共查询到20条相似文献，搜索用时 203 毫秒
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北美聋人使用的美国手语作为人类语言之一有着与其他语言许多的共性,同时,作为一种独特的视觉空间语言,它也有着不同于有声语言的表达特点和语言特性。它不仅通过使用手势符号表词达意,还借助头部、面部表情和上身体态的变化辅助表达更为细腻的情感、语言和语法意义。美国手语中对时间信息的表达更是体现了其语言表达上的独特性。通过对美国手语时间信息表达方式较为系统的介绍和分析,探究其作为视觉空间语言所体现出的语言表达独特性。 相似文献
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从英汉两种语言的时间表达特点来看,英语中,时间词语或其他成分只能是辅助性的标记,动词才是时间表达的必要条件,不可缺少。英语动词的过去时有使用的强制性,而汉语中表达时制的方式不仅仅局限于动词后加语法词语,时间词语、补语等成分等都可以表达时制。“了”表示“先时”,先于参照点的时间。英语的所有动词都有过去时的形态变化,而“了”的运用得受动词的性质或句子情况的限制。英语用不同的动词形式表示绝对时制和相对时制,而汉语的“了”既可以表示绝对时制,也可以表示相对时制。 相似文献
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通过分析影片《听不到的说话》中的聋人手语,可以归纳出聋人手语表达的形象性、简缩性、语法特殊性三个主要特点.其中形象性体现在：模仿事物的外形特征和动作神态,使表达形象、丰富;名词表述动作化,使名词表达更加形象、准确;动词表达中的方向性,使动作表述更加生动、直观.简缩性体现在：一个手势表达多个汉字、一句话或多个词语;表达中省略程度副词、语气助词;表达中省略虚词、量词;对现场事物直接指代表示.语法特殊性体现在：谓语动词置后现象;定语、状语等修饰词置后现象;在句末表示肯定、否定及疑问. 相似文献
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意合与形合的区别是汉、英两种语言之间重要的区别特征之一。从动词角度考察,汉语特点是动词占优势,是多谓语核心的语言,而英语是单谓语核心的语言。因此,从汉语到英语的转换过程中,仅从句子构架的角度来说,其矛盾的核心必然集中在对动词的处理上。转换结果必然是汉语句中的某些动词在英语中需要使用非谓语动词、名词、介词、形容词、副词等形式表达,甚至在不影响意思表达的同时,对重复的动词可以进行省略或替代,从而最终满足英语在句子结构方面形合的特点要求。 相似文献
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汉英两种语言在句子结构上有许多不同之外."无主句"作为汉语一种特有的句型,使用非常广泛,而英语中则强调主谓结构的完整性.因此,把汉语无主句翻译成英语,需要我们对句子做适当的处理和调整,使它更符合英语的表达习惯.本文就这一问题进行一些具体的探讨. 相似文献
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全球经济一体化使得各国间的交流日趋频繁,两种语言之间的理解、表达便显得尤为重要.英语属于印欧语系,汉语属于汉藏语系,在使用方法上有很大的区别.英汉两种语言在词汇和语法结构方面有许多不同之处.汉语是典型的"动态性"语言,对动词的依赖性很强,往往一个句子里就有三四个动词,而且这些动词很少可以用其他词性的词语来代替. 相似文献
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张宏萍 《黑龙江教育学院学报》2000,(3)
无论是在日常用语中还是在书面语中,英语语言的表达都离不开时态。时态是一种语法范畴,用来表示各种时间和动作方面的动词形式。时态在时间方面有四个主要部分：现在、过去、将来和过去将来时。动作方面也有四种：一般、完成、进行和完成进行时,把这些时间与动作方面组合在一起,就构成十六种时态,这十六种时态我们在英语语法书中都可以看到。这里要探讨的是英语中的一些特殊的一般将来表示法。 一、以“ｉｎ”为首的引导时间词的短语表示的将来时态。但是要说明是这些短语需跟在有一般将来时动词表示的句子中,起补充强调作用： １． … 相似文献
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We used an immediate recall paradigm to study the effects of list organization and semantic and grammatical features of printed stimuli on working memory capacity in deaf students with differing English language abilities. Thirty lists of five organizational types (random words, semantically related words, semantically paired words, scrambled sentences, and grammatical sentences) were presented to two groups of deaf students who differed in their proficiency in the English language. The students were required to recall the lists in writing. The results indicate that, overall, the students with higher levels of English language proficiency recalled significantly more than those with lower levels. Additionally, semantic and syntactic organization of the lists had different effects on the two groups of students. Semantic pairing aided the low-level group significantly more than the high-level group, whereas the syntactic organization of the grammatical sentences aided the high-level group significantly more. Implications for assessing language ability in deaf students are discussed. 相似文献
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Schick B 《Journal of deaf studies and deaf education》1997,2(4):234-251
This study explored the effects of discourse genre on the complexity of English language produced by school-age deaf students. Subjects were 13 profoundly deaf students, ages 7;1 to 14;8, who had been educated using only an English-based sign system in public schools. Language samples were elicited in three conditions: a traditional spontaneous interaction, a narrative elicitation using pictures, and an interview in which the examiner asked cognitively and linguistically challenging questions. The results show that students produced the most complex English language during the interview, as measured by the use of embedded clauses, conjunctions, and modals. In contrast to previous studies, utterance length in this one did not vary as a function of sample type, likely because segmentation of the samples was based on the T-unit, not sentences. The results have implications for language sampling with school-age students, both in terms of efficacy and ecological validity. 相似文献
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Cognitive experiments with the deaf designed to establish the independence of thought and language have usually disregarded their subjects’ exposure to special programs of instruction in English at School. This might be justified by assuming that language instruction produces isolated, esoteric knowledge which remains unintegrated into the child's functioning. The present experiment sought evidence of language knowledge in deaf children extending beyond formal instruction, and consequently suggestive of a functional, generative language system. It was found that deaf children had made considerable progress in assigning grammatical relationships according to Chomsky's (1969) Minimal Distance Principle (MDP) in complex sentences with regular illocutionary verbs. There was also some evidence of progress with the exceptional verb promise which disposes relationships in violation of the MDP. These findings cast doubt on the validity of testing the thought: language relationship by indiscriminate use of deaf subjects and in the absence of language measures. 相似文献
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D. Bedoin 《欧洲特需教育杂志》2013,28(2):159-175
This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved. 相似文献
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段秋霞 《安顺师范高等专科学校学报》2010,(6):53-55
英语和汉语在句型与排列上各有特点。因此英译汉时,必须抓住原文全句的中心思想,区别主次。根据时间顺序和逻辑顺序,重新按汉语习惯加以组合。一个英语句子可拆译成两个或两个以上的句子。为了修辞效果,文字搭配,英语短句有时还应该拆成更短的句子。 相似文献
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英语和汉语在句型与排列上各有特点。因此英译汉时,必须抓住原文全句的中心思想,区别主次。根据时间顺序和逻辑顺序,重新按汉语习惯加以组合。一个英语句子可拆译成两个或两个以上的句子。为了修辞效果,文字搭配,英语短句有时还应该拆成更短的句子。 相似文献
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This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college). The deaf students were predicted to have differential access to specific sentence interpretations in accordance with the relative derivational complexity of the targeted sentence types. Hypotheses based on the pressures of derivational economy on acquisition were largely supported. The results also revealed that the deaf participants tended to overactivate pragmatic processes that yielded principled, though non-target, sentence interpretations. Collectively, the results not only contribute to the understanding of English acquisition under conditions of restricted access to spoken language input, they also suggest that pragmatic factors may play a broad role in influencing, and compromising, deaf students' reading comprehension and written expression. 相似文献
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汉语无主句的成因及其英译 总被引：1，自引：0，他引：1
汉语是一种注重意合的语言,造句注重意念连贯,不求结构完整,所以在汉语中存在着大量的无主句。在将汉语的无主句翻译成英语时,就要采用恰当的手段把英语的主语补出来,如使用增添法、转换法、倒装法等,因为英语注重形合,造句注重形式接应,要求结构完整。 相似文献
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金涛 《重庆职业技术学院学报》2010,19(6):41-43
英语否定句的种类较多．而且其表达的意思也相当复杂。由于英语和汉语语言习惯和表达方式的不同．在对英语否定句进行翻译时要根据其不同的种类采取不同的翻译方法。 相似文献
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When a child has some hearing loss, a great number of interdependent factors of human development, and more particularly linguistic development that come into play, is apparent. From a school perspective, some requirements can be met in order to make school the best place to enhance this linguistic development, while at the same time the deaf child is educated in a normalized environment. The aim of this paper is to carry out a longitudinal follow‐up of a group of five deaf pupils educated in mainstream schools, considered as optimal for school integration, and to analyse their linguistic development considering both the excellence of the school and the use of a programme of musical education with deaf pupils throughout the period of study. These data are compared with those obtained from another sample of deaf pupils, educated in similar settings, who did not follow the aforementioned hearing training programme. The main results show that musical education has some positive effects on supra‐segmental aspects of language, on voice quality and on the structuring of simple sentences. 相似文献