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form-meaning
相关语句
  形式意义不对称
     A Survey of Form- Meaning Asymmetries in Na.ve OT
     基于朴实OT模型的形式意义不对称研究概观
短句来源
  “form-meaning”译为未确定词的双语例句
     Construction is a form-meaning pair (Goldberg, 1995: 4), and middle construction is not exceptional.
     结构(construction)是一种意义-形式对(Goldberg, 1995: 4),而中动结构也不例外。
短句来源
     Acquisition of form-meaning connections (FMCs) in SLA is comprehensible input-dependent.
     而二语中的形式与意义的联结的习得是建立在可理解的输入之上的,所以学习者是通过对可理解的输入的加工处理来习得这种联结的。
短句来源
     The development of modern language learning theories as well as that of needs-based instructional design theory seems to have provided the theoretical bases and practical methods to solve the form-meaning imbalance problems.
     现代语言学习理论的发展,尤其是基于学生需求的教学设计理论为解决这个问题提供了理论依据和实践方法。
短句来源
     Section III tries to categorize all utterances into four form-meaning relationship types: 1. cili matching the literal meaning;
     第三部分根据辞里与辞面意义的关系,把辞里与辞面的关系分为四种类型:1.辞里与辞面意义相同;
短句来源
     The quantitative and qualitative results, to a great extent, complement each other in the fact that they both provide evidence to confirm the fundamental hypothesisof the present research that there exist subject familiarity constraints on L2 incidental vocabulary acquisition and retention through reading since the cognitive process of reading comprehension and making form-meaning connections for new lexical items is governed by the reader's content schemata.
     本研究的定量结果与定性结果互为补充,不仅为证明主题熟悉度制约阅读中二语词汇的附带习得提供了证据,而且表明阅读理解及建立新词汇的形式—意义联系的认知过程受到读者背景知识图式的影响。
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  相似匹配句对
     On form
     “形式”论
短句来源
     the exploration for form.
     对于自主形式语言的探索。
短句来源
     the another existed as N-H form.
     另一类则是以氮氢键的形式存在。
短句来源
     Environment·Form·Meaning
     环境·形式·意义
短句来源
     The high-backed form of C.
     滇池高背型鲫鱼是三倍体全雌性的种群。
短句来源
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  form-meaning
Parents especially provided distinctive alternating forms for homonym pairs (e.g.,iceskate vs.skate-fish) suggesting that they were attempting to preserve the unique form-meaning relationship violated by homonyms.
      
During early word learning, children may assume a unique form-meaning relationship: that a unique form corresponds to each meaning (Clark, 1987) and vice versa (Slobin, 1985).
      
The assumption that this form-meaning correspondence is mediated by syntax allows the parallel compositional construction of the form and the meaning of a verb from the forms and the meanings of its root and template.
      
Variation in Form-Meaning Mapping between Korean and English Counterfactuals
      


Several Chinese acquiring dyslexia were studies in the way of cognitivemeuropsychological approach. The materials used in the study were selec-ted in accordance with the linguistic properties of Chinese characters,and methods were chosen for the purpose of detecting cognitive processesin reading disorders. The study revealed several types of Chinese acquired dyslexia, and the-refore revealed some special features of Chinese reading disorders. There are two types of dyslexia resulting from a blockage in the co-nnections...

Several Chinese acquiring dyslexia were studies in the way of cognitivemeuropsychological approach. The materials used in the study were selec-ted in accordance with the linguistic properties of Chinese characters,and methods were chosen for the purpose of detecting cognitive processesin reading disorders. The study revealed several types of Chinese acquired dyslexia, and the-refore revealed some special features of Chinese reading disorders. There are two types of dyslexia resulting from a blockage in the co-nnections made between character form, sound, and meaning. These areFORM SOUND DYSLEXIA and FORM MEANING DYSLEXIA. Because of the sp?cial properties of Chinese characters there areASSOCIATIVE DYSLEXIA and COMPOUND DYSLEXIA. Compatible with alphabetic acquired dyslexia there also exits SURF-ACE and DEEP DYSLEXIA, both have some distinguishing Chinesefeatures.

本研究依据汉字的语言学特点,采用现代认知神经心理学方法。揭示出汉字失读的一些特性。汉字失读可由形、音、义三者正常联系的破坏而产生形音式失读和形义式失读。汉字失读也可因汉字本身的语言学特点而产生特有的会意式失读和复合式失读。与拼音文字失读类型类比,汉字失读存在着类似但又具有其独特性质的表层失读和深层失读。

Objective: To explore the clinical features and subtypes of children with Chinese readingdisorder (CRD). Methods:According to the diagnostic criteria of specific reading disorder (SRD) of the ICD-10, 114 children diagnosed with CRD by clinic interview and 131 controls randomly sampled from the same classes were assessed with the Chinese reading skill diagnostic test (CRSDT). Results: CRD children manifested recognition deficiency of Chinese character, reading slowly, incorrectly and interruptedly,...

Objective: To explore the clinical features and subtypes of children with Chinese readingdisorder (CRD). Methods:According to the diagnostic criteria of specific reading disorder (SRD) of the ICD-10, 114 children diagnosed with CRD by clinic interview and 131 controls randomly sampled from the same classes were assessed with the Chinese reading skill diagnostic test (CRSDT). Results: CRD children manifested recognition deficiency of Chinese character, reading slowly, incorrectly and interruptedly, and had difficulties in reading comprehension. Their reading skills were obviously poorer than normal children at the 3rd grade. CRD children clustered into three subtypes: simple character cognitive disorder (21.6%), simple disorder on word and sentence comprehension (8.1%), and mixed and the most handicapped (70.3%). On recognition of Chinese character, CRD clustered into two subtypes: disorder with character form-phonetic accompanied form-meaning was more (84.8%) severe, disorder with character form-meaning was milder and fewer (15.2%), and seemed to be a higher form of developmental retardation. Conclusion: CRD children have deficiencies in decoding and memorising Chinese character、 reading accuracy and rates and comprehension of words and sentences. They manifest different subtypes in neurolinguistics and cognitive development, and are different from Chinese adult acquired dyslexia, and alphabetical writing children with RD.

目的:探讨汉语儿童阅读障碍(CRD)的临床表现与分型特点。方法:采用ICD-10诊断标准和汉语阅读技能诊断测验(CRSDT),对114名3~6年级CRD儿童和131名正常儿童作对照研究和聚类分析。结果:CRD表现为汉字形-音/形-义识别障碍、阅读流畅性、准确性差和理解困难;6年级患儿的阅读技能明显低于3年级正常儿童的水平;其阅读障碍可分为三型:(1)单字识别障碍型,占21.6%;(2)词、句理解困难型,占8.1%;(3)混合型,占70.3%;汉字识别以形-音伴形-义识别障碍较为突出;单纯形-义识别障碍较少而轻,属高一级水平的认知发展迟滞。结论:CRD儿童在汉字的解码识别和记忆、阅读速度和准确性以及词、句理解等方面持续存在明显障碍,表现为不同的认知发展和神经语言学亚型,与汉语成人失读症和国外拼音文字儿童阅读障碍有所不同。

There used to be traditional ways of studying old Chinese phonology mainly by analyzing rhyme classes(韵部) an d the division and merging of initials(声纽).It has latterly evolved into the ways of historical linguistics and the history of Chinese phon etics.The latter,putting the value on analyzing the systemic structure and its variation,variation mechamism and i ts grammatical functions as well as law of variation and its representations in modern Chinese,has developed considerably and made great success especially...

There used to be traditional ways of studying old Chinese phonology mainly by analyzing rhyme classes(韵部) an d the division and merging of initials(声纽).It has latterly evolved into the ways of historical linguistics and the history of Chinese phon etics.The latter,putting the value on analyzing the systemic structure and its variation,variation mechamism and i ts grammatical functions as well as law of variation and its representations in modern Chinese,has developed considerably and made great success especially from late 80′s to 90′s.Contributing to the recent achievement on the reconstructio n of consonant cluster,syllable structure,and cognate words of Sino Tibetan lan guages,the study of old Chinese phonology is getting more scientific.This paper consists of five parts including introduction,initials, finals,tones,syllable pa ttern and form meaning of phonetic variation.

相对于旧时以韵部考订、声纽分合为主的传统上古音韵研究方法,近年进展为以历史语言学方法,汉语语音史角度研究上古语音系统,重视分析音系结构及其变化,变化机制及其语法功能,变化规律及在今语中的反映方面,并取得很大成就。尤其80年代后期至90年代更有飞速发展,新近几年又在复声母及音节结构构拟方面,汉藏语言同源词拟音方面取得新的成果,推动了上古音研究向科学方向的发展。本文分概况、声母问题、韵母及声调问题、音节类型、语音变化的形态意义五节予以分述。

 
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