Paralinguistic feedback in english conversation 英语会话中的副语言反馈信号研究
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Part iii compares and contrasts the various approaches to speech recognition , and describes advanced techniques used for acoustic - phonetic modelling , robust speech recognition , speaker adaptation , processing paralinguistic information , speech understanding , and multimodal processing 第三部分对比了语音识别中的各种方法，并介绍在声音-语音模型，高稳度语音识别，输出调适，多语种信息对比处理，语音理解和多模式处理等领域中所应用的高级技术。
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This paper aims at applying lexicology , semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word , in english teaching , can be restricted , determined and comprehended according to textual context , paralinguistic context or non - linguistic context , in the meantime , to relate the important role a culture , especially , the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition , which promotes the cultivation of their cross - culture awareness 摘要文章运用词汇学、语义学和语用学知识分析了词的内涵意义的灵活性、不确定性、情感性和开放性，阐明了在英语教学中词的内涵意义通过语言语境、副语言语境和非语言语境来限定和理解的观点，同时说明了文化特别是非正式文化在帮助学生理解词的内涵意义中所起的重要作用以及有助于培养学生跨文化交际意识的基本途径。
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Abstract : this paper aims at applying lexicology , semantics and pragmatics to the analysis of the flexibility and indefinity and emotionality and open - ended property which lexical connotation shares to clarify the view that the connotation of a word , in english teaching , can be restricted , determined and comprehended according to textual context , paralinguistic context or non - linguistic context , in the meantime , to relate the important role a culture , especially , the common culture constituting part of the culture plays an important role helping students comprehend lexical connotation and the basic approach to the cultural acquisition , which promotes the cultivation of their cross - culture awareness 文摘:文章运用词汇学、语义学和语用学知识分析了词的内涵意义的灵活性、不确定性、情感性和开放性,阐明了在英语教学中词的内涵意义通过语言语境、副语言语境和非语言语境来限定和理解的观点,同时说明了文化特别是非正式文化在帮助学生理解词的内涵意义中所起的重要作用以及有助于培养学生跨文化交际意识的基本途径
