现代汉语三音节词语羡余现象动因分析

搜集了现代汉语三音节词语羡余现象的实际用例,从古代汉语遗留对现代汉语的影响,对现代汉语某些已经弱化基至脱落的词义进行强化和补充、同义反复、语义变化引起语法结构的调整、追求语音上的变化之奇与和谐之美、言语交际和语用修辞的影响等六个方面对其进行动因分析,并从语言规范化的角度探讨如何正确认识和使用这些三音节羡余词语的问题。     

Analysis of Malay word structure by pre-service special education teachers: foundation-level knowledge for remedial instruction

Pre-service special educators' Malay word structure knowledge was assessed through their analysis of words. A total of 69 participants analysed a vocabulary list based on a set of criteria formulated from the Malay language word structure. Results indicated that they were able to count syllables and phonemes, and identify types of affixations; however, they were unable to identify syllabic structures and word categories accurately. The morphemic and phonetic structure of words also had a moderating effect on their analysis of syllabic structures. The results implied that pre-service teachers of a transparent language still needed explicit instruction in grapheme–phoneme skills, phonic skills, morphological structure and word categories, but less instruction on phonological structure.     

Teachers’ acquisition of knowledge about English word structure

Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Participants came from a special education certification program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however, prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific instruction about word structure improved their knowledge relative to a comparison group of teacher education students who did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction. Conclusions support the viewpoint that teacher education must include information about English word structure for educators who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge.     

一种基于统计的地质专业词语识别方法

中文分词是地质大数据智能化知识挖掘难以回避的第一道基本工序。基于统计的分词方法受语料影响,跨领域适应性较差。基于词典的分词方法可以直接利用领域词典进行分词,但不能解决未登录词识别问题。在领域语料不足的情况下,为提高地质文本分词的准确率和未登录词识别率,提出一种基于统计的中文地质词语识别方法。该方法基于质串思想构建了地质基本词典库,用以改善统计分词方法在地质文本分词上的适应性。采用重复串查找方法得到地质词语候选集,并使用上下文邻接以及基于位置成词的概率词典,对地质词语候选集进行过滤,最终实现地质词语识别。实验结果表明,使用该方法对地质专业词语识别准确率达到81.6%,比通用统计分词方法提高了近60%。该方法能够识别地质文本中的未登录词,并保证地质分词的准确率,可以应用到地质文本分词工作中。     

基于组合度的汉语分词决策算法研究

提出了汉字组合的组合度概念，讨论了组合度与组合的成词能力之间的关系，利用决策树的方法挖掘了组合度与分词模板的关系．在此基础上得出了一种新的分词算法．实验表明组合度对组合成词能力的影响远远大于组合频率的影响．这种分词方法对汉语分词的歧义问题、人名、地名识别问题；新词识别问题等都有一定的作用．     

关于中文分词问题数据结构模型的讨论

在分词工作常用数据结构模型的基础上,提出了字符串完全分词网络模型,讨论了该模型的基本性质,给出了其中的路径查找基本算法。该模型能反映中文分词问题自身的特点,便于分析分词问题中的统一性质。利用该模型将全切分图的生成、修改、路径查找等工作分解为统一平台上相对独立的过程,能较好地配合多种常用分词算法,简化对各种算法的研究和描述。该模型与自然语言理解后续工作使用的数据结构如句法树等也有很好的相似性。     

一字之形声韵兼备、音义俱全者十例

汉语是单音节语，一个单音节的词，能不能再分析?一般是不分析了。这里列举十例，它们在造字时代的字形上就作了声与韵的分析，简单之中有复杂，其中还大有奥秘，还有一片新的天地。这样，单音节语的历史研究才成为可能。     

缩略语的词化

缩略语与一般的词语在音节长度上的趋同使人们很自然地把缩略语当作一般的词语使用。缩略语的高频率使用促进了自身的词化。缩略语必须与原词语表达的概念形成稳定、确定的联系及各自具有自己的使用场合和语体适用范围是衡量缩略语是否词化的重要标准。应该区别对待缩略语是在多大范围或领域内的词化。在多高程度上的词化。     

镇安米粮方言“子”尾词研究

镇安县米粮镇方言的子尾词非常丰富.子尾词有双音节的,也有三音节、四音节的;子尾词有成词、别义、小称等语法意义.研究子尾的语法结构与功能,可以进一步展示镇安米粮方言的语法特点.     

The relationship between reading achievement and morphological word analysis in deaf and hearing students matched for reading level

This study extends the findings of Gaustad, Kelly, Payne, and Lylak (2002), which showed that deaf college students and hearing middle school students appeared to have approximately the same morphological knowledge and word segmentation skills. Because the average grade level reading abilities for the two groups of students were also similar, those research findings suggested that deaf students' morphological development was progressing as might be expected relative to reading level. This study further examined the specific relationship between morphologically based word identification skills and reading achievement levels, as well as differences in the error patterns of deaf and hearing readers. Comparison of performance between pairs of deaf college students and hearing middle school students matched for reading achievement level shows significant superiority of younger hearing participants for skills relating especially to the meaning of derivational morphemes and roots, and the segmentation of words containing multiple types of morphemes. Group subtest comparisons and item analysis comparisons of specific morpheme knowledge and word segmentation show clear differences in the morphographic skills of hearing middle school readers over deaf college students, even though they were matched and appear to read at the same grade levels, as measured by standardized tests.     

Syllabic Sructures in Typing: Evidence from Deaf Writers

This study examined the time course of typing in prelingually and profoundly deaf as well as hearing individuals. Both groups of participants performed a written picture naming task and a written pseudoword task. Keystroke timing measurements from the written picture naming task revealed that the deaf as well as the hearing group were significantly delayed at syllable boundaries compared to identical within-syllable letter combinations. As the deaf are impoverished with respect to phonology based on spoken language experience, we postulate that syllabic segmentation is not crucially dependent on experience with spoken language. Furthermore, delays at syllable boundaries were not affected by word frequency in both groups, in contrast to the keys straddling a root morpheme boundary. Together with the finding that delays at syllable boundaries also occur in pseudowords, the experiments provide strong evidence towards post-lexical syllabification processes. Our results support previous findings which claim that (1) orthosyllables are autonomous and mode-specific entities, and (2) that the principles of syllabic organisation apply post-lexically.     

古代汉语使动用法的句式特征、句式意义和语用限制条件

使动中作述语的名词、形容词等可视为古代词多功能性的表现。使动结构是一种准句式,它与同义的使字式有句式转换、传承关系,其句式意义是：由于某个相关事物的影响,致使宾语发生述语显示的非自主性改变或活动。使动的句义构成是理解、辨识它的依据,而宾语发生改变或活动的非自主性则是其自身立句以及与多数使字式分工的条件。     

移就修辞格辨析的语法学及语义学视角

很多移就格就是偏正结构的比拟,它们很容易跟定语有所省略的普通定中结构混同,"情书"、"病院"等就经常被人误以为是移就格。移就修辞格是形容词词义发展的一条重要途径,所以有时它跟词义的引申很难划清界限。另外,移就与通感两类辞格都是词语错位搭配,二者也经常发生纠葛。     

Spanish dyslexic spelling abilities: the case of consonant clusters

This paper investigates Spanish dyslexic spelling abilities: specifically, the influence of syllabic linguistic structure (simple vs consonant cluster) on children's spelling performance. Consonant clusters are phonologically complex structures, so it was anticipated that there would be lower spelling performance for these syllabic structures than in simple ones, because of the poor phonological processing of dyslexic children. The participants were 31 dyslexic children, 31 chronological age‐matched children and 31 reading level‐matched children. A dictation task with words and pseudowords (with and without consonant clusters) was used. Word lexical frequency was controlled. The results show that the spelling of consonant clusters presents difficulties for dyslexic spelling performance despite this structure being orthographically consistent. Dyslexic children present a higher performance difference in items with consonant clusters than in simple items, compared with typically developing children. The work raises questions about the items used for the identification of dyslexic children's difficulties.     

基于三词位的字标注汉语分词

借助于统计语言模型将汉语分词转换为字序列标注并实现汉语分词已经成为近年来汉语分词的主流方法,但统计语言模型训练时间较长一直是这一方法中的最大问题.提出了一种基于三词位的字标注汉语分词方法,并在bakeoff2005提供的语料上进行了对比实验,结果表明该方法可以取得接近四词位字标注分词方法的性能,但在模型的训练时间上明显优于四词位标注方法.     

Learning verbs more effectively through meaning congruent action animations

The current study investigates the effectiveness of learning words while displaying meaning congruent animations. We explore whether learning words with animation is sensitive to properties known to influence action understanding. We apply an embodied cognition framework and predictions from a recent theory about language and action (Action-Based Language theory, Glenberg & Gallese, 2012). The current study aims to investigate whether dynamic animations add to word learning (Experiment 1) and what the linguistic relation between the dynamic animation and the word learning is (Experiment 2). Results indicate that meaning congruent animations improved verb learning compared to meaning incongruent animations when measured by a recognition task. When measured by an active recall task, congruent animations led to better learning than static pictures. In both measures, meaning congruent animations support word learning. Experiment 2 replicates and extends this and suggests that highlighting conceptual information related to the dynamic action (such as the goal) improves word learning further. The findings are in line with Action-Based Language theory, which suggests that children are able to make better simulations of an action during learning when supported by meaning congruent animations. Highlighting conceptual information additionally supports this learning process.     

量词为时量的“A_1一量A_2一量”格式

量词为时量的“A1一量A2一量”格式中共现的“一+时量”结构所联系的是在时间序列中任意相邻的不同时间段,其前面的形容词则表示不同时间段内具有的不同的事物性状．形容词和“一+时量”结构之间是语序超常的主谓关系,语序的变换在于突出形容词,强调不同性状．整个格式的语法意义是同一事物或现象具有的不同性状在时间的序列中交替变化反复延续。这种格式具有多种语用功能。     

The influence of lexical and sublexical variables in normal and poor Spanish readers

The main aim of our study was to find out the effect of several lexical and sublexical variables (lexical category, lexical frequency, syllabic structure, and word length) in the acquisition of reading in a transparent language such as Spanish. The second goal of our study was the comparison of the effect of these variables in normal and poor Spanish readers. One hundred and forty children (aged between 6 and 12), twenty of whom were poor readers, were tested using a reading test of 306 items in which we balanced all the variables. The dependent variable was the percentage of correct responses in a decontextualized word reading test. Our results showed that all the above mentioned variables produced a significant effect on the number of errors made by the children. This pattern of results suggests no difference between the processes involved in the reading acquisition of Spanish and those implicated in deep orthographies such as English. Our results also showed no qualitative differences between normal and poor readers. The four variables studied showed the same behaviour in their effect on reading performance for both normal and poor readers, indicating that poor readers also use both the lexical and the phonological route. Our data suggest the universality of the dual route model, independent of the transparency or opaqueness of the different alphabetical languages.