英语单词的移行规则

在书写英语时,同学们经常会遇到这种情况:一个单词在第一行写不完常要移到第二行去写。怎样写?自然,不能随心所欲,而要根据一定的规则进行移行。现归纳如下:     

论中国人名拼写规则

中国人名拼写都有一个规则规范问题,然而在我国大多数学术期刊中人名拼写很混乱。大学是培养高级人才的地方,除了要对学生进行专业教育、思想品德教育外,还要进行基本的学术规范训练,特别是在研究生教育中更应如此。人名拼写规则,只是学术规范中的一个小问题,也是最基本的问题。一个国家的学术规范状况,实际上反映了这个国家的学术实力和学术制度的建设与完善程度。     

英语单词的移行规则

在书写英语时,同学们经常会遇到这种情况:一个单词在第一行写不完常要移到第二行去写。怎样写?当然,不能随心所欲,而要根据一定的规则进行移行。现归纳如下:一、移行时不能分开写的词有以下几种情况1.单音节词移行时不能分开写。如:desk,watch,tall,car等。2.缩写词和略写词移行时不能分开     

我爱记单词——浅谈小学英语单词拼写的趣味记忆教学

正词汇是构成语言的三大要素之一,是语言的"建筑材料"。掌握词汇量的多少直接影响语言表达能力的强弱,小学阶段是学生英语学习的入门阶段,作为英语教师,我们要重视学生在这一阶段的英语单词教学,要认真深入研究科学的学习方法、教学方法和记忆方法,减轻学生的学习负担,培养学习兴趣,使学生学得愉快,学得轻松。那么,我们如何帮助学生把枯燥的单词学习好,记得牢,让他们对英语学习保持着浓厚的兴趣呢?在教学中我尝试过多种方法,     

关于颁发《中国地名汉语拼音字母拼写规则（汉语地名部分）》的通知

现将《中国地名汉语拼音字母拼写规则（汉语地名部分）》发给你们,望遵照执行。凡过去关于汉语地名的汉语拼音字母拼写规定与此规则相矛盾的,均以此规则为准。中国地名汉语拼音字母拼写规则（汉语地名部分）     

国家语委将发布《人名汉语拼音拼写规则》

据《文化中国》消息,国家语委副主任、教育部语言文字信息管理司司长李宇明在一次会议上表示。认名汉语拼音拼写规则》即将出台,此规则明确规定,人名汉语拼音拼写方式将予以统一,要求姓在前名在后。李宇明介绍说,现在人名汉语拼音拼写上出现了比较混乱的现象,需要规范。     

从规则变化看竞技健美操的发展趋势

本文通过对文献资料的搜集整理、实况录像等对近两届竞技健美操比赛进行分析和研究,对近十年健美操新旧竞赛规则进行整理和比较、分析、讨论,对竞技健美操新旧规则的差异性进行深入的归纳和总结,阐述了竞技健美操新规则变化的突出特点以及日后的发展趋势。     

从发声效率和象征意义看英汉短语词序规则

英汉短语的词序规则研究对英汉翻译教学具有重要的指导意义。除了语法和修辞角度,英汉短语的词序规则也可从语音的发声效率和语音的象征含义两个维度进行分析和解释。语音的发声效率评判标准在于词组的首尾辅音发声部位。当首尾辅音发声部位相同时,该词组的发声效率最高,而发声效率高的词组更顺畅自然。语音的象征含义则主要体现在词组往往选择以响亮的元音作为结尾,而涉及结束、关闭或变化含义的词组通常以辅音结尾。     

从竞技健美操规则的变化看运动员的艺术修养

竞技健美操属于技能类运动项目,具有独特的艺术魅力.本文通过对2001-2012年竞技健美操规则的不断修改和完善,从中发现了竞技健美操运动员除了要具备许多运动项目必备的基本素质和技术技巧外,还要求竞技健美操运动员具有很强的艺术表现力和艺术修养.     

从刘翔被罚下看“零抢跑”规则的利弊

2010年起实施的“零抢跑”规则有利有弊,但是总的来说利大于弊.弊端:扼杀了压枪跑的可能性,降低了世界纪录攻破的机率;减少了起跑的机会,破坏了原有的公平;增加了心理压力,挫伤了创造优异成绩的积极性.裨益:创造公平竞争的环境;保障真正有实力有水平运动员的利益;避免采用抢跑战术,给对手施压;避免比赛拖沓冗长;召唤人文精神的回归.     

Effects of explicit rules in learning to spell open- and closed-syllable words

Second graders (N = 222; 7.7 years of age) practiced with open- and closed-syllable words in a computer-assisted training program and appropriate spelling rules were either explicitly provided during practice or not. Also, children practiced either with a small set of exemplars or with a large set; the latter condition was expected to promote the use of rules. A control group consisting of 209 second graders, who did not practice in the computer-assisted training program, was also included in the study. Learning effects of practice were established by testing the spelling of practiced words, as well as novel transfer words, in pre-, post-, and retention tests. The results in the posttest showed that with a large set of exemplars during practice explicitly provided spelling rules are supportive for learning to spell novel words but no further effects of explicit rules were found, either for practiced words or in the retention test.     

略谈现代英语新词的构成

现代英语涌现了大批新词。这些新词的构成方法有词缀法、类推法、拼缀法和缩略法。     

Is children's spelling naturally stage-like?

Children's spelling development is often described by researchers and educators as proceeding through a series of stages. Two properties of stages were analyzed in this study. If spelling development can be characterized by stages, then it should be possible to observe qualitatively different spellings at different points in development. In addition, spellings within a point of development must be consistent. Spelling samples were obtained from stories written by children in first through sixth grade. Stage classifications of spellings for (a) silent -e long vowel words (e.g., bake), and (b) regularly affixed past tense words phonologically represented as /t/ (e.g., helped), /d/ (e.g., opened), and /ed/ (e.g., listed) were analyzed. Little evidence was found for either predicted qualitative differences in stage classification of errors or in stage constancy across grades. Implications for theories of spelling development and instructional practice are discussed.     

日语用言型接尾词分类比较

以往对词类的先行研究,都认为接尾词是词的构成要素之一,不同点在于接尾词的范围认定上。时枝誠誠在《日本文法口语篇》提到的用言型接尾词中,有一类是单纯用作接尾词的词;另一类是可以用作接尾词的动词.补助动词。前者给原词干添加新的意义,同时赋予了品词的变换功能,本身不具有单词的资格;后者给原词干添加了新的意义,本身具有单词的资格。     

Morphological priming effects on children’s spelling

Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes. In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties. If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and the target are not phonologically transparent but there is no evidence to suggest that younger children do so.     

Lexical priming of nonword spelling in the regular orthography of Italian

In pronounced contrast to English, Italian orthography contains extremely regular sound-to-spelling correspondences and therefore Italian words could, in principle, be spelled perfectly correctly using nonlexical phoneme-to-grapheme conversion rules alone. If this were so, then there should be no lexical influence upon nonword spelling. However, the present experiment reports lexical priming effects for two inconsistently spelled segments in Italian words: Italian participants were more likely to spell the nonword tece as TECIE if they had just heard the word specie rather than pece and were more likely to spell the nonword cuodo as QUODO if they had heard the word quota rather than cuoco. These results suggest that Italian, despite its regular orthography, is not spelled purely nonlexically. It is argued that a dual-route model of spelling production can be applied to Italian.     

论英语新单词构成的规律

英语是一门在全世界被广泛使用的现代语言。在人们的使用实践中 ,它又随着时代的发展而变化 ,尤其是新单词的不断涌现。研究掌握新单词构成的规律 ,我们就能更好地学习领会不断涌现的新     

The initial development of spelling in Spanish: From global to analytical

During a school year, samples of words written by three groups of children of successive ages were collected. Two groups of children were in first and second year of Kindergarten (4 and 5 years of age), when alphabetic rules were not taught in a systematic way. The third group was in first year of Primary School (6 years of age), and was being taught to read and spell in a systematic way. After classifying the words written by the children, seven categories of spelling were obtained, which may represent different stages in their learning process. Their analysis showed that they are related to different types of knowledge and processes, mainly phonological ones. The results show that the development of spelling in Spanish does not qualitatively differ from that of children who learn to spell in opaque writing systems. The differences mainly involve the time it takes to learn, and the rate of acquisition.     

与“词缀”有关的术语使用情况考察

汉语中无实在意义,只具有构词还有构形作用的“子、头、儿、老、阿、初”等语法现象。不同的研究者使用了不同的术语,如“词缀”、“语缀”、“词尾”、“语尾”等。并且,这几个术语内涵在使用过程中,既各不相同。同时又有交叉现象。因此,笔者在梳理、比较了不同论著中的相关术语后,认为术语“词缀”最适合对汉语中的相关语言现象的概括。