汉语成语中数词英译之我见

含有数词的成语在汉语成语中占有举足轻重的地位。在翻译这些数词时需要区分数词的实指与虚指以及相应的文化内涵．这样才能比较完整地传达汉语成语的意义。汉语成语中数词的恰当翻译有助于准确地传达汉语成语的意义及其文化内涵。     

优秀男子跳远运动员起跳动作运动学与肌电的特征

选取以快速力量为代表的跳远起跳技术动作作为研究动作,利用先进的运动生物力学设备进行同步实验,获取运动员起跳过程中的运动学和肌电学指标参数,运用生物学和生物力学理论进行分析,以探讨起跳动作神经肌肉工作的专项特征,将有助于推动跳远专项力量训练由粗犷型向集约型的转化,提高运动训练过程的科学化水平,为我国竞技体育训练实践提供理论指导。     

毛泽东诗词词语运用原则概论

语言不是随便可以学好的，非下苦功不可。词量丰富是恰当选用词语的基础，规范、准确，注意词语的细微差别。注意色彩的选择，合乎语言环境是修饰词语的基本原则。毛泽东诗词语言丰富，用法考究，追求至善至美，呕心沥血，转益多师，“推翻历史三千栽，自铸雄奇瑰丽词”。冰冻三尺非一日之寒，这与毛泽东精益求精的用词态度是分不开的。     

A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support

Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children’s science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective.     

Verbal energy: attending to poetry

This paper contends that the current English curriculum does not adequately acknowledge the potential of poetry to make meaning through sound. It reflects on how sound may embody or communicate meaning, and seeks enhanced conceptions of this aspect of poetry for pedagogy and the curriculum. It begins with the attention the mainstream press gave to Seamus Heaney's remarks about Eminem, and progresses to consider Heaney's notion of ‘verbal energy’ in the light of developing conceptions of multimodal ‘new literacies’. It suggests that new approaches could accord with an oral heritage approach to poetry while also acknowledging the influence of the communicational environments pupils experience beyond English classrooms. Throughout, the author draws on material that has informed his on‐going Teacher Training Agency‐sponsored project exploring the ways in which pupils approach poetry as sound, soon to be detailed on web resources for the English teaching community.     

“做”字词组与“作”字词组不能混淆

当前"作"字词组与"做"字词组混用情况严重。一般如是实义动词应用"做"字,如果是当"作为、当作"讲时用"作"字;"作"字词组后面通常是抽象名词做宾语,"做"字后面则是具体名词作宾语;"做"字词组和它后面的名词构成动宾词组时,它的及物动词含义及语法功能特别明显,而"作"字的这一特征相对较弱。     

高职生言语交际现状调查及对策分析

针对高职生言语交际能力不强的现状,通过问卷调查的方式,考察到目前高职生言语交际中所表现出的"不文明现象普遍,普通话整体水平欠佳,口头语使用普遍"三个主要特征,在分析原因的基础上,提出了"发挥政策的导向作用、营造健康文明的校园用语环境、完善高职院校的课程体系、发挥教师的指导作用、积极参加言语实践活动"五种针对性措施,借以培养高职生的言语交际能力。     

从“把”看数量名序列的句法结构?

“把”是数词,也是系数词,具有粘着性。在数词内部可激发位数词进行核心移位,推导出“位数词+把”格式;在数词内部如果没有位数词满足其融合要求,就会激发量词进行核心移位,推导出“量词+把”格式。“把”的粘着现象表明数词是扩展量词的句法核心。     

一种基于序列标注的概念短语抽取方法

［目的/意义］ 科技文献中的概念是对文献中知识高度凝练的表达,通常以定义句的形式出现在科技文献中。自动从概念定义句中抽取概念,能够进一步挖掘科技文献中蕴含的重要知识。［方法/过程］ 通过分析概念定义句的结构、句式等模式特征,提出以WCL数据集为基础的语料构建方案,并采用BERT+BiLSTM+CRF模型学习概念定义句的模式,从而实现概念短语抽取。［结果/结论］ 结合以往对概念定义句模式特征的研究,创新性地提出一种基于序列标注学习概念定义句的组成模式,从而实现概念短语抽取。通过BERT+BiLSTM+CRF模型,有效学习了概念定义句中的上下文语义、句式结构、组成项分布等模式特征,实现了句子中概念短语的抽取。     

从语用预设的角度分析美国情景喜剧《老友记》中的言语幽默

幽默丰富多彩,表现形式也多种多样。言语幽默是幽默的重要成分,多个领域的专家已经对此展开了研究。美国情景喜剧中的言语幽默是一个非常值得研究的语言现象。本篇文章以《老友记》为例,旨在从语用预设的角度分析言语幽默。