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debate
相关语句
  辩论
    Debate in English Language Teaching
    辩论在英语教学中的运用
短句来源
    A Debate about the Failure of American Bilingual Education:A Review Edited and translated by
    美国双语教育失败辩论述评
短句来源
    The Influence of Classroom Debate on Foreign Language Writing
    课堂辩论对EFL写作的影响
短句来源
    English Debate——the effective way to improve students' comprehensive English ability
    英语辩论是全面提高学生英语能力的有效途径
短句来源
    Fourthly, to guarantee the implementation of the above strategies, following classroom activities should be organized in teaching: imitation, recitation, retelling, role-playing, discussion, practice through pictures, debate and games.
    最后,笔者建议要针对以上教学对策在课堂中开展一些行之有效的活动,如:模仿、背诵、复述、角色扮演、讨论、看图说话、辩论、游戏等,来促进学生口语水平的提高。
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  “debate”译为未确定词的双语例句
    Gorgias' Rhetoric and Plato's True Rhetoric -A debate at the embryonic stage of western stylistics
    高吉亚斯修辞学与柏拉图真修辞学——西方文体学萌芽时期的一场论战
短句来源
    A Debate on Interlanguage Variability and Its Implication
    中介语可变性之争及其意义
短句来源
    Debate on the “Hot English” and “Chinese Language Crisis” in a Perspective of Economics of Language
    从语言经济学的角度看“英语热”和“汉语危机”之争
短句来源
    The present research aims to examine the morphological/syntactic impairment debate in recent years and to explore the potential relationship between morphology and syntax in L2 by investigating L2ers’knowledge of finiteness within the theoretical framework of the Minimalist Program.
    本研究在最简方案框架下通过考察二语习得者的定式句法知识,探讨了近年来的中介语形态和句法损伤之争,进而讨论了中介语形态系统与句法系统之间的关系。
短句来源
    Whether to teach grammar or how to teach grammar has become the focus of debate by many linguists and it has been a stubborn problem for our teachers in the middle school.
    在语言课堂里是否教语法以及如何教语法成了许多语言学家争论的焦点所在,对中学语言教师来说,这也是一个较为棘手的问题。
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  debate
However, the definition and classification of CWD have been the subject of a long debate in forest ecology.
      
Whether these conditions should be treated surgically in association with HCC resection is still in debate.
      
The authors set forth their own standpoint of the problem and express willingness to debate it on any level.
      
The revealed disorder of complementation interactions between nonallelic genes is under debate.
      
An analysis of the same images showed that their explanation requires a frequency of comet collisions with the Earth as high as 20 events a minute! This sensational hypothesis evoked a heated scientific debate.
      
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Teaching conversational English to second year English majors is a two stepprocess.The teacher's first task is to maximize class participation.Techniquesto achieve this goal include:spontaneous questions and answers,oral presentations,skits and debates.Second,the teacher must help the students improve the qualityof their speech.Students tape record themselves,transcribe and then correct thetranscription for errors in grammar-articles,plurals,verb tense and sentencestructure in particular.

英专本科二年级学生的口语会话,教学应分为两步。第一步由教师发动学生达到最大限度的课堂参与;具体要运用的课堂技巧包括:自发问答,口头表述,短剧表演及辩论等。第二步则是教师帮助学生改进语言的质量;学生可以录下自己的讲话,然后用书面写下来,最后再纠正其中的错误——包括冠词、单复数、动词时态以及句子结构等。

This paper reviews the heated debate on the interaction of Syntax and Phonology, a debatewhich has been going on in American Linguistics for several decades. Various hypotheses have beenpresented, among them the Principle of Phonology-free Syntax and the Principle of Superficial Constraintsin Phonology. These two universal constraints will restrict the set of possible grammars and consequentlyreduce the power of a theory of grammar.

限制语法集,从而达到限制语言集,是生成语法学家面对的紧迫课题。尽管削弱语法理论的表达力可能有各种办法,保持语法组成部分的独立性是一条理想的路子。句法独立于音系原则和表层制约音系原则就是两条严格约束句法学与音系学关系的假设。 本文探索的是理论之争,但理论的争论归根结底是素材的争论。素材还是这些,但认识深化了。撇开理论之争不管,重新认识原有素材对教学也有裨益。

ith the aim to lay a foundation for a unified theory of cognitive science and together with an attempt to shift the whole center of gravity of pragmatic theory to a general theory of cognition, D. Sperber & D. Wilson have proposed Relevance Theory (RT) in Relevance: Communication and Cognition(1986/1995), which has given a good indication of the origins of the whole theory and outlined a speculative psychology of inference. In RT, pragmatic interpretation is substantially seen as a psychological matter governed...

ith the aim to lay a foundation for a unified theory of cognitive science and together with an attempt to shift the whole center of gravity of pragmatic theory to a general theory of cognition, D. Sperber & D. Wilson have proposed Relevance Theory (RT) in Relevance: Communication and Cognition(1986/1995), which has given a good indication of the origins of the whole theory and outlined a speculative psychology of inference. In RT, pragmatic interpretation is substantially seen as a psychological matter governed by the cognitive principle and communicative principle, thus, it has been considered the fundamentals of cognitive pragmatics with its explanatory potential and promise for the future, although it is still at an early stage of development. Controversial as some aspects of the theory are, this does not diminish the significance of RT as a whole, it has proved to be a very powerful theory which can account for a wide range of linguistic and cognitive problems.Since its first edition of Relevance: Communication and Cognition was published in 1986, there have appeared many comments on and reviews of RT, among which some are more hostile than friendly. Taking these as challenges, Sperber & Wilson further refined the theory, thus the second edition with some modifications to the original framework came out in 1995.The following paper consists of five major parts. The first and second parts serve as an introduction to the present study of the theoretical framework of RT and its major contents. The third part deals with the recent revisions made by Sperber & Wilson with focuses on some significant changes of RT, including principles of relevance, presumption of relevance, conceptual meaning and procedural meaning, truth and relevance, positive cognitive effects, contextual effects and weakening of assumption, etc. The fourth part makes a tentative comparison between RT and Gricean theory with reference to Grice′s saying & implicature and Sperber and Wilson′s explicature & implicature since RT is explicitly intended to replace Grice′s Cooperative Principle with its well-known maxims of conversation. And finally comes the conclusion. In the fifth part, the debates on discourse coherence between R. Giora and D. Wilson are surveyed. Giora shows that RT cannot account for discourse coherence as discourses may be relevant in Sperber and Wilson′s sense while being incoherent, thus such discourses challenge the claim that discourse coherence may be derived from relevance. However, D. Wilson made a quick response to the above arguments, in which some are critically considered to be misunderstandings. And finally the present reviewers make their own comments on RT and firmly hold that RT is the fundamentals of cognitive pragmatics with a promising future.

Sperber和Wilson从认知科学的角度对语言交际进行了尝试性的探讨,提出了有影响的关联理论,从而给语用学带来了新的研究热点,并将语用学的研究重点转移到认知理论上去,所以在西方它又被称为“认知语用学”。本文首先介绍关联理论在语用学领域中的研究近况及其主要内容,以突现该理论的基本框架;接着归纳关联理论的几个新修正与补充,包括关联原则、关联假设、概念意义与程序意义、正面认知效果、语境效果与语境假设的削弱等方面,从而展示关联理论的新发展。然后,从Grice语用理论存在的主要问题和所面临的挑战出发,结合Sperber和Wilson对“明说”与“隐含”的不同观点,探讨关联理论对Grice会话含意理论的修正与补充。本文还介绍了DGiora与DWilson之间有关话语连贯与关联性这一问题的争论。最后是本文作者对关联理论的几点认识与看法,并认为关联理论就是认知语用学的理论基础。

 
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