共查询到20条相似文献，搜索用时 343 毫秒
1.
方琦 《湖南城市学院学报》2011,32(4):100-102
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。 相似文献
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Athanassios Protopapas Aikaterini Fakou Styliani Drakopoulou Christos Skaloumbakas Angeliki Mouzaki 《Reading and writing》2013,26(5):615-646
In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3–4 and 7, were assessed with a dictated common word list and age-appropriate passages. Spelling errors were classified into broad categories, including phonological (graphophonemic mappings), grammatical (inflectional suffixes), orthographic (word stems), stress assignment (diacritic), and punctuation. Errors were further classified into specific subcategories. Relative proportions for a total of 11,364 errors were derived by calculating the opportunities for each error type. Nondyslexic children of both age groups made primarily grammatical and stress errors, followed by orthographic errors. Phonological and punctuation errors were negligible. Most frequent specific errors were in derivational affixes, stress diacritics, inflectional suffixes, and vowel historical spellings. Older children made fewer errors, especially in inflectional suffixes. Dyslexic children differed from nondyslexic ones in making more errors of the same types, in comparable relative proportions. Spelling profiles of dyslexic children did not differ from those of same-age children with poor reading skills or of younger children matched in reading and phonological awareness. In conclusion, spelling errors of both dyslexic and nondyslexic children indicate persistent difficulty with internalizing regularities of the Greek orthographic lexicon, including derivational, inflectional, and word (stem) families. This difficulty is greater for children with dyslexia. 相似文献
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The study investigated the impact of language impairment and environmental deprivation on Hebrew morpho-lexical development across the school years. Participants were 659 grade school and middle school Hebrew-speaking students—typically developing and language impaired, from mid-high and from low socio-economic status (SES). They were all administered three derivational morphology tasks designed to elicit verbs, adjectives and derived abstract nouns. Each response was scored in three different ways: as a whole word, and according to its base (root or stem) and affixal (pattern or suffix) morphemes. Findings revealed three systematic hierarchies. First, the typically developing mid-high SES group always scored the highest, the language impaired low SES group always scored the lowest, while the typically developing low SES and the language impaired mid-high SES groups lay in-between. Second, verbs were the easiest category across all study groups, whilst adjectives and derived abstract nouns proved to be more affected by population type. Third, affixal morpheme always scored lower than base morpheme, with persistent gaps between the typically developing mid-high SES group and all other groups. Altogether, results show that language development is impeded extensively by both language impairment and SES factors, suggesting that in the long run, innate and environmental factors may have similar implications on morpho-lexical development. 相似文献
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The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed. 相似文献
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Naomi Havron Alex de Carvalho Anne-Caroline Fiévet Anne Christophe 《Child development》2019,90(1):82-90
Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition. 相似文献
6.
姚丽娟 《毕节师范高等专科学校学报》2011,(5):80-83
绥阳方言＂得＂[tε21]字的意义和用法十分丰富。可以是构词语素、构形成分;可放在动词前也可放在动词形容词后表示＂可以、能够、得到、许可＂等;疑问式和否定式也和普通话有差别。 相似文献
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绥阳方言"得"[tε21]字的意义和用法十分丰富。可以是构词语素、构形成分;可放在动词前也可放在动词形容词后表示"可以、能够、得到、许可"等;疑问式和否定式也和普通话有差别。 相似文献
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The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various types of knowledge, procedures and strategies. This study aims to describe the spelling strategies of 32 dyslexic students (DYS) aged from 8 to 12 years and to establish links between spelling strategies and spelling skill. Students had to spell 24 dictated words and provide comments on the strategy employed for each word. The performances of DYS were compared to 25 children of the same chronological age (CA) and of 24 children of the same reading age (RA). The results show that phonological strategies are the most commonly used by all groups of participants. If no particular strategy is related to the spelling skill of DYS, visuo-orthographic strategy generally accounts for the spelling skill results of CA and RA. 相似文献
9.
成语中保留着许多与现代汉语不同的古代汉语特有的语法现象,主要有词类活用、倒装、省略等。词类活用主要有名词、形容词和动词的活用等,倒装主要有宾语前置和介词结构前置等,省略主要有介词省略、宾语省略和谓语省略等。 相似文献
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《The Journal of educational research》2012,105(4):190-193
AbstractAdjective ordering preferences in adults and in children from grades one through five were ascertained for size, color, and material classes of adjectives. Children at each succeeding grade arranged scrambled sequences of adjectives and nouns to approximate the adult preferred order more closely than the grades) before them. By fifth grade, there were no differences between child and adult preferred orderings. Younger children found the presence of a noun fixed in the final position more facilitating than older children did. Although older children produced the adult preferred order more often than younger children, all exhibited a similar approach to adjective ordering. 相似文献
12.
Children aged 11–12 years with a diagnosis of dyslexia (DR) were compared to chronological and reading-age matched poor readers (PR), and two normal reader groups, age-matched (CA) and spelling and reading-age matched (SA–RA), on their processing of inflectional morphology. In comparison to SA–RAs and PRs, the DRs made more spelling errors on regular past tense verb endings relative to irregular past tense verbs and non-verbs. In reading, the DRs took longer than the other groups to make decisions in the written but not oral condition of a tense judgement task. In addition, they were less affected than the PR and SA–RA groups by case altered disruption to the morpheme boundary of inflected verbs. The findings suggest dyslexic children do not show deficits in morphological processing in spoken language, but they are slower at reading and less accurate at spelling regularly inflected verbs compared with normally developing younger children. This difference could plausibly be accommodated within the Phonological Deficit Hypothesis of dyslexia. 相似文献
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古代汉语里存在着大量的词类活用现象。词类活用主要是实词的活用,并且往往是其他类的实词活用为动词。从词性方面来看词类活用,主要有名词用作动词,形容词用作动词,数词用作动词。从用法方面来看词类活用,主要有名词、形容词、数词活用为一般用法的动词,名词、形容词、数词活用为使动用法的动词,名词、形容词、数词活用为意动用法的动词。另外,古代汉语里动词也有使动用法。谈词类活用,应该注意这么几个问题：词语＂本用＂与活用的辨别,一般用法与特殊用法的辨别,特殊用法与特殊用法的辨别等。 相似文献
14.
乔莉萍 《湖北广播电视大学学报》2014,(8):86-86
在英译汉中,字字对应很难做到。因此词类转换就成为译者要顺利翻译所使用的必要手段。英译汉中译者经常将名词、介词、形容词和副词转换成动词。 相似文献
15.
Attention to novel objects during verb learning 总被引：1，自引：0，他引：1
Three experiments provided evidence that 3.5- to 4-year-old English-speaking children (N = 72) attend to the appearances of novel objects, not only when they hear a novel noun, but also when they hear a novel verb. Children learning nouns in the context of novel, moving objects attended exclusively to the appearances of objects, even though nouns were also related to the motions of those objects. Children learning verbs attended equally to the appearances of objects and their motions. The latter result contrasted with the results from adults (N = 20), who focused more strongly on motions than on the appearances of objects when learning verbs. When familiar objects were instead employed, child verb learners attended more to motions than to the appearances of objects. Children may attend to novel objects during verb learning because knowledge of an object may be prerequisite to understanding what a verb means in the context of that object. 相似文献
16.
吴正彪 《楚雄师范学院学报》2011,26(10):9-12
苗语的前缀音节词在语言词汇构成中不仅具有特指的作用,而且还有着改变词性的语法功能。笔者以黔东方言苗语前缀音节词Ghab为例,就其在具体语境中的所指与能指的构词特点以及将动词、形容词、量词和数词等加上前缀音节词Ghab后变为名词的语法功能进行分析和探讨。 相似文献
17.
词类转译是英汉翻译中经常采用的一种基本翻译技巧．英语中常需进行转译的词类有:名词、动词、形容词、副词、介词和代词．本文就这些词类在翻译中的转译技巧进行了论述． 相似文献
18.
陈威 《辽宁师范大学学报(社会科学版)》2001,24(3):90-92
这里从英语、汉语中的形容词的形态构成特征着眼，对这两种语言中的单字形容词，多字形容词，词缀形容词、成语形容词及英语中的复合形容词的形态构成进行了对比。 相似文献
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Children with spelling deficits demonstrate significant difficulty using inflectional morphology in their writing. This study investigated whether phonological deficits account for these pronounced difficulties or if they are more accurately explained by limitations in morphological or orthographic awareness. Twenty–six 11—13–year–old children with spelling deficits, 31 younger spelling–level–matched children, and 31 age–matched children were asked to spell a series of verbs with past tense and progressive markers in dictated sentences and in list form. Performance on spelling tasks was compared to performance on phonological, morphological, and orthographic awareness tasks. Results suggest that children with spelling deficits have significant difficulty including inflections as well as spelling inflections and base words. Difficulty was most pronounced in a sentence context. Ability to spell inflectional forms was related to variation in morphological awareness in children with spelling deficits and to variation in orthographic awareness in spelling–level–matched children. 相似文献