从CET四级词汇测试特点看大学英语词汇教学

本文分析了大学英语四级考试中词汇测试的具体特点,剖析了词汇教学与学习中存在的问题,提出了具体的词汇教学方法。     

英汉语序对比及翻译

一、英汉词语习惯表达顺序的对比与翻译英汉语言在某些词语的表达顺序上存在着严重不同,有的甚至会恰恰相反。所以,在英汉互译中,往往要作词序调整。(一)英语中某些合成词词序与汉语恰恰相反heart-warm ing暖人心的tough-m inded意志坚定的post-goal进球得分后的炼钢steel-m ak     

论“着”的语法化

语法化是人类语言发展过程中普遍存在的现象 ,这一现象使汉语在漫长的发展变化中产生了一批举足轻重的虚词 ,“着”就是其中的一个。它由一表“附着”义的动词虚化为两个语言成份 :一是表示持续态的动态助词 ,即表进行的体标记 ;二是表示祈使的语气词。     

维吾尔语词理据的再探讨

词具有理据性，也就是说，从词是事物的名称和标志来看，用什么词去称呼什么事物，总是有一定道理的。维吾尔语词也具有理据性。通过对维吾尔语词的构造、词义的变化和民族文化三个方面分析，证实维吾尔语词具有理据性；词的理据也能说明词的形式何以如此、语音和形式是如何对应、词义从何而来以及词的形式和意义之间的关系。     

溆浦方言本字考

首先概述溆浦汉语方言 ,然后简单描写出该方言的声韵调 ,最后对该方言中的部分本字进行了考释     

英汉主语形式及主语使用对比

英汉句子的主要结构基本相同，即：主语—谓语—宾语或表语；其词序排列一般都是主语—动词—宾语(表语)形式。但中西方的化差异，影响到各自的语言使用、思维习惯和表达方式。本拟从四个方面对英汉句子结构中主语的使用进行对比讨论，以帮助英语学习根据具体语境理解和合理使用英汉主语。     

运用游戏教学法巩固聋生字词的探索

学词识字能力的培养是聋校语文教学中的一项重要任务。本文通过大量教学实例 ,从激发学生学习动机、调动学生的主体活动、帮助学生加深理解、促进学生掌握特征、引导学生形成联想五方面阐述、介绍低年级聋生巩固字词的游戏教学法 ,使学生生动活泼、主动地参与学习 ,将素质教育落实到实处。     

数学应用题图式层次性研究

数学应用题图式具有层次性,这种层次性主要集中在思维图式范围内,而且随着层次的递进,图式抽象度越来越高;数学应用题的图式层次性与徐利治先生提出的抽象度理论具有高度一致性.利用图式的层次性可以使数学应用题课程设计更趋于科学化.     

The effects of phonological and morphological training on speech perception scores and grammatical judgments in deaf and hard-of-hearing children

Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit.     

浅析《文选》李善注引《说文》之被释字

文章从《文选》李善注所引《说文》的被释字入手 ,将之与今存大徐本《说文》进行比较 ,且加以分析 ,最后归纳出李注《文选》在注释词语时的一些特点及其对今本《说文》的贡献。