区别词

  • 网络distinguishing words
区别词区别词
  1. 所以我们尝试着用动态的、发展的眼光来重新研究区别词,以期有些微新的挖掘。

    We try to restudy the distinguishing words in a dynamic and developmental view in order to have further research .

  2. 本文主要从词类地位、构词成分、语义、语用等角度探讨区别词功能游移的原因。

    This paper discusses the causes of the functional shift of the distinguishing words from the point of grammar , semantics and pragmatics .

  3. X性的基本句法功能比较接近于区别词,X性的语义特征可以描述为:表示具有X的性质或表现。

    The basic syntactic function of X xing is approximately to distinguish words . Its semantic character can be described as possessing or manifesting X.

  4. 通过实例考察,化缀词的基本语法功能是动词,但不排除为形容词甚至是区别词,而其整体意义与词根X的联系也有很强的规律性。

    By investigating the examples , we know that the basic syntactic function of the affix word " Hua " is to be verb or adjective or distinguished words . There is regularity between semantic meaning of the affix word " Hua " and " X " .

  5. 现代汉语形容词、状态词和区别词的比较研究

    The Comparative Study of Adjective , State Words and Distinction Words in Modern Chinese

  6. 区别词,又称非谓形容词,是现代汉语词汇中极具争议的群体。

    Distinguishing words , known as non-predicate adjective , is a controversial group of words in modern Chinese .

  7. 汉语区别词与韩国语冠形词是在各自语言中占有特殊地位的词类范畴。

    Both Chinese attributive words and Korean determiners hold the special status in speech category in respective languages .

  8. 有学者提出可以用区别词来鉴别动名兼类词的词性,本文主要验证这一方法的可行性。

    A premise is that a distinctive word must have the possibility to modify a multifunctional word , bu .

  9. 本文主要从语言系统外部探寻区别词产生的原因。

    This article has tried to find out the reasons that attributive words arise , mainly from outside the language .

  10. 区别词和量词是汉语语法界研究较晚且争议颇多的两类词。

    The distinguish words and the measure words , which are studied lately , are two kinds of contentious words in Chinese grammar field .

  11. 怎么样区别词的句法主要功能和非主要功能等。第二章本章是该论文的重点部分。

    How to distinguish the main features and non-essential functions in Syntactic wordChapter ⅱ This chapter is the most important part in the paper .

  12. 虽然先贤们对区别词各有看法,但是现在对区别词的研究已经越来越精细,也越来越系统化了。

    Although the forerunners hold different attitudes towards the distinguishing words , the researches on distinguishing words become more and more precise and systematic .

  13. 第二章给出了区别词与冠形词的定义及其各自的范围,并基于前人的研究,根据功能、意义和形态等特征对汉语区别词和韩国语冠形词分别进行了严格的界定。

    According to the characters of function , meaning and configuration , the paper strictly defines Chinese attributive words and Korean determiners on the basis of achieved study .

  14. 区别词一直在不断地发生着变化,在汉语本体研究中,研究者们对区别词的研究一直没有间断过。

    The distinguishing words have been changing constantly , and in the researches on the text of Chinese , the researchers never stop making researches on distinguishing words .

  15. 本文以对外汉语教学中的区别词为研究对象,尝试着以动态的、发展的眼光对其进行详细的研究。

    With the distinguishing words in the teaching of Chinese as a second language as the subject investigated , this paper attempts to make detailed researches from dynamic and developing perspective .

  16. 因此,韩国语和汉语在词汇上具有很大的共性。区别词与冠形词的相似就是这种共性的重要表现之一。

    So Chinese and Korean have a lot of general characters , and the similarity between Chinese attributive words and Korean determiners is one of the most important representation of this commonness .

  17. 从语言和客观世界的关系来看,新事物的产生推动了新的区别词的产生,语言中部分空符号的填补也促进了新的区别词的出现;

    From the view of the relationship between the language and the world , the appearance of new things and the filling of some empty signs in the languge will bring some new-born attributive words ;

  18. 区别词的家族成员很活跃,新的区别词不断产生,旧的区别词在悄悄地发生着功能上的变化,区别词在不断更新着自己。

    Since new distinguishing words are born continuously and the old ones ' functions have been changing all the time , the family members of the distinguishing words are very active and they update themselves every minute .

  19. 在对外汉语教学中,也存在着一定数量的区别词,外国学生在使用区别词过程中也会出现一定的偏误,但是目前对此方面的研究还较少。

    In the teaching of Chinese as a second language , there are a certain number of distinguishing words , and foreign students may make some mistakes when using those words . However , there are relatively few researches in this field .

  20. 普遍来说以很做为程度副词代表,能与多数形容词组合,部分状态词和区别词则因为程度性相对固化而无法与之适当搭配。

    For example , Hen (" very " / " really ") as a model degree adverb which can combine with most property adjectives ; however , some descriptive adjectives and attributive words do not combine properly with degree adverbs because their degree levels are relatively fixated .

  21. 面对高通涨及重税,工人难以以收缩了的工资为生。与之类似区别的词有sunk和sunken。

    Facing high inflation and heavy taxation , the worker can hardly live on their shrunken wages .

  22. 显然他无法区别形容词和副词。

    Obviously , he can 't tell the difference between adjectives and adverbs .

  23. 要区别兼类词没的不同句法功能;

    Here are points :( 1 ) We should distinct the word " mei " grammar function in different sentences .

  24. 他当时在寻找一个与同情有所区别的词;同情是针对他人的一般困境而发的,无须分担他人的任何感受。

    He sought a word that would be distinct from sympathy , which can be felt for the general plight of another with no sharing whatever of what that other person is feeling .

  25. 写作的最终目的在于,通过对这三种语言的比较研究和分析,运用区别同源词和借词的方法,将三种语言共有词中的关系给予明确定论。

    The final goal of this essay is : by comparing and analyzing Sibe , Uighur and Kazakh , shared words in these three languages can be defined with the method of distinguishing cognates and loan words .

  26. 指一种语言中能区别两个词的最小语音单位。

    Phoneme : the smallest unit of sound in a language which can distinguish two words .

  27. 本文还对比了关系分句结构在英、汉两种语言中的不同表现,对结构分支方向,限制性和非限制性的区别、关系词、关系分句的频率等问题进行了一一阐述。

    A comparison between relative constructions in the two languages is then carried out , centering on the issue like branching direction , restrictive and non-restrictive distinction , relative words .

  28. 这种抒情方式的区别也反映了词体文学在发展进程中与诗体文学的对立与融合。

    Furthermore , such different modes also show the clash and blending of ci literature and poetic literature in the course of development .

  29. 汉语词族里边的不同成员在形式上没有区别,因而,词族是同形词族。

    The different members of the word family have the same form , so word family is called the word family made up homographs .

  30. 它与交际法最大的区别在于突出强调词块教学,并认为词块才是最理想的教学单位。

    Compared with the communicative approach , the great difference is that lexical approach regards lexical chunks as the ideal units for teaching , and emphasizes the importance of lexis in teaching .