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。