共查询到20条相似文献，搜索用时 15 毫秒
1.
余爱菊 《安阳师范学院学报》2001,(6):68-70
抽象名词广泛应用于各种文体是现代英语的一大特点。英语抽象名词主要由动词或形容词派生而成或由动词短语和介词短语转化而来。抽象名词意义虚泛，概括性强，具有言简意赅的效果。抽象名词的理解难度较大，英汉语言转换时易产生误译或生硬不自然的译文，因此需要引起足够的重视。为避免出现不符合汉语习惯的译文，英汉翻译中，译者在正确理解抽象名词的基础上，对其可作一些翻译处理：抽象名词译成动词；用实体词取代抽象名词；借用修辞手法使抽象词义具体化：抽象词语义重心译成具体词语义重心：抽象名词译成句子。 相似文献
2.
程度副词修饰名词结构探析 总被引：2，自引：0，他引：2
胡苏 《连云港师范高等专科学校学报》2006,(2):31-34
程度副词修饰名词原本不是一个被语法学界完全认可的语法组合,然而在当代口语及书面语中,“程度副词 名词”组合却有越来越多的人使用。可见,“程度副词 名词”虽是一类很特殊的结构,但已具有相当程度的可接受性。与一般意义上的名词不同,进入这一结构中的名词需具有由具体指称向情状描述转化的潜在语义特征,这一类名词与程度副词的组合弥补了形容词语义表达上的问题,并由此引发了部分名词向名形兼类词的转变。 相似文献
3.
汉语名词计量方式的认知基础是事物的离散性特征,离散性强的事物,投射到语言中,相应名词的空间性就强;离散性弱的事物,投射到语言中,相应名词的空间性也弱。强空间性名词可以适用所有类别的量词,弱空间性名词不能适用个体量词,根据其空间性程度,只能适用度量量词、部分量词、借用量词、种类量词,或完全不能与量词组合。名词与量词的组合不是任意的,是有理可据的。 相似文献
4.
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
5.
"程度词 名词"虽是一类很特殊的结构,但已具有相当程度的可接受性.与一般意义上的名词不同,进入这一结构中的名词需具有由具体指称向情状描述转化的潜在语义特征.这类名词与程度词的组合弥补了形容词语义表达上的缺失问题,并由此引发了部分名词向名形兼类词的转变. 相似文献
6.
刘应德 《福建工程学院学报》2007,5(5):524-529
英语名词可以从实用的角度分为可数名词及不可数名词.可数名词又可以分为个体名词和集合名词.不可数名词还可以再分为专有名词,抽象名词,原材料名词及类属名词.但是名词的类别并非固定不变的,而是随它所出现的语境而变化的.语境决定一个词的内涵,同时也决定名词的类别.正确理解名词的类别也有助于理解其含义. 相似文献
7.
The acquisition of a reading vocabulary for abstract and concrete words was examined in 62 second-grade children. Words had been learned as part of a basal reader program or as part of outside reading. Word recognition speed and reading accuracy were examined for abstract and concrete words using lexical decision and word naming tasks. The size of the concreteness effect was similar for both processing tasks. In neither task did concreteness influence reaction times, but abstract words were read with less accuracy than concrete words in both tasks. Further, these concreteness effects in reading accuracy were larger for words that were part of a basal reading program than for words acquired during free reading. We conclude that word meaning influences the entry of words at a time when children are developing a sizeable reading vocabulary. 相似文献
8.
在汉语的发展史上,助词"等"有两种用法,一是表示列举,二是表示复数。表示列举的"等"可以附着于单项或多项的专有名词、普通名词之后,表示择类举例、列举未尽、列举已尽三种关系,多作中心语,少作修饰语。表示复数的"等"只能附着于单项的代词、表示尊称与谦称的名词、普通名词之后,表示具有内在联系的群体间的同类聚合关系或者相互之间彼此对等的同类聚合关系,多作中心语,少作修饰语。助词"等"表示列举的用法早于表示复数的用法。 相似文献
9.
We explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties
in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two
years. In the short term, children who received FFW training were compared to children who received Orton Gillingham (OG)
training. The FFW group was also compared to a matched longitudinal control group (LC); all participants in the FFW and LC
groups received similar multisensory structured language instruction over two academic years. The FFW and OG groups made similar
gains in phonemic awareness. However, the children who received FFW training did not show significant gains in word identification
or word attack whereas the children who received OG training made significant gains in word attack. Immediately after treatment,
the FFW group showed significant gains in speaking and syntax, but these gains were not maintained over two years. The FFW
group did not differ significantly from the LC group in any areas over the two years. Children in both groups made significant
progress in phonemic awareness and reading. 相似文献
10.
试析汉语人体词语隐喻投射现象 总被引：1，自引：0，他引：1
李慧贤 《内蒙古大学学报(人文社会科学版)》2008,40(5):85-88
认知语言学认为,隐喻是人类认知世界的基本方式之一。人类由近及远、由具体到抽象的认知规律,决定了人的认知往往是从认识人自身开始的,由此引申到外界事物以及抽象域。因此人体及其部位、器官便成了人类认知世界的基础。纵观人体词语在汉语历史发展中的变化,可以窥见,人体词语通过形状、部位和功能的对应,能够投射表示人体其他部位或器官、动植物等有生物的相关部位或器官,以及自然物、建筑物、容器等无生物的相关部位,有些人体词语可进一步投射到抽象域。 相似文献
11.
Vassiliki Diamanti Nata Goulandris Morag Stuart Ruth Campbell 《Reading and writing》2014,27(2):337-358
We investigated the spelling of derivational and inflectional suffixes by 10–13-year-old Greek children. Twenty children with dyslexia (DYS), 20 spelling-level-matched (SA) and 20 age-matched (CA) children spelled adjectives, nouns, and verbs in dictated word pairs and sentences. Children spelled nouns and verbs more accurately than adjectives and inflections more accurately than derivational suffixes. DYS children performed worse than CA in all cases and worse than SA in verb inflections, but similar to SA in all the remaining cases, consistent with a delayed rather than deviant performance pattern. Qualitative analysis showed that uncommon vowel graphemes were often replaced by more common patterns. Children with dyslexia may have weaknesses in grasping morphological information and/or in applying this knowledge to spell word suffixes. 相似文献
12.
Asher等在编著的《语言及语言学百科全书》中将“语法化”定义为:具体语境中实词虚化或松散的结构紧凑化的过程。就实词虚化而言,又可分为实词向虚词的完全虚化和由意义较具体向较抽象转化的实词内部虚化。本文在对《论语》“及”字进行穷尽性分析的基础上,试图探讨“及”字的一些虚化问题。 相似文献
13.
秦毅 《遵义师范学院学报》2003,5(2):68-70
英语动作名词是一种特殊的名词,极易与一般抽象名词或普通名词混淆,从而引起理解上的障碍。作者从四个方面对之进行剖析,深入探讨了动作名词的理解及其翻译方法。 相似文献
14.
15.
Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery.
A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses
a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial/low verbal group (LAP: Latent P). LAL- and
LAP-children were considered at risk for developing an L- or P-type of dyslexia, respectively. As is common practice with
children suffering from manifest L- or P- dyslexia, the LAL- and LAP-kindergartners received right and left hemisphere stimulation,
respectively. The outcomes were compared with those of bilateral hemispheric stimulation and no intervention. Reading tests
were administered in primary school Grades 1 and 5/6; teachers’ evaluation of reading took place in Grade 5/6. Overall, the
LAL- and LAP- groups showed significant backwardness in word and text reading, both at early and late primary school. Types
of intervention made a difference though: not significantly backward in early word, late word, and late text reading were
the LAL-children who had received right hemisphere stimulation. Nonintervened LAP-children did not show significant backwardness
in early word reading and late text reading, nor did LAP-children who had received left hemisphere or bilateral stimulation.
Early text reading was not affected by any treatment. Teacher’s evaluations were in support of these findings. 相似文献
16.
刘应德 《福建工程学院学报》2008,6(2):191-195
在英语中,除表示人或事物的名称的词以外,表示抽象概念及人们的各种感受的词,表示动作的词,表示某动作的发出者和接受者的词,表示人或事物的状态的词,表示时间、处所的词以及表示人的身份、地位的词,都可能是名词.warm与warmth固然含义不同,但都可用作名词,归入不同的名词类型. 相似文献
17.
Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences 总被引：1，自引：0，他引：1
Frances M. Butler Susan P. Miller Kevin Crehan Beatrice Babbitt Thomas Pierce 《Learning disabilities research & practice》2003,18(2):99-111
Abstract. This study investigated the effects of teaching middle school students with mathematics disabilities equivalent fraction concepts and procedures using the concrete‐representational‐abstract (CRA) instructional sequence or the representational‐abstract (RA) instructional sequence. Twenty‐six students formed the CRA group, and 24 students formed the RA group. The two treatment groups received carefully sequenced instruction over 10 lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. Analyses of the data indicated that students in both treatment groups improved overall in their understanding of fraction equivalency from pretest to posttest. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. Implications for classroom instruction and suggestions for further research are discussed. 相似文献
18.
This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs. 相似文献
19.
Terry D TenBrink Arni T Dunathan Victor M Agruso 《Contemporary educational psychology》1976,1(3):207-212
A study was conducted to determine the effects of external reward in the form of prizes on the performance of college students in a paired-associate learning task in which subjects were asked to recall a real word associated with a nonsense word. Two groups, one of whom was offered a prize, received the S-R pairs with no aid (no mediators); and two groups, one of whom was offered a prize, received the S-R pairs with a sentence-pictorial aid mediator. Results of two-way ANOVA supported the hypothesis that the No Prize/Aided and No Prize/NonAided groups would exhibit performance of higher quality than the groups offered prizes. The dependent measure was number of correct responses over six trials. 相似文献
20.
Paul Miller 《Reading and writing》2004,17(7-8):823-846
The aim of this study was to elucidate the word decoding strategies of Hebrew readers with prelingually-acquired, severe hearing impairments as opposed to regular Hebrew readers, and to determine their efficiency. The research paradigm used to clarify these issues asked participants to perform a sequence of three learning tasks, calling for the association of digits with (1) written Hebrew nouns, (2) with pseudo-homophones (PH) of these nouns, and (3) with nonsense words (NW) comprised of the same graphemes as the nouns. Ninety-two secondary school students, half of them hearing impaired (HI), performed the tasks in succession, with the word/digit association task (the primer) always being administered first. For two sub-groups, however, comprised of approximately half of the members of each of the groups, the order of the latter two tasks was reversed. As such, 23 of those who were HI and 24 of those who were not performed the PH/digit association task after the word/digit association task (primed), whereas for the remainder (unprimed), the word/digit association task was immediately followed by the NW/digit association task. It was expected that, for hearing readers but not for HI readers, the existence of homophony between the real words and the PHs in the primed condition would facilitate learning associations for the latter. This hypothesis, however, was not confirmed. Neither of the two primed groups exhibited sensitivity to homophony. This finding is particularly surprising with respect to the primed hearing group, since it totally contradicts current popular theories that assign phonology a central role in the processing of written materials by unimpaired readers. 相似文献