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相关语句
  cross
    Cross cultural Communication in Teaching Chinese as a Foreign Language
    对外汉语教学中的文化交际
短句来源
    This paper, based on the theories of cognitive linguistics, analyzes the features and functions of metonymy in the process of language use, especially discusses the causes of metonymic projection from the cross mental spaces.
    本文从认知语言学和语用学的理论出发,论述了转喻与语用推理、转喻与概念整合的关系,分析了转喻在语言运用中的特点和功能,并从空间投射映现理论的视角,探讨了转喻的成因。
短句来源
    Based on communication theory,motivation theory,and pedagogy,the article discusses various aspects of cross cultural communication in teaching Chinese as foreign language. It stresses that language learning is in itself a process of communication.
    本文运用文化学的交际理论、心理学动机理论、教育学理论,探讨了对外汉语教学中文化差异的若干特征,强调文化交往在汉语教学中的重要性,提出汉语学习首先是交往学习,交往是课堂教学的重要资源,是学习主体的心理需要等观点。
短句来源
    A Pragmatic Study of Cross cultural Speech Communication
    文化言语交际语用探讨
短句来源
    Cross culture communication and teaching Chinese as a second language
    文化交际与对外汉语教学
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  “跨”译为未确定词的双语例句
    Cross-Cultural Construction of Interpersonal Meaning in Translation
    翻译中人际意义的文化建构
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    Cross-Cultural Verbal Communication: A Perspective of Interactive Pragmatics and Rhetoric
    文化言语交际:互动语用修辞观
短句来源
    On Conception differences in Cross-cultural Communication
    文化交际的观念差异
短句来源
    Self-recognition and Cross-cultural Communication
    自我认识与文化交际
短句来源
    The width and depth of cross-linguistic studies
    语言研究的广度与深度
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  cross
In particular, we give a detailed description of these sets in terms of cross-sections inside maximal R-tori ofH.
      
We prove a corresponding statement for cross-ambiguity functions.
      
The models were cross-validated by Fischer's randomization test at a 95% confidence level.
      
The model showed a good correlative and predictive ability, with a cross-validated correlation coefficient of 0.594.
      
Leave-one-out cross-validation and a robustness test were performed, and the model proved to be a suitable alternative QSAR approach for modeling this series of compounds.
      
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Language behaviours and language habits of different cultures not only reflect,but are also influenced and controlled in the astonishing degree by the modes of thinking, concepts of time and space, and the systems of values, beliefs and attitudes of different countries. Comparative study of the conception differences between Chinese and Western cultures and their reflections in Chinese and in English help us to be sensitive to cultural diffenerces in learning of a foreign language.

不同民族的语言行为和语言习惯不仅反映了一个民族的思想观念,而且在很大程度上受到该文化思维模式、时空观念、价值、信仰以及态度体系的制约。比较研究中西方文化思想观念的差异以及这些差异在语言行为和习惯上的反映,有助于我们在外语教学中增强文化意识,培养文化交际的能力。

Increasing attention has been paid to cultural factors in China's foreign language teaching inrecent years and cross-cultural research in the area is gaining momentum. This article examines thedifferent approaches used in Britain, the United States and the former U. S. S. R. in detail.Britain's emphasis is on cross-cultural pragmatic failures while the Russian approach deals with thecultural load of words and interpersonal relationships. In the U.S. intercultural communication ismultidisciplinary and cross-disciplinary....

Increasing attention has been paid to cultural factors in China's foreign language teaching inrecent years and cross-cultural research in the area is gaining momentum. This article examines thedifferent approaches used in Britain, the United States and the former U. S. S. R. in detail.Britain's emphasis is on cross-cultural pragmatic failures while the Russian approach deals with thecultural load of words and interpersonal relationships. In the U.S. intercultural communication ismultidisciplinary and cross-disciplinary. It discusses verbal processes, nonverbal communication,interpersonal relationships, social organization and assumptions and values. The European ap-proach is linguistically oriented while the American approach is practically oriented and seems lesstightly structured.

近年来,我国外语教学界对教学中的文化因素日益重视,在不同层次开展了研究。在英国、美国和前苏联,文化研究的侧重点各不相同。英国主要是语用学范围内的文化研究,前苏联的国情语言学集中于词语的文化内涵和交际文化,而美国则是多学科的文化交际学,包括语言、非语言交际、社交准则与某些习俗、社会组织及价值观念等。欧洲研究得益于语言学,体系似较严密,而北美偏重经验与实用,较为松散。总的来说,无论在国内或国外,文化教学与文化研究的历史都还很短,正处于发展的过程中。

Nonverbal communication is an important part of interpersonal interaction, and it involves three dimensions: proxemics, kinetics and paralarguage. Awareness of it is helpful in crosscultural communication and understanding. The growing investigation into multiple aspects of nonverbal communication helps improve ESL classroom teaching and learning.

非语言交际是人际交往的重要组成部分。它涉及三大课题:(1)体距学,(2)身势学,(3)伴随语言。本文认为:非语言交际行为受多种因素制约,其中最突出的就是语境和文化差异,弄清这两种主要因素有利于文化交际与沟通,深入研究非语言交际各个方面将有助于第二语言教学。

 
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