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1.
由于中西方文化差异,英汉恭维语的表达方式与内容不尽相同,而恭维语频繁运用于日常生活中,是融洽人们社会关系的交际行为,英汉口头恭维语的差异分析与实践意义需要进一步探讨。从语用学视角,比较英汉语口头恭维言语行为,对比分析英汉句法模式的差异,并在此基础上提出相关语用翻译策略。研究结果表明,英汉恭维语在句法上都呈现出模式化的趋势;此外,汉语恭维语在应答上主要采取谦虚策略,而英语恭维语以接受和回报恭维为主。 相似文献
2.
由于中西方文化差异,英汉恭维语的表达方式与内容不尽相同,而恭维语频繁运用于日常生活中,是融洽人们社会关系的交际行为,英汉口头恭维语的差异分析与实践意义需要进一步探讨.从语用学视角,比较英汉语口头恭维言语行为,对比分析英汉句法模式的差异,并在此基础上提出相关语用翻译策略.研究结果表明,英汉恭维语在句法上都呈现出模式化的趋势;此外,汉语恭维语在应答上主要采取谦虚策略,而英语恭维语以接受和回报恭维为主. 相似文献
3.
席于霞 《十堰职业技术学院学报》2009,22(1)
恭维语是人类言语交际中的一种常见的礼貌语言。由于文化背景的不同,中西语言中的恭维语之间也存在着较大的差异。本文主要通过比较中西方恭维语在恭维对象、场合、应答等几个方面的差异,来探讨中西方恭维语存在差异的内在原因。 相似文献
4.
恭维语是人类言语交际的一种重要形式。但因受文化因素的制约,英汉两种语言中的恭维语之间存在着较大的差异。文章从恭维语的使用、应答模式、语用原则诸方面作了比较,探讨和论述了英汉恭维语之间的差异。 相似文献
5.
英汉恭维语的语用差异及对策 总被引：1，自引：0，他引：1
罗丽莉 《宁波广播电视大学学报》2007,5(4):45-46,65
恭维语是一种非常程式化的言语行为,有限几个短语和少数句法就能构成大量恭维语。但是文化差异却使得中西两族人们在使用和应答恭维语上存在极大不同。本文首先论述了恭维语在日常交际中的作用,然后指出了语用差异的具体表现方面,并用一些相关的理论原则进行了分析说明。文章最后,笔者提出了一些对策,希望避免英汉恭维语给日常交际带来的语用差异。 相似文献
6.
王盼盼 《聊城师范学院学报》2009,(2):315-316
恭维是普遍的社会语言现象,其内容、使用场合和形式和回应方式都受不同文化背景的影响,并呈现出不同的特点。通过对比,英汉恭维语在以上几个方面都存在着很大差异,因此在跨文化交际中我们要正确运用恭维语以避免文化冲突。 相似文献
7.
蔡春驰 《浙江教育学院学报》2003,(2):46-49
恭维语是人类言语交际的一种重要形式。由于化背景的不同，英汉语言中的恭维语之间也存在着较大的差异。立足跨化交际的观点，从应答方式、恭维对象及恭维场合等方面对英汉恭维语作了比较、探讨和论述了英汉恭维语之间的差异。 相似文献
8.
徐美兰 《湖北广播电视大学学报》2011,31(12):99-100
恭维语是一种常见的言语行为。中美两国语言都有丰富的恭维语,但不同的语言和文化又决定了在恭维语使用方面存在着差异。本文从恭维语的话题与对象、词法与句法结构、应答模式探讨了中美恭维语的差异,并指出语言与文化是密不可分的,只有努力掌握两种语言及文化背景,才能更好地运用恭维这一言语进行有效的跨文化交际。 相似文献
9.
10.
杨丽萍 《思茅师范高等专科学校学报》2011,(3):136-140
恭维语是人类言语交际的一种重要形式。由于文化背景的不同,英汉语言中的恭维语之间也存在着较大的差异。立足跨文化交际的观点,从语用角度,探索和把握中西方文化和价值观差异,对有效提高跨文化交际有着重要的意义。 相似文献
11.
Ninety-two adolescents with learning disabilities were randomly assigned to four groups to determine the effects of semantic and syntactic complexity on the reading comprehension of content area prose. One group served as a control and read a social studies passage without change. The three treatment groups read passages with syntactic and/or semantic modifications. Comprehension was significantly better for those groups reading passages with combined semantic and syntactic modifications and syntactic modifications alone, when compared to the control group. Semantic modifications alone did not significantly improve comprehension. 相似文献
12.
We used an immediate recall paradigm to study the effects of list organization and semantic and grammatical features of printed stimuli on working memory capacity in deaf students with differing English language abilities. Thirty lists of five organizational types (random words, semantically related words, semantically paired words, scrambled sentences, and grammatical sentences) were presented to two groups of deaf students who differed in their proficiency in the English language. The students were required to recall the lists in writing. The results indicate that, overall, the students with higher levels of English language proficiency recalled significantly more than those with lower levels. Additionally, semantic and syntactic organization of the lists had different effects on the two groups of students. Semantic pairing aided the low-level group significantly more than the high-level group, whereas the syntactic organization of the grammatical sentences aided the high-level group significantly more. Implications for assessing language ability in deaf students are discussed. 相似文献
13.
This study was designed to examine the relationship between syntactic awareness and reading performance. A major concern was to provide an estimate of the effect of syntactic training that was not confounded with training that focused on semantic features of words. The training exercises used in the study focused on all levels of syntactic awareness in order that the effect of such training could be assessed on students’ performance on tasks that tapped each of the levels. Results of this study showed that syntactic awareness could be improved through training. The effect was stable, being apparent at the two post-test times. However, no evidence was found for a systematic effect of improved syntactic awareness on reading ability. Moreover, syntactic training did not show any greater effect than no treatment or semantic training on children’s grammatic comprehension, their ability to use fix-up strategies, or on their general reading ability score. Training had a different impact on the accuracy of oral reading for the syntactic and semantic training groups. Thus, in terms of the developmental sequence of syntactic awareness proposed by Gombert (1992), children trained in the cloze procedure improved at the two highest levels, whilst showing neither a corresponding change in the lower levels of awareness, nor improved functional reading performance. 相似文献
14.
Hollis S. Scarborough 《Annals of dyslexia》1991,41(1):207-220
The syntactic development of preschoolers who later became disabled readers was compared to that of children who were similar
to the dyslexics in sex, socioeconomic status, and IQ, but who became normal readers. Expressive and receptive syntactic abilities
were examined longitudinally from age 30 to 60 months. The dyslexic group was poorer than the control group on all measures
until the age of five, at which time both groups exhibited similar syntactic proficiency. The etiological relation of language
development to reading disabilities is discussed.
This research was supported by grants from the National Institute of Child Health and Human Development and the March of Dimes
Birth Defects Foundation. 相似文献
15.
在研究考察二语熟练程度与双语句法表征的关系中,借鉴国外句法启动的经典实验范式,设计针对不同水平英语学习者的跨语言句法启动实验,结果我们发现,汉英存在不平衡的启动效应：L1-L2的效应大于L2-L1,高水平英语学习者的效应大于低水平,且随着英语熟练程度的提高汉英双语句法表征融合度更高、共享的层面更显著。 相似文献
16.
This study examined the relationship of different measures of syntactic complexity with rated quality for two genres of text
produced by middle school students. It was hypothesized that different measures would be associated with distinct aspects
of syntactic complexity; words per clause with greater use of structures more typical of expository texts, and clauses per
T-unit with structures more typical of conversational or narrative registers. A sample of 41 seventh and eighth grade students
from suburban middle schools composed a narrative and persuasive essays. Texts were rated for quality and coded for syntactic
features including words per clause and clauses per T-unit. Syntactic complexity as measured in words per clause was positively
correlated with quality for essays but not for narratives. Clauses per T-unit was positively correlated with quality for narratives,
but negatively correlated with quality for essays. The relationships between syntactic complexity and text quality were thus
found to be dependent both on the genre of the text, and the measure of syntactic complexity used. 相似文献
17.
多重强式焦点共现句式 总被引：6，自引：0，他引：6
本文关注汉语中一个句子里有多个强式焦点的句式,指出焦点标记、焦点算子、唯量词和疑问代词四种焦点句法形式相互搭配可以出现18种类型的多重强式焦点句,这些句子里的多重焦点呈现明显的层次性,句法层次高的焦点强度也相对高,唯量词和焦点标记形式也对强弱有制约作用。 相似文献
18.
郝亮 《湖北广播电视大学学报》2007,27(9):158-159
作为高校女子中跑运动员这一特殊的群体的研究很少,本文在对以前各种中跑理论与训练观点及方法分析的基础上,结合山西高校女子中跑运动员这一特殊群体所具有的特征,通过对山西师范大学体育学院、山西大学体育学院、太原师范大学体育系女子中跑运动员的训练方法和训练成绩研究,对其训练和提高比赛成绩的方法等提出了新的建议和要求。 相似文献
19.
黄斐 《常熟理工学院学报》2006,20(5):84-86,93
隐喻是词汇语法化的内部动因之一,能促使词义向不同方向进行比喻、引申,形成方式、工具、数量、时间等不同类型的关联模式。词义之间的关联模式是在语义相似性的基础上形成的,并与句法位置分不开。 相似文献
20.
In a longitudinal study, we looked at the link between children'sunderstanding of a morphemically-based orthographic rule and theirawareness of morphemic distinctions. The orthographic rule in question wasthe use of the apostrophe to denote possession in English. Early on in thestudy, we gave the children phonological, semantic/syntactic and morpho-syntactic awareness tasks, and later we gave them a spelling task in whichthey had to write words which were either genitives (e.g., `boy's') ornominative or accusative plurals (e.g., `boys'). Eight- to 10-year-oldchildren found this task difficult, but their performance improved to someextent with age. The morpho-syntactic, but not the phonological orsemantic/syntactic, awareness tasks predicted how well the children placedapostrophes in genitive words and omitted them from plural words. Weconclude that different forms of linguistic awareness affect differentaspects of reading and spelling. Learning about spelling patterns based onmorphemes is heavily influenced by children's morpho-syntactic awarenessbut not, apparently, by other forms of linguistic awareness. 相似文献