查询词典 figurative language

Saito, Horwitz and Garza (1999) put forward the construct of FLRA for the first time,including the specific foreign language reading anxiety scale to measure it. They regarded FLRA as a language-skill-specific anxiety, which changes with native language-target language pairing in terms of writing system and culture, and relatively independent of general foreign language anxiety.

Saito， Horwitz 和Garza (1999)首次提出了外语阅读焦虑的构想，阐明外语阅读焦虑与普通的外语学习课堂焦虑既有联系又有区别，是一个因母语与目标语书写系统和文化而异的特定技能型焦虑，并编制了外语阅读焦虑量表进行测量。

Of course, not all linguists or philologists hold the same view. For example, internalists like Chomsky have a different point of view. Chomsky maintains that there is a language faculty in human mind, and that universal grammar exists in all human languages. Though language environment is indispensable in language acquisition, it is merely a triggering factor. It is the human language faculty that determines language acquisition.

当然，并不是所有的语言学家或语言哲学家都这样认为，比如内在主义语言学家如乔姆斯基就认为：人天生具有一个语言器官，所有的人类语言都具有共同的语法——普遍语法，尽管环境因素在语言学习的过程当中不可或缺，但最终起决定作用的还是人类先天的语言器官，环境只不过是一种不可或缺的触发因素。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

Language acts as not only a tool of thinking for human beings but also influences and restricts human beings" thought. The Sapir-Whorf Hypothesis originated in German linguistics tradition. In the eighteenth century, German scholar Herder once put forth that language was the tool, the content and the style of man"s thought. German linguist Humboldt further asserted that language was the formation organ of "thought", every language consisted of a peculiar view on the world. Boas created American descriptive linguistics by emphasizing on the description of language structure.

假说发端于德国语言学传统，德国学者赫尔得在18世纪就曾提出过&语言是人类思想的工具、内容和形式&，语言学家洪堡特发展其观点，指出语言是&思想形成的器官&、&每一种语言都包含着一个独特的世界观&。20世纪初，德裔美国语言学家鲍阿斯创立以语言的外部形式特征为重点的客观描写主义，并且首次阐述了不同语言是以不同方式对经验进行分类和划分的观点，为假说形成提供了的重要论据和研究的方法论基础。

In general, the figurative language in that Book is instructive in regard to the phraseology used in the Apocalyptic portions of the New Testament.

在一般的，形象化的语言在这本书是在启发性方面的用字使用，在世界末日的部分，新约圣经。

Christ, however, instead of informing His Apostles that he intended to use such a figure, told them rather the contrary in the discourse containing the promise:"the bread that I will give, is my flesh, for the life of the world"(John 6:52), Such language, of course, could be used only by a God-man; so that belief in the Real Presence necessarily presupposes belief in the true Divinity of Christ, The foregoing rules would of themselves establish the natural meaning with certainty, even if the words of Institution,"This is my body - this is my blood", stood alone, But in the original text corpus and sanguis are followed by significant appositional additions, the Body being designated as "given for you" and the Blood as "shed for you "; hence the Body given to the Apostles was the self same Body that was crucified on Good Friday, and the Chalice drunk by them, the self same Blood that was shed on the Cross for our sins, Therefore the above-mentioned appositional phrases directly exclude every possibility of a figurative interpretation.

基督的，不过，不是告诉他的门徒说，他打算利用这样一个数字，告诉他们，而不是相反，在话语含有许诺说："面包，我会给予，是我的肉体，为生活的世界"（约翰6时52分），如语言，当然可以只用了一个神人，所以这种信念，在现实存在一定的先决条件的信念，在真正的基督的神，前述规则，将自己建立的自然与意义确定性，即使字的机构，"这是我的身体-这是我的血"，孤家寡人，而且在原来的文本语料库和血，其次是显著的a ppositional增补时，身体被指定为"给你"，以及血液作为"大棚为你"，因此，身体向使徒是自我同一机构，被钉在十字架上周五良好，并chalice喝醉了，由他们来说，自我相同的血缘，这是大棚在十字架上为我们的罪，因此，上面提到的appositional短语直接排除一切可能性，一个形象化的诠释。

Since the 16th century was apparently every bit as afflicted by longwinded balderdash as ours,"bombast" almost immediately acquired the figurative meaning of "fancy or pretentious language on a trivial subject," and we've been inundated by verbal "bombast" ever since.

如同今天我们遇到的，自从16世纪的人们也饱受那些冗长的胡言乱语折磨以后，bombast几乎立刻就用来比喻那些本来微不足道却又被花言巧语一番的样子。自那以后，现代人就被淹没在bombast的洪流中了。

This dissertation takes the words in the 2002 Enlarged Edition of The Contemporary Chinese Dictionary as the language data bank, analyses the lexical entries included in this dictionary one by one and classifies them as figurative words, metonymy words, hyperbole words, caique words, euphemism words, contrast words, respect and depreciatory expression according to the rhetoric methods they adopted when they are created, the author tries to reveal some basis of creation of their generation through the analysis of these rhetoric words.

全文共分五个部分：前言就新词新语不断产生的语言现实说明有必要从修辞角度来研究词汇的生成，并说明以《现汉》为语料的原由；第一章从三个方面阐明修辞造词研究的必要性：第二章具体分析修辞造词的各种类型；第三章对《现汉》的释义提出了一些意见；第四章讨论修辞造词的研究成果对对外汉语教学的指导意义，并对《现汉》的解释体例、方式提出了自己的一些看法。

Therefore, translators should take various compensational measures so as to convey the original information to foreign readers, reappear the sense of beauty of English figurative language in translation.

因此译者在翻译过程中要采取各种补偿措施，才能把原文的信息恰当地传达给目的语读者，使比喻的美感因素在翻译中对等再现。

What is the function of the figurative use of language?

语言的比喻用法的功能是什么？

We are forbidden from giving money to these shoeless, skinny children, as this will perpetuate begging.

向光着脚，骨瘦如柴的孩子施舍是不可以的，因为要招来无休无止的乞讨。

It would be hard not to fall victim to some sharpeyed policeman.

要想不被某个目光锐利的警察抓到，谈何容易。