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1)  scientific discourse
科学语篇
1.
Hyland(1999,2005) discusses the distribution of metadiscourse in philosophical discourse and scientific discourse.
Hyland(1999,2005)通过对学术论文语篇的元语篇分布情况的实证分析探讨哲学语篇和科学语篇异同。
2)  scientific discourse
科技语篇
1.
A functional analysis of ideatienal metaphor in scientific discourse;
科技语篇概念隐喻功能分析
2.
With this consideration, this article attempts to employ Halliday’s theory on theme and rheme structure, cohesion and coherence to dwell on grammatical metaphor’s textual functions in scientific discourse.
本文作者运用韩礼德的语法隐喻理论,结合语篇的主位结构、信息结构和衔接系统指出语法隐喻在科技语篇中具有展开语篇、衔接语篇和帮助语篇实现语域一致的语篇功能,以期对“语篇隐喻”概念提出作者的管窥之
3.
Because of its high abstraction and complexity, scientific discourse often acts as an obstacle for the foreign language learners in the process of learning English.
由于科技语篇高度的抽象性和复杂性,它经常成为外语学习者学习英语过程中的障碍。
3)  popular scientific texts
科普语篇
1.
The thesis makes a contrastive study of thematic progression (TP) patterns between English and Chinese popular scientific texts.
本文以韩礼德的主位理论以及捷克语言学家丹尼斯提出的主位推进模式为理论框架,通过中英对比研究,旨在了解:英汉科普语篇中的主位推进模式选择的异同,造成这些相似和差异的潜在因素。
4)  EST
科技语篇
1.
A Contrastive Study on Cohesion in EST & CST at the Textual Level and E-C Translation;
英汉科技语篇衔接对比研究及翻译
2.
Metaphors in EST (English of Science and Technology);
首先从西方对待科技语篇隐喻的态度——支持和贬斥,入手,通过人类认知能力的局限性和科学的发展两点。
5)  discourse teaching
语篇教学
1.
It is necessary to give prominence to the discourse teaching in the English classes.
在英语课中突出语篇教学的地位是十分必要的。
2.
In order to cultivate students’ appreciative ability of the English language, this paper focuses its attention on three aspects, they are: discourse teaching, rhetoric teaching and culture teaching.
笔者从语篇教学、修辞教学以及文化教学三个方面探讨学生英语鉴赏能力的培养问题。
3.
This paper discusses the theoretical grounds for,the advantage for,and the use of discourse teaching pattern.
阐述了语篇教学及语篇教学模式的优势,并从语篇教学的层面探讨了大学英语阅读课的教学方法。
6)  discourse [英]['diskɔ:s]  [美]['dɪskɔrs]
语篇教学
1.
Talking about the teaching on language points and discourse in English teaching;
大学英语教学中语言点教学与语篇教学探讨
2.
This paper attempts to illustrate the feasibility and necessity of discourse approach in college English teaching by means of holistic principles, psychology, schematic theory and cognitive theory so as to construct an instructional approach which is student oriented under the guidance of schematic theory and cognitive theory.
该文通过整体性原则、心理学原理、图式理论和认知理论来阐述课堂语篇教学的可行性和必要性 ,从而构建一种以图式理论和认知理论为指导、以学生为中心、以培养交际能力为目的、以语篇教学法为手段、以提高英语能力为特点的课堂教学模
补充资料:篇语
1.犹篇章。
说明:补充资料仅用于学习参考,请勿用于其它任何用途。
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