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context and text
相关语句
  语境与语篇
     On Mutual Prediction between Context and Text
     语境与语篇的互相预测性
短句来源
     Context and Text Analysis in Text Linguistics
     篇章语言学中的语境与语篇分析
短句来源
     Context and Text Meaning
     语境与语篇意义
短句来源
     Situational Context and Text Coherence
     情景语境与语篇连贯
短句来源
     Cognitive Context and Text Understanding——On the Appropriate Expressing of Word Meaning in Translation from English to Chinese
     认知语境与语篇理解——谈英译汉词义的准确表达
短句来源
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  “context and text”译为未确定词的双语例句
     On Context and Text Comprehension——On the Application of Pragmatic Principles Into English Teaching
     语境与文本理解——语用学原理在英语教学中的运用
短句来源
     Cognitive context and text analysis
     认知语境与篇章解读
短句来源
     It then discusses how to apply the theory of discourse analysis to the VTC English teaching indetail with special reference to such things as cohesion and coherence, inter-sentential relation, context and text structure.
     紧接着笔者从语篇的衔接与连贯、句际关系、语境和篇章结构等几个方面论述了语篇分析在高职英语教学中的具体应用。
短句来源
     Section Two explores context, text and the relationships between context and text.
     第二部分是对语境、语篇及其关系的研究。
短句来源
     In her collaborative work with Halliday Language, context, and text: aspects of language in a social semiotic perspective (1989), Hasan has made outstandingly constructive contributions to genre study. Her presentation of the concept of generic structural potential offers a satisfactorily appropriate solution to the formulation of service encounter and generation of actual texts of the genre.
     哈桑在与韩礼德合著的《语言、语境、语篇》一书中对语类的研究做出了建设性的贡献(Halliday & Hasan,1989),她提出了语类结构潜势理论(generic structural potential),比较清晰地解决了日常口头商业交际语类(service encounter)的结构以及此语类语篇的生成问题。
短句来源
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  相似匹配句对
     From Text to Context
     从文学文本到文化背景
短句来源
     The "context" in narrative text
     浅论叙事本文的情境
短句来源
     Context and Text Meaning
     语境与语篇意义
短句来源
     Context and Text Coherence
     语境与语篇连贯
短句来源
     Translation: text and context
     语境与语篇翻译
短句来源
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  context and text
Less clear, however, has been the way that context and text work together to create misleading communication.
      


In Cohesion in English (1976), Halliday and Hasan proposed five types of cohesive devices, and then in Language , Context and Text (1985/89), they proposed organic cohesion and structure cohesion. However, apart from these, there is also another type of cohesion: cross type cohesion, which refers to the cohesive relations formed between lexicon and grammar. In cross type cohesion, reference, tense and modal verbs can all be used to form cross type cohesive relations with lexical items. The...

In Cohesion in English (1976), Halliday and Hasan proposed five types of cohesive devices, and then in Language , Context and Text (1985/89), they proposed organic cohesion and structure cohesion. However, apart from these, there is also another type of cohesion: cross type cohesion, which refers to the cohesive relations formed between lexicon and grammar. In cross type cohesion, reference, tense and modal verbs can all be used to form cross type cohesive relations with lexical items. The occurrence of these cohesive devices is not accidental, but is determined by the operation of the language system itself.

韩礼德和哈桑在《英语的衔接》 (1976 )中提出了五种衔接机制。他们在《语言·语境·语篇》 (1985 / 1989)中又提出有机衔接和结构衔接。但是在此之外 ,还有一种跨类衔接现象。跨类衔接是词汇和语法之间形成的一种衔接关系。在跨类衔接中 ,指称与词汇项目之间、时态与词汇之间和情态动词与词汇之间都可以形成衔接关系。这些衔接机制的出现不是偶然的 ,而是由语言系统本身的运作机制决定的

English listening comprehension, as a complicated process, involves various factors such as language, cognition, psychology, pragmatic inference and so on, among which context and its cues have their important functions in predicting, understanding text and fulfilling listening psychological construction. In practical teaching, there are many techniques to create the framework of context, reconstruct the meaning of it and realize the understanding of inference by guiding listeners in activating the existing...

English listening comprehension, as a complicated process, involves various factors such as language, cognition, psychology, pragmatic inference and so on, among which context and its cues have their important functions in predicting, understanding text and fulfilling listening psychological construction. In practical teaching, there are many techniques to create the framework of context, reconstruct the meaning of it and realize the understanding of inference by guiding listeners in activating the existing knowledge in their brain and relying on numerous contextualization cues in which employing vocabulary, semantic concepts and textual schema as contextual cues will not only effectively infer and grasp the meanings of context and text, but also transform the thought patterns of listeners, boost their overall comprehending ability of text in the hope of raising understanding to a higher level and acquiring a deep listening comprehension.

英语听力理解是一个极为复杂的过程,它涉及语言、认知、心理,语用推理等各种因素,而语境及其线索在预测、理解语篇和实现听力心理构建中起着重要作用。在实际教学中,及时引导听者激活大脑中已有的知识,依据多种语境化线索,创设语境框架,进行语境重构,实现推理理解的方法很多,其中运用词汇、语义概念和语篇程式为语境线索不仅可以有效地推断,把握语境、语篇意义,而且有望改变听者的听力思维模式,提高语篇整体领悟能力,使理解层次升华,做到深层次听力理解。

On the basis of Halliday’s register variable theory and Hasan’s generic structure potential theory, this paper analyzes the text of the “instruction” for writing and “key” to the composition in a test. The analysis shows that there exist some discrepancies in the context of situation or in the variables of field, tenor, mode and the use of language between the “instruction” text and the text of the “key”. This phenomenon is, to some extent, universal. The paper aims to strengthen the awareness of genre and the...

On the basis of Halliday’s register variable theory and Hasan’s generic structure potential theory, this paper analyzes the text of the “instruction” for writing and “key” to the composition in a test. The analysis shows that there exist some discrepancies in the context of situation or in the variables of field, tenor, mode and the use of language between the “instruction” text and the text of the “key”. This phenomenon is, to some extent, universal. The paper aims to strengthen the awareness of genre and the idea of unity between context and text, particularly in working out the “instruction”, the “key” and the assessment criteria for good compositions.

本文运用韩礼德的语域变量理论和哈桑的语类结构潜势理论 ,对一次英语试题中短文写作的“提示”与答案“范文”语篇进行了剖析。分析表明 ,“提示”中的情景语境与“范文”语篇所依赖的情景语境在语场、语旨、语式以及语言的使用上存在着不和谐现象 ,而且这种现象在试题和答案的范文中带有一定程度上的普遍性。本文旨在强化语类意识和语境与语篇相统一的思想。论文指出 ,在拟定英语短文写作的“提示”、参考“范文”以及优秀作文的评价标准时对这两方面应当特别予以注意。

 
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