Chinese translation for "言语形式"

forms of speech

Related Translations:

言语困难:  dyslogiadysphasiadysphrasiaspeech difficulty

言语声谱:  spectrum of speech

言语干扰:  speech interference

言语链:  speech chain

非言语:  non verbalnonverball

言语痉挛:  logoclonia

言语抑制:  verbal inhibition

言语起源:  origin of speech

言语角色:  speech role

言语沟通:  speech communication

Example Sentences:

	1.	And the beauty of literary speech is the best beauty of chinese . in speech work , the speech form are the only thing we can according to . to realize the beauty of chinese , we must take speech form as the key 因此，语文的美就在言语内容与言语形式的“恰好”融合，而言语内容与言语形式之间这种“恰好”的特质在文学的言语中得到了最好最高的体现。
	2.	A kind of speech contents can be expressed only by a kind of speech form , changing the speech form , also changing the speech contents , so the beauty of chinese is the unifying of speech contents and speech form in a class by themselves 他认为，言语内容与言语形式是同时成就的，不存在谁先谁后的关系。一种言语内容只能由一种言语形式表达，更动了言语形式，也就相应地改动了言语内容。
	3.	Based on this background , the teacher needs to have awareness and skills of using effective instructions . these skills include : adjusting complex instructions into comprehensible ones , mastering the uses of its language functions and supplying a large variety of instructions 以上的关于指令语作用的表述要求教师具备做出有效指令的技能：教师既要在言语形式上将繁杂的指令语调整得简明易懂，还要提供多样的言语形式来表达指令语。
	4.	Chinese teachers should base on the speech form , the teachers should develop the students " speech ability in the activities of writing , listening , reading and speaking . at the same time , the bridge of language leads the students to the world , the history , the tradition and finally to the culture . in order to cultivate the students " independent personality and spirit , the teachers should make the students come into contact with the life , the world and the history 语言是通向世界的大门，语文教学应以言语形式为主，在读、写、听、说的言语活动中培养学生的言语能力，同时，通过语言这座桥梁，把学生引向世界、引向历史、引向传统、引向文化，使学生建立与生活、世界和历史的有意义的联系，从而培育学生的独立人格和独立精神。
	5.	This thesis will rely on previous studies of instructions on the general rules and language functions , and modification of teacher talk to carry on a multi - layer study on junior middle school teachers " instructions with aspect of linguistic forms and language functions in chinese efl classrooms . after study on the transcriptions of 30 lectures ( 10 lectures are given by in - service teachers , 10 lectures are given by pre - service teachers and 10 lectures are given by the winners in fine - quality classroom competitions ) of efl classroom of junior middle schools in china , the major findings are : ( 1 ) the teachers likely use some devices with respect to prosody ( temporal variables ) , lexis , syntax and discourse to simplify and clarify the complex instructions to match the requirement of junior middle school students " listening comprehension . ( 2 ) there are about three factors that cause the ineffective instructions 本文在前人的关于教师语言的调整，指令语及其表达功能的研究基础上以何安平教授建立《中学英语教育语料库( mstm ) 》中的近17 . 7万字的子语库《英语课堂教学语料库( msee ) 》为研究语料，选择了其中30节初中英语课为研究对象，对教师指令语的言语形式及其语言功能进行了较为深入的描述分析，发现： ( 1 )在音律层面，中国中学英语教师习惯川停顿来放慢语速或在一些难词之前做停顿以便达到让学生理解的要求：词汇层面，教师惯用一些表达方式来给指令语；句法层面，教师也是尽量用简单句来简化指令语；语篇层面，初中英语课堂上教师常用一些信号词来起始解释性指令语，并少用宏观语篇标记词来帮助学生理解，但却常用微观语篇标记词来吸引学生的注意力。
	6.	Whenever psychological consultors face to cope with the advisee ' s problems of values , he or she should comply with the rules of trying for the advisees ' maximum of benefit , analyzing the specific issues either to keep value neutrality or to carry out value intervention , on the basis of facts of the advisee ' s reality value intervention , which is licit , can be done with verbal means or nonverbal one , and the consultor may intervene in the advisee ' s values with value criteria of general significance 摘要心理咨询中咨询员面临来访者的价值观问题时，应该具体问题具体分析，遵循灵活运用和追求来访者利益最大化的原则，根据来访者的实际情况来决定是保持价值中立或者是进行价值干预；价值干预是合法的；咨询员既可以通过言语形式，也可以通过非言语形式对来访者进行价值干预；咨询员可以用具有普遍意义的价值标准对来访者进行价值干预。
	7.	Secondly , the author from thinks the aspect of psychology that writing with true feelings is a movement of words , a kind of re - creation of solving problems as well as a show of standard healthy of the inner world that is a writing of truth , goodness and beauty . in the end , the author elaborates on the aspect of the teaching of writing , he considers writing with true feelings as a teaching model , not a real language practice . and it is different from literature writing . it is just a unity of the contents and speech stytle , rather than the so called reality in philosophy 其次从心理层面来解读，认为“真情实感作文”是言语活动，是解决问题的类创造，是常态健康的内心世界表述，即是真的、善的、美的作文。最后从作文教学层面来解读，认为“真情实感作文”是教学模拟、不是真实的言语实践，且不同于文学创作活动，更不是哲学上的“真实” ，只是言语内容与言语形式的统一体。
	8.	Beginning with the connotation of chinese , the authors analyses the relationship between speech form and speech content , illustrates the ever - changing form should follow its basic rules . comparing with content , the author thinks speech form has the feature of direct perception , the stability and limitation . thus , chinese teaching based on the form is not only in accord with the law of individual perception and psychological development , beneficial to develop the students " perception structure , but also it " s an important principle , the center of chinese teaching , the main foundations to train the students " language ability 本文澄清了人们对语文学科的几个基本概念的曲解和误会，从语文的内涵入手，科学地界定言语形式和言语内容的概念与关系，并从学习个体认知学习的心理发展规律和语文教学自身的内在规律方面寻找理论依据，阐述了言语形式虽是“千变万化”的，但有其基本规律可循，且此基本规律是“千篇一律”的，与内容相比，具有相对的直观性、稳定性和有限性，所以，语文教学以言语形式为主，既符合学习个体认知学习的心理发展规律，有助于学生良好的认知结构的构建，迁移学习能力的形成及认知能力的发展；同时，以言语形式为主，又是语文教学的一条重要的客观规律，它是语文教学规律性运转的“轴心” ，是培养学生言语能力的“抓手” 、语感能力形成的源泉、弘扬人文性的依托。
	9.	Having knowing mr zhuguangqian ' s theory about the beauty of chinese deeply , this paper points out that the aesthetic education of chinese must n ' t neglect the speech form , paying attention to digestion ; that literature is the best way to the aesthetic education of chinese 在言语作品中，我们唯一可依凭的只有言语形式。要体会语文的美，我们必须抓住言语形式这一关键。本文深刻认识朱光潜先生关于语文之美的论述的基础上，指出语文美育必须抓住言语形式，注重感悟；文学又是语文美育的最佳凭借

Similar Words：

"言语协同不能" Chinese translation, "言语心理学" Chinese translation, "言语心理治疗" Chinese translation, "言语信息" Chinese translation, "言语信噪比" Chinese translation, "言语行动" Chinese translation, "言语行为" Chinese translation, "言语行为的叙述者表达" Chinese translation, "言语行为理论" Chinese translation, "言语行为理论与外语教学" Chinese translation