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语言普遍性
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  linguistic universality
     The philosophical ideas of intentionality and institutionality are appropriate enough in discussing linguistic democraticness and undemocraticness which the author believes to be a significant attempt for the approach to linguistic universality as are presented in languages.
     在哲学意向性与制度性理论的基础上充分地探讨语言的民主性与独裁性 ,并认为语言存在着民主性与独裁性这两个特性 ,而就语言普遍性的观察而言 ,这样的讨论不失为一个有益的尝试。
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  “语言普遍性”译为未确定词的双语例句
     The theory of linguistic universals and its two schools.
     语言普遍性研究的两种理论
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     The middle construction has been a hot topic abroad during the past quarter of a century and is studied extensively in a number of European languages.
     在过去的25年中,中动结构一直是国外语言学界研究的一个热点问题,其中尤以对欧洲语言的研究最为深入,研究表明中动语义具有跨语言普遍性
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     Both cross-sectional and longitudinal studies were carried to investigate: 1) development of Chinese and English phonological awareness for Mandarin-speaking children; 2) relationship between Chinese and English phonological awareness.
     本研究通过纵向与横向研究的方法,考察了汉语儿童汉语与英语语音意识的发展特点,以及汉语与英语语音意识的相互关系,并探讨了语音意识的跨语言普遍性问题。
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     Language universals is now a major concern in modern linguistics.
     现代语言学的一个重要课题就是对语言普遍性的研究。
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     Thus research on Chinese-English bilingual semantic representation may provide useful information about linguistic universals.
     因此,汉英双语者的语义表征研究可以为语言普遍性提供有用信息。
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  相似匹配句对
     Linguistic Universals Theory;
     语言普遍性理论;
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     G Language
     G语言
短句来源
     The theory of linguistic universals and its two schools.
     语言普遍性研究的两种理论
短句来源
     The Layered Structure of Language
     语言的层次结构
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     Universality principle;
     普遍性原则;
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  linguistic universal
In this article we discuss the notion of a linguistic universal, and possible sources of such invariant properties of natural languages.
      
Interrogative types in parental speech to language-learning children: A linguistic universal
      


The author views sexism in proverbs as a linguistic universal, admitting that his investigation is of limited scope. He hope that further studies will unearth more sex-biased expressions.

由于研究者的侧重点各有不同,很难给谚语找到一个通行的定义。然而,从广义上讲,可把它称作一部包孕着不同文化内涵的小型百科全书。本文从比较语言学、社会语言学和语言普遍性原则入手,讨论了语言性别歧视现象在不同文化谚语里的表现。

Two series of studies were undertaken. Study I, using longitudinal method,the speeches of five 0.5-3(1/2) yrs old children were recorded. The resultsindicated: Chinese-speaking children master personal pronouns step by step inthe period of 1(1/2)-3(1/2) yrs old. The order of mastering is from "I" "You" to "He".Study 2 investigated twenty eight 3-4 yrs old children's acquisition of per-sonal pronouns (singular number) by experimental method. The results showed:In the process of acquisition of personal pronouns,the...

Two series of studies were undertaken. Study I, using longitudinal method,the speeches of five 0.5-3(1/2) yrs old children were recorded. The resultsindicated: Chinese-speaking children master personal pronouns step by step inthe period of 1(1/2)-3(1/2) yrs old. The order of mastering is from "I" "You" to "He".Study 2 investigated twenty eight 3-4 yrs old children's acquisition of per-sonal pronouns (singular number) by experimental method. The results showed:In the process of acquisition of personal pronouns,the fourth year is a rapidlydeveloping period. In this age children have a good command of personalpronouns. On the basis of the above research, the characterisitics and laws ofchild's acquisition of personal pronouns and language universalitywere exploredand generalized.

本文作两个方面的研究。研究一用追踪录音方法记录5名半岁到3岁半幼儿获得人称代词的过程。结果表明:汉语儿童一般在1岁半到3岁半这期间逐步掌握人称代词,顺序是从“我”、“你”到“他”。研究二用实验方法探讨28名3—4岁儿童掌握单数人称代词的情况。结果表明:儿童4岁时人称代词获得有一个发展比较迅速的时期。到这一年龄阶段,儿童对人称代词的掌握已比较完善。在以上两项研究的基础上,探讨和总结了汉语儿童人称代词发展的特点和规律以及语言的普遍性。

In language acquisition the effect of linguistic universals has been investigated primarily in terms of markedness theory, which states that some linguistic rules are unmarkedness or weakly marked, and others marked or more strongly marked. The linguistic forms or rules with different degrees of markedness differ in function in language acquisition and have different effects on language transfer.

语言普遍性对语言习得影响的研究主要是根据标记理论展开的。该理论认为 ,有些语言规则是无标记的或标记性较弱 ,而另外一些则是有标记的或标记性较强。标记程度不同的语言形式或规则在语言习得中的作用不一样 ,对语言迁移也产生不同的影响。

 
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