言语形式 meaning in English
forms of speech
Examples
- 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。 - 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。 - 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。 - 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。 - 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。