《汉语大词典》"兀秃"释义献疑     

梁姣程  蒋娅玲 《毕节学院学报》2015,(3):92-96

"兀秃"在《汉语大词典》中的释义与书证不对应,作为连绵词,在文献中有"乌涂""、温暾""、温吞"等不同的表现形式,通过考证它们的语音及语义关系,发现它们实质是一组同源异形词".温暾"为本源词;"兀秃"应解释为"(未烧开的液体)不冷不热,(人性格上)不爽利,不干脆".  相似文献   

毕节方言词语法化倾向初探     

王兆春 《毕节学院学报》2011,29(5):76-79

汉语语法化研究正受到越来越多学者的重视。而对某一地域内或某一方言的词汇的语法化研究则较少。毕节方言中部分词语的虚化,反映了毕节方言与中古汉语之间的联系,也是汉语实词虚化这一总体趋势的佐证。毕节方言词语法化的倾向,既是词义和语法变化,也是人们认知方式变化的过程的反映。  相似文献   

如何在Word中输入英语国际音标     

杨哲  田宝忠 《天津职业院校联合学报》2011,13(11):81-83

文章介绍了用GWIPA字体库输入英语国际音标的方法,解决了在word中编辑英语音标的问题。通过英语翻译软件或电子词典,如金山词霸和有道词典等,可以轻松地粘贴英语国际音标,无须再用键盘输入音标和汉字解释,但仍需用GWIPA字库做一些修改。  相似文献   

Exploring moderational and mediational relations among word reading,vocabulary, sentence processing and comprehension for struggling adult readers     

Daniel P. Feller  Amani Talwar  Daphne Greenberg  Ryan D. Kopatich  Joseph P. Magliano 《Journal of Research in Reading》2023,46(3):312-331

  相似文献   

何妥为西域人及其他：中华本《隋书?儒林传》校误     

封传兵 《新世纪图书馆》2014,(2):81-83

《隋书》是研究有隋一代历史文化的重要史料.中华书局1973年点校本《隋书》是目前最为通行、最便阅读的重要版本.笔者在阅读中华点校本《隋书》时,发现其在点校方面仍存在一些有待完善之处,兹利用张元济百衲本《隋书》,参考南京图书馆藏武林竹简斋石印本等本子,对中华本《隋书》儒林传部分加以举证,如儒林何妥为西域人、刘绰师法郭懋而非郭懋當、隋书为唐时所编当避“渊”字讳等,以求教于方家.  相似文献   

基于C64xDSP的遥测数据RS译码实现     

李彦伟  郭林楠 《大众科技》2014,(6):12-14

RS码是无线通信遥测信道中最常用的编码方式。TMS320C64x系列DSP是TI公司的高性能定点DSP,该DSP内嵌Galois域运算单元,且对RS译码算法的优化提供支持。文章论述了RS译码算法在C64x系列DSP中的实现过程和优化方法,给出了DSP硬件资源相关寄存器的配置和库函数的调用方法,最后对译码器进行了性能分析。  相似文献   

Identification of Chinese dark jargons in Telegram underground markets using context-oriented and linguistic features     

《Information processing & management》2022,59(5):103033

When cybercriminals communicate with their customers in underground markets, they tend to use secure and customizable instant messaging (IM) software, i.e. Telegram. It is a popular IM software with over 700 million monthly active users (MAU) up to June 2022. In recent years, more and more dark jargons (i.e. an innocent-looking replacement of sensitive terms) appear frequently on Telegram. Therefore, jargons identification is one of the most significant research perspectives to track online underground markets and cybercrimes. This paper proposes a novel Chinese Jargons Identification Framework (CJI-Framework) to identify dark jargons. Firstly, we collect chat history from Telegram groups that are related to the underground market and construct the corpus TUMCC (Telegram Underground Market Chinese Corpus), which is the first Chinese corpus in jargons identification research field. Secondly, we extract seven brand-new features which can be classified into three categories: Vectors-based Features (VF), Lexical analysis-based Features (LF), and Dictionary analysis-based Features (DF), to identify Chinese dark jargons from commonly-used words. Based on these features, we then run a statistical outlier detection to decide whether a word is a jargon. Furthermore, we employ a word vector projection method and a transfer learning method to improve the effect of the framework. Experimental results show that CJI-Framework achieves a remarkable performance with an F1-score of 89.66%. After adaptation for English, it performs better than state-of-the-art English jargons identification method as well. Our built corpus and code have been publicly released to facilitate the reproduction and extension of our work.  相似文献   

Competing priorities: Singaporean teachers’ perspectives on critical literacy     

Xiao Lan Curdt-Christiansen 《International Journal of Educational Research》2010,49(6):184-194

This paper explores a group of Singaporean English language teachers’ knowledge and beliefs about critical literacy as well as their perspectives on how best to teach literacy and critical literacy in Singapore schools. A face-to-face survey was conducted among 58 English language teachers by using open-ended questions. The survey covered various topics related to literacy instruction including text decoding, meaning construction, and critical analysis of texts. The participating teachers believed strongly that reading and writing are transactional and interactional practices. However, they were less certain in their beliefs about teaching critical literacy including the critical, analytical and evaluative aspects of text reading. Some teachers saw a conflict between using time on teaching critical literacy and preparing students to pass their exams. As critical literacy is not a requirement at exams, they found it difficult to justify using time teaching it. The results suggest that the teachers’ belief systems are strongly influenced by the broad macro-structure of the educational system in Singapore and their own educational experiences.  相似文献   

第39届世界体操锦标赛夺金因素分析及展望   总被引：1，自引：0，他引：1  

陈俊婷  童昭岗 《吉林体育学院学报》2007,23(4):52-53

通过对中国体操队勇夺八金制胜因素的分析和研究,对第39届世界锦标赛操比赛结果进行分析,探讨当今世界竞技体操运动的发展趋势,剖析中国体操队的现状,为我国体操队制定运动训练和比赛计划提出建议,为备战2008年北京奥运会提供一些参考依据.  相似文献   

Decoding the phonics screening check          下载免费PDF全文

Catherine A. Darnell  Jonathan E. Solity  Helen Wall 《British Educational Research Journal》2017,43(3):505-527

The statutory ‘phonics screening check’ was introduced in 2012 and reflects the current emphasis in England on teaching early reading through systematic synthetic phonics. The check is intended to assess children's phonic abilities and their knowledge of 85 grapheme–phoneme correspondences (GPCs) through decoding 20 real words and 20 pseudo words. Since the national rollout, little attention has been devoted to the content of the checks. The current paper, therefore, reviews the first three years of the check between 2012 and 2014 to examine how the 85 specified GPCs have been assessed and whether children are only using decoding skills to read the words. The analysis found that out of the 85 GPCs considered testable by the check, just 15 GPCs accounted for 67% of all GPC occurrences, with 27 of the 85 specified GPCs (31.8%) not appearing at all. Where a grapheme represented more than one phoneme, the most frequently occurring pronunciation was assessed in 72.2% of cases, with vocabulary knowledge being required to determine the correct pronunciation within real words where multiple pronunciations were possible. The GPCs assessed, therefore, do not reflect the full range of GPCs that it is expected will be taught within a systematic synthetic phonics approach. Furthermore, children's ability to decode real words is dependent on their vocabulary knowledge, not just their phonic skills. These results question the purpose and validity of the phonics screening check and the role of synthetic phonics for teaching early reading.  相似文献