查询词典 objective language

Chapter Ⅰ reviews the results of previous research and states the origin, the meanings and the methodology of the dissertation. Chapter Ⅱ interprets the definition of"culture", the basic consciousness of traditional Chinese culture, Characteristics of culture of HK and cultural elements of modern society. Chapter Ⅲ probes the cultural elements of language itself and points out that"features of language","use of metaphor and analogy"and"theme and idea"are its three essential and linked layers which are the most proper channels to infiltrate cultural education. Furthermore, this chapter also compares and contrasts the inner meanings of the syllabus of China and HK. Chapter Ⅳ analyses the model essays of both China and HK through the concept of"features of language","use of metaphor and analogy"and"theme of idea". It also compares the ways of editorship towards the selection of model essays between China and HK. Chapter Ⅴ compares the methods of model essays teaching between China and HK so as to explore its insides meanings of culture. Chapter Ⅵ reasserts the importance of infiltration of culture education into language education and states the limitations of this dissertation. This dissertation counters the existing defects that caused by the over-emphasis of instrumentalism and affirms the importance of infiltration of cultural education into language education.

第一章讲述研究的源起、意义和方法，指出香港在殖民地时期的语文教育状况，及回归后在语文教育中渗透文化教育的重要意义，并列出前人的研究及本文的研究方法；第二章探讨文化的定义，讨论中国传统文化的基本精神，香港文化的特色及现代社会的文化成分；第三章讨论语文本身的文化成分，指出其内含三个层面：&语言特色&、意象连用及&主题思想&；语文及文化关系密不可分就表现在这三方面的紧密联系上面，并冀望教师从这三方面入手，通过语文教育渗透文化教育，此外，又比较内地和香港语文课程大纲的异同及背后所反映的不同意义；第四章从&语言特色&、&意象运用&及&主题思想&三个层面分析内地与香港语文科选文的内容，供教师参考，又比较两地选文及编选手法的特色；第五章比较内地与香港教师就范文教学的课堂处理手法，及从中透显的文化意涵；第六章总结及建议，一方面重申语文科渗透文化教育的重要性，期望教师注意，另方面也指出本研究的限制所在。

Work experience: Jsp language independent 2009.3 with the completion of a tourist-based information site 2008.7 using java language independent game to complete mine clearance 2007.7 using java language and students of Chinese medicine in collaboration management system design and production 2007.1 with jsp language independent producers completed an e-commerce site 2006.1 using C language independently Tetris game 2005.10 any department Mission branch secretary, learning members Social activities: 2007.8 during the summer vacation time in the Ministry of Oil Ministry of information and intelligence property attachment 2007.7 any time during the summer vacation某网吧network, and achieved good results 2006.4 Marketing Association to participate in school and actively participate in the activities of the Association 2006.3 mixed classes to join the sports department of the Student Union and Blue Society, participated in and organized the Department of basketball Personal qualities: Have a strong sense of curiosity, challenging and competitive awareness, diligence, to endure hardship Self-motivation, learning seriously and have a good self-learning ability Have a good team spirit and team spirit, good communication, coordination, a sense of responsibility

我写的一份中文简历，需要一个英文版本，麻烦哪位厉害的大哥大姐能帮我翻译一下啊，我实在不行了，小弟真的谢谢您！！另外我就30分了，实在对不起大家。。。下面是要翻译的话：工作经历： 2009.3 用jsp语言独立完成一个旅游型信息发布网站 2008。 7 用java语言独立完成扫雷游戏 2007.7 用java语言和同学合作进行医药管理系统的设计与制作 2007.1 用jsp语言独立制作完成了一个电子商务网站 2006。 1 用C语言独立完成俄罗斯方块游戏 2005。 10任系里团支部书记，学习委员社会活动： 2007。 8利用暑假时间在石油部信息情报物业部实习 2007.7利用暑假时间任某网吧网管，取得不错业绩 2006.4 参加校营销协会，积极参加协会的活动 2006.3 加入混合班学生会体育部及蓝协，参与并组织了系篮球赛个人素质：有强烈的好奇心，富有挑战和竞争意识，勤奋、能吃苦自我激励，学习认真，有很好的自学能力有很好的团队精神和协作精神，良好的沟通、协调能力，有责任感

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。

The name of the report,"Report on the Programming Language Haskell, A Non-strict, Purely Functional Language," was inspired in part by the "Report on the Algorithmic Language Scheme," which in turn was modelled after the "Report on the Algorithmic Language Algol."

这份报告的名字"关于程序设计语言Haskell的报告—一个非严格的、纯的函数式语言"部分的受"关于算法语言Schema的报告"的启发，而依次的，后者又是模仿了"关于算法语言Algol的报告"。

The contents of this paper include three aspects: I Through a large amount of comparison of language resources, to find out the similarities and differences of anaphoric and cataphoric reference in English and Chinese; II From the angle of language system and cultural tradition, analyze the reasons of differences which exist in the two language systems; III One of the important purpose of comparative study is to guide language communication.

本论文的内容主要包括三个方面：一，通过大量的语料对比，找出英汉指称方式的异同；二，从语言系统和文化传统两个角度，分析存在异同之处尤其是不同之处的根本原因；三，对比研究的一个重要目的是指导语言交际，对比语言学研究对翻译活动有何实际指导意义，也是本文探讨的问题之一。

Secondly, language, Pu Songling unique Blair blend of vulgar language style, language figures paint a vivid Berthelot, and the style with the simple beauty; in the mood again, the perfect atmosphere exaggerations, put the reader into a luxurious vice magic realm of moods and characters combined, reuse unique language performance, and to achieve a "Habitat namely," the state, giving people the enjoyment of beauty; Finally,"happy" ending of the story, but also to express the Chinese people since ancient times,"Good will be rewarded with good, evil with evil "and the traditional concepts of good wishes.

求翻译！请高手帮帮忙！其次在语言上，蒲松龄以其独特的雅、俗相融的语言风格，将人物语言描绘得活脱生动，并且具有文言的简洁美；再次在意境上，恰到好处的氛围渲染，把读者带入了一副副瑰丽神奇的境界，将意境与人物刻画相结合，再用独特的语言表现出来，达到一种"境即为人"的境界，给人以美的享受；最后，"大团圆"的故事结局，更是表达了中国人自古以来"善有善报，恶有恶报"的传统观念和美好愿望。

These differences attributes on the one hand to the fact of male dominance in language, that a society penetrated with the overwhelming conception of male dominance is mirrored in language with the directness, less use of euphemism, more coarse even tabooed words characteristic of male language and with the politeness, circumbendibus, and more use of euphemisms typical of female language.

这些差异在理论上一方面归因于语言存在性别歧视，男性主导的社会反映在语言上即男性语言的直接，较少使用委婉语，并较多使用粗俗甚至禁忌语，而女性语言则以礼貌，迂回，较多使用委婉语为特点。

Chinese traditional virtue is humility and wariness,the compliment and praise to the others should be declination

中国人的传统美德是谦虚谨慎，对别人的恭维和夸奖应是推辞。如

We bought this house on the never-never.

我们以分期付款的方式买下这座房子。