试论汉语拼音字母词     

朱春敬 《通化师范学院学报》2008,29(7):44-47

通过对汉语拼音形式字母词语进行分析和研究。我们认为用“汉语拼音字母词”来称说这一类词最为合适。丈章分析和探讨了汉语拼音字母词在汉语词汇中的定性问题,认为它们是汉语词汇中字母词的一部分,分析和探讨了关于这类字母词的定义界说问题．提出了对汉语拼音字母词的规范使用的看法。  相似文献   

信用证软条款的识别与防范措施分析     

张贵英 《重庆职业技术学院学报》2007,16(4):83-85

信用证是目前国际贸易中使用最多的支付方式,而实质上也是比较安全的一种支付方式。但近几年软条款信用证在实际业务中的大量出现,导致我国出口商承受了很大的损失。本文从出口商的角度,从软条款信用证出发,分析如何识别信用证软条款,从而提出一些防范措施的建议。  相似文献   

信用证风险及防范     

贺海波 《邵阳学院学报(社会科学版)》2005,4(1):93-95

无论在发达国家还是在发展中国家，信用讧是国际贸易中重要的信用支付工具。但是，信用证业务自身的复杂性和游离于基础合同的独立抽象性为风险的存在提供了便利，这些风险的存在威胁着交易各方的信誉及利益，对国际贸易的发展非常不利，同时也加重了防范和金融监管的难度。因此，采取有效防范措施势在必行。文章将从经贸实务角度和金融两方面对信用证风险原因、方式进行了论述，并提出了一些防范与救济的措施。  相似文献   

Visual and orthographic information in learning to read and the influence of phonics instruction     

G. Brian Thompson  Rhona S. Johnston 《Reading and writing》2007,20(9):859-884

In the Jackson and Coltheart theory of acquisition of word reading it is claimed that, near the beginning of the partial alphabetic phase of development, children have full use of abstract letter units (ALUs). This claim and less exclusive alternatives were examined. In Experiment 1, normal progress children with on average 9 months of school reading instruction, either with or without explicit phonics, read with moderate accuracy (orthographically) familiar words in upper-case letters (e.g., AND) that are visually dissimilar from their lower-case forms. Lower-case forms were read with greater accuracy but only for familiar words, there being no letter-case effect for less familiar words. Children with explicit phonics showed less impairment in reading accuracy when words were presented in upper-case form than children without such phonics. Children with on average 22 months of instruction, in Experiment 2, read relatively unfamiliar words that required some phonological mediation. Those without explicit phonics instruction read words with digraphs in unfamiliar upper case less accurately than in lower case, while those with explicit phonics showed no such letter-case difference. The results supported the view that children do not have full use of ALUs in early alphabetic reading, both children with and without explicit phonics to some extent using letter identities specific to lower case for representation of familiar words.  相似文献   

基于信用证的银行贸易融资风险防范     

杨一鹰  卢明龙  贾明 《海南师范大学学报(社会科学版)》2007,20(5):147-150

随着我国对外贸易不断发展,信用证的地位和作用愈加突出。文章针对信用证在国际贸易结算中的具体应用,从信息不对称的前提出发,着重分析了信用证项下的银行风险,进而提出了相应的防范措施。  相似文献   

浅析字母H在俄语不同词类词中的正字法     

梅春才  姚欣宜 《科教文汇》2014,(4):131-131,133

俄语正字法作为规范性书写规则对词语的书写和语法相符的规则进行了规定。而现代俄语中语法功能的不同会影响到一些词的拼写,由此也会引起词义差异。字母丿在不同词类中的正字法因词的语法功能不同书写方式变化很大。掌握其正确的书写规则,对俄语初学者学习有一定帮助,对俄语教学有一定的指导意义。  相似文献   

Too little,too much: A limited range of practice 'doses' is best for retaining grapho-motor skill in children     

《Learning and Instruction》2020

We tested how practice ‘dosing’ affects learning (within-session) and long-term retention of a grapho-motor skill in 7–8 year old children. In Experiment 1, participants practiced the production of a letter-form by connecting dots (Invented Letter Task, ILT) in a single session of 6-blocks, 12-blocks, or 24-blocks. Training on 24-blocks resulted in the fastest letter production at the end of the training session. By 4–5 weeks post-training, the 12-blocks group attained equally robust speed gains as the 24-blocks group, and was more accurate. No long-term gains were achieved after 6-blocks training. In Experiment 2, children who were afforded 6-blocks ILT practice on four consecutive days outperformed the single-session 24-blocks group by 4–5 weeks post-training. Overall, by 4–5 weeks post-training, the single-session 12-blocks practice group was most fluent and accurate. The results suggest that only a limited range of practice schedules may lead, efficiently to long-term gains in children's grapho-motor skill learning.  相似文献   

国际商务英语中信用证的语言和翻译   总被引：2，自引：0，他引：2  

陆丹  黄琦 《湖南科技学院学报》2005,26(8):140-142

信用证结算方式是随着国际贸易的发展,在金融机构参与国际贸易的过程中逐步发展起来的,是国际贸易中一种主要的支付方式。翻译、审核信用证是其中一个重要的环节。这不仅需要有商务专业知识,还需要较高的英语水平,从而准确理解证内每一个务款。本文通过若干实例,分析了信用证中特殊的用词,用句和它的文体风格,讨论了翻译信用证时应注意的问题和方法技巧。  相似文献   

The role of letter knowledge acquisition ability on children's decoding and word identification: Evidence from an artificial orthography     

Joana Acha  Nuria Rodriguez  Manuel Perea 《Journal of Research in Reading》2023,46(4):358-375

Background

Letter knowledge is crucial in the first stages of reading development. It supports learning letter-sound mappings and the identification of the letters that make up words. Previous studies have investigated the longitudinal impact of early letter knowledge on children's further word reading abilities. This study employed an artificial orthography learning paradigm to explore whether the rate of letter learning modulates children's reading and word identification skills.

Methods

In an initial training phase, 8-year-old Spanish children (N = 30) learned nine artificial letters and their corresponding sounds (two vowels and six consonants). The letter learning rate was set according to the number of attempts needed to name at least seven letters (i.e., 80% correct). These ranged from 1 to 4. In a second training phase, children visualized words made up of the trained letters while listening to their pronunciations. Some words included a context-dependent syllable (i.e., leading to grapheme-to-phoneme inconsistency), and others had an inconsistent syllable (i.e., phoneme-to-grapheme inconsistency). The post-test consisted of a reading aloud task and an orthographic-choice task in which the target word was presented with a distractor equal to the target except for the substitution of a letter.

Results

Children showed a high accuracy rate in the post-test tasks, regardless of whether words contained context-dependent or inconsistent syllables. Critically, the letter learning rate predicted both reading aloud and identification accuracy of words in the artificial orthography.

Conclusions

We provide evidence for the vital role of letter knowledge acquisition ability in children's decoding and word identification skills. Training children on this ability facilitates serial letter-sound mapping and word identification skills. Artificial orthography paradigms are optimal for exploring children's potential to achieve specific literacy skills.

  相似文献