音节的

But there are so many similar sound syllables that they are used together to form rènshí.

但有这么多类似的声音音节表示，他们习惯于在一起，形成

Each line has a certain number of syllables.

每一行都有一定数量的音节。

Each syllable has a certain tone. Difference in tone can signal a difference in meaning, e.g.

每个音节都有一定的声调，声调不同意义也不同。

Exegetes who find metre in the Psalms are of four schools, according as they explain Hebrew metre by quantity, by the number of syllables, by accent, or by both quantity and accent.

exegetes谁找到米，在诗篇是4所学校，据他们解释，希伯来语米，由数量，由若干音节，由口音，或由双方的数量和口音。

This statement summarizes the fact that /l/is syllabic not only after stops and fricatives,but also after nasals .the only problem with this rule is what happens after /r/.

这项声明总结了一个事实，即/升/不仅是音节后站及fricatives ，而且后鼻音。唯一的问题是这一规则后会发生什么/俄/。

Part Four is a record and composition of its homonyms.

第四部分记录并且整理了茶陵下东乡方言的同音节单位表格。

In World War I the British gave the Germans the nickname "Jerries"from the first syllable of German.

一战时，英国人根据&德国人&这个英语单词的第一个音节叫他们&德国佬&。

It was discovered from figuration that the syllables of a single calling song of male singings were "increasing".

从图B中发现雄鹤鸣唱单次鸣叫声的音节数&增多&，一方面是因为与雌鹤鸣唱声融合所至，另一方面是由于声音持续时间延长所至。

In the word "pillow" the emphasis is on the first syllable.

&pillow&这个词的重音落在第一音节上。

In chapter Ⅲ, auther analysed the vowel harmony, the consonant combination, the syllable structures and exlplained their characters .

第三章，对杜尔伯特口语的元音和谐律、辅音结合律、音节结构进行了分析，并阐释其规律。

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。