Chapter-Five-Syntax-(I)-----Syntactic-Relations教学教材
简明教程Chapter 4
NP=noun phrase AP=adjective phrase VP=verb phrase PP=preposition phrase S=sentence or clause
Bracketing
• Bracketing is not as common in use, but it is an economic notation in representing the constituent/phrase structure of a grammatical unit.
2.4 Coordination and Subordination
• Endocentric constructions fall into two main types, depending on the relation between constituents:
Coordination
• Coordination is a common syntactic pattern in English and other languages formed by grouping together two or more categories of the same type with the help of a conjunction such as and, but and or .
1.1 Relations of Position
• For language to fulfill its communicative function, it must have a way to mark the grammatical roles of the various phrases that can occur in a clause. • The boy kicked the ball NP1 NP2 Subject Object
英语论文提纲范例大全13篇
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
五轮书的英语
五轮书的英语The Five Rings are a set of principles and strategies that have been deeply ingrained in Japanese culture for centuries. Originating from the teachings of the legendary swordsman Miyamoto Musashi, these five scrolls or "Go Rin No Sho" provide a comprehensive framework for achieving mastery not only in the art of swordsmanship but also in various aspects of life. The timeless wisdom contained within these scrolls has transcended the boundaries of martial arts and has become a revered source of guidance for individuals seeking to cultivate discipline, strategic thinking, and a profound understanding of the nature of existence.At the heart of the Five Rings lies the concept of Hyoho or "the way of strategy." Musashi believed that the principles of strategy were universal and could be applied to various domains, from the battlefield to the boardroom. The first scroll, titled "The Book of Earth," emphasizes the importance of understanding one's environment and adapting to the ever-changing circumstances that life presents. It underscores the need to observe and analyze the terrain, the weather, and the movements of one's opponents orcompetitors, in order to formulate the most effective course of action.The second scroll, "The Book of Water," delves into the art of fluidity and adaptability. Just as water can take on the shape of any container it is poured into, the true master of strategy must be able to seamlessly transition between different approaches and techniques, responding to the ebb and flow of the situation at hand. This scroll encourages the practitioner to cultivate a mindset of flexibility, where one is not bound by rigid rules or preconceptions, but rather remains open to new possibilities and creative solutions.The third scroll, "The Book of Fire," addresses the importance of decisiveness and intensity in action. Musashi believed that true mastery was not about the accumulation of knowledge but rather the ability to act swiftly and decisively in the moment. This scroll emphasizes the need to strike with unwavering focus and determination, to overwhelm one's opponents or challenges with a relentless and unstoppable force. It is a reminder that hesitation and indecision can be the downfall of even the most skilled individual.The fourth scroll, "The Book of Wind," delves into the realm of perception and intuition. Musashi recognized that true mastery transcends the purely physical aspects of a discipline and requires a deep understanding of the unseen forces that shape the worldaround us. This scroll encourages the practitioner to cultivate a heightened awareness of their surroundings, to sense the subtle shifts in the "wind" of a situation, and to respond with the appropriate actions before they become apparent to others.The final scroll, "The Book of Void," is perhaps the most profound and enigmatic of the Five Rings. It explores the concept of nothingness, the idea that true mastery lies in the ability to transcend the self and become one with the universe. Musashi believed that the ultimate goal of the warrior was not to seek victory over others, but rather to achieve a state of inner peace and harmony, where the ego is dissolved and the practitioner becomes a conduit for the natural flow of the Tao. This scroll encourages the cultivation of a deep, meditative understanding of the nature of existence, where the practitioner learns to let go of attachment and embrace the ever-changing nature of reality.Throughout the Five Rings, Musashi emphasizes the importance of cultivating a holistic approach to life, where the principles of strategy are applied not only to the battlefield but to all aspects of human endeavor. He believed that the true mark of a master was not the ability to vanquish one's opponents, but rather the capacity to navigate the complexities of life with grace, wisdom, and a deep understanding of the interconnectedness of all things.The enduring relevance of the Five Rings can be seen in their widespread influence across various disciplines, from business and leadership to personal development and spirituality. Countless individuals have turned to these scrolls for guidance and inspiration, finding within them a roadmap for achieving mastery in their respective fields. Whether one is a martial artist, a corporate executive, or a seeker of inner peace, the principles of the Five Rings offer a timeless and universal wisdom that can help unlock the full potential of the human spirit.In a world that is increasingly complex and fast-paced, the teachings of Miyamoto Musashi and the Five Rings have never been more relevant. They serve as a reminder that true greatness is not about the accumulation of power or the pursuit of material wealth, but rather the cultivation of a deep understanding of oneself and one's place within the larger tapestry of existence. By embracing the principles of the Five Rings, individuals can cultivate the discipline, strategic thinking, and inner peace necessary to navigate the challenges of the modern world with grace and resilience, and to leave a lasting legacy that transcends the boundaries of time and space.。
剑桥雅思5阅读test2
P a s s a g e 1Question1答案：candlewax关键词：similar/meltunderheat定位原文:第2段倒数第2句“...likecandlewax,theymeltwhenheated...”解题思路：只要能够在第二段中找到定位词melt和heated，很快就能够找到similar的同义词like。
因此答案应该选择candlewax。
Question2Question6答案：hexa关键词：ammonia/formaldehyde定位原文:第5段第4句的后半句“hexa,acompound…”解题思路:此题目位置稍有颠倒，但是只要明白compound是混合物的意思就不难得到答案是hexa。
Question7答案：raw关键词：resin/cool/harden/breakup/powder/bakelite定位原文:第5段第5句“Thisresin…”解题思路:第五段先找到cool和harden，很快看到Bakelite，前面的词是raw。
Question8答案：pressure关键词：mould/intenseheat/cool定位原文:第5段最后1句“Inthelaststage…”解题思路:extreme和intense属于同义表达，空处和intenseheat形成并列关系，答案很容易得出是pressure。
Question9&Question10答案：BC关键词：design/BakeliteQuestion14答案：FALSE关键词：ArthurKoestler定位原文:第1段最后1句“Thewriter….”解题思路:文中已经明确指出“笑的独特之处就在干它没有明显的生物学目的”，而题目却一定要说它从生物学的很多方面而言都很重要，本题是抵触型的False。
Question15答案：NOTGIVEN关键词：Plato定位原文:第2段第2句“Platoexpressed…”解题思路:这句话应该翻译为“柏拉图认为幽默是因感觉比别人优越而体会到的快乐感觉”而并没有具体提到在哪方面比别人优越。
大学英语精读第5册课文全文翻译
大学英语精读第5册和第6册全文课文翻译
A Kind of Sermon
It is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns of the language have been understood. Students are naturally surprised and disappointed to discover that a process which ought to become simpler does not appear to do so.
五步成仙游戏作文
五步成仙游戏作文（中英文实用版）英文文档：The "Five Steps to become a Immortal" game essayThe "Five Steps to become a Immortal" game is a fascinating and engaging role-playing game that takes players on a spiritual journey to achieve immortality.In this game, players navigate through a series of challenges and obstacles that test their skills, wisdom, and determination.The game is designed to guide players through five key steps that symbolize the path to spiritual enlightenment and immortality.The first step in the game is "Awakening." Players begin their journey by discovering their true nature and understanding the world around them.This step encourages players to explore their own spirituality and develop a strong connection with themselves and the universe.Through various quests and interactions with non-player characters, players gain insights and knowledge that help them grow spiritually.The second step is "The Path of the Martial Artist." In this step, players focus on developing their physical and mental abilities.They learn martial arts techniques, meditative practices, and spiritual exercises that enhance their strength, agility, and focus.This step emphasizes the importance of balance between the body, mind, and spirit, and encourages players to embrace a healthy lifestyle.The third step is "The Path of the Scholar." Players delve into the world of philosophy, literature, and wisdom in this step.They engage in intellectual pursuits, study ancient texts, and seek knowledge from various scholars and sages.This step encourages players to cultivate their curiosity, expand their horizons, and develop a well-rounded understanding of the world.The fourth step is "The Path of the Alchemist." In this step, players explore the mystical world of alchemy, seeking the elixir of life and the secrets of transformation.They conduct experiments, discover new formulas, and unlock the power of ancient alchemical techniques.This step symbolizes the journey towards self-discovery and the transformation of the soul.The final step is "The Path of Enlightenment." Players face their greatest challenges and dilemmas in this step, as they strive to achieve spiritual enlightenment and become immortal.They encounter powerful enemies, overcome inner demons, and confront their deepest fears.This step requires players to demonstrate their courage, wisdom, and compassion, and rewards them with a sense of fulfillment and eternal bliss.The "Five Steps to become a Immortal" game is a captivating journey of self-discovery and spiritual growth.It encourages players to explore their own spirituality, develop their skills and knowledge, and strivetowards enlightenment and immortality.Through its engaging storylines, challenging quests, and thought-provoking scenarios, this game offers players a unique and enriching gaming experience.中文文档：《五步成仙》游戏作文《五步成仙》是一款引人入胜的角色扮演游戏，带领玩家踏上追求成仙的灵性之旅。
Chapter 5 Semantics
Chapter five SemanticsSemantics: the study of meaning of linguistic units words and sentences particularly.5.1 Meanings of “meaning”G. Leech’s viewpoint on meaning in Semantics (1974)1. Conceptual meaning: what is told in dictionaries:Logical, cognitive or denotative contentConnote：imply in addition to the literal meaningDenote: be the sign or symbol ofAssociative meaning:2. connotative meaning：what is communicated by virtue of what language refers to(1) Tom is a pig.3. Social meaning: what is communicated of the social circumstances of language useformal and literary;colloquial, familiar and slang etc.(2) A. They cast a stone at the police.b. They chucked a stone at the cops.4. Affective meaning (感情意义): what is communicated of the feelings and attitudes of the speaker or writer.(3) I’m terribly sorry to interrupt, but I wonder if you would be so kind as to lower your voice a little.5. Reflective meaning (反射/ 联想意义): what is communicated through association with another sense of the same expression.(4) a. Human language is a tool of social intercourse.b. Bottoms up! / Cheers! 干杯！6. Collocative meaning(搭配意义): what is communicated through association with words which tend to occur in the environment of another word.(5) a. A pretty woman vs. a handsome womanb. John is a man of sense. vs. *John is a man of meaning.7. Thematic meaning (主题意义): what is communicated by the way in which message is organized in terms of order and emphasis.(7) A. My brother owns the largest restaurant in London.b. The largest restaurant in London is owned by my brother.5.2 The Referential Theory (指称论):The referential theory: the theory of meaning which relates the meaning of a word to the thing it refers to, or stands for.(8) He entered the house and had a good meal.house: a structure serving as a dwelling for one or more persons, especially for a family.meal: the food served and eaten in one sittingProblems: when we explain the meaning of a word (house) by pointing to the thing it refers to, we do not mean a house must be of the particular size, shape, color and material as the house we are pointing to at the moment of speaking. We use a particular house as an example of something more general. That is, there is something behind the concrete thing we can see with our eyes. And that something is abstract, which has no existence in the material world and can only be sensed in our minds. This abstract thing is usually called concept.the semantic/semiotic triangle(语义、符号三角):Ogden and Richards in The Meaning of MeaningThe relation between a word and a thing it refers to is not direct. It is mediated by concept.A word symbolizes a concept.A concept refers to a thing.Word (symbol) thing (referent)A word stands for a referent/ thing (arbitrariness).speaker c s hearersense vs. reference:1. sense/concept: the abstract properties of an entityreference: the concrete entities having some propertiesbut, ifGod, ghost, dragonLeech’s conceptual meaning has two sides: sense and reference.Dogs are loyal.2. There is yet another difference between sense and reference. To some extent, we can say every word has a sense, i. e. some conceptual content, otherwise we will not be able to use it or understand it. But not every word has a reference.Grammatical words like but, if, andGod, ghost, dragonTherefore, we should study meaning in terms of sense rather than reference.5. 3. Sense relations:Sense may be defined as the semantic relationships between one linguistic unit and another.Three kinds of sense relations: sameness, oppositeness, inclusiveness.5.3.1 word sense (涵义关系) relations(1) synonymy：sameness or close similarity of meaningbuy vs. purchase, autumn vs. fall (n.)Synonyms are contextually dependent.(2) Antonymy: oppositeness of meaninga. gradable antonymy/ gradability:等级反义关系Firstly, members differ in terms of degree.The denial of one is not necessary the assertion of the other.Big intermediate smallHot warm lukewarm cool coldSecondly, antonyms are graded against different norms.(a) big (car) vs. (a) small (helicopter)Thirdly, one member of a pair, one for the high degree generally, serves as the cover term.Young vs. oldHow old are you?Unmarkedness vs. markednessGenerality vs. particularityb. complementary antonymy/ complementarity互补反义关系Not only the assertion of one means the denial of the other, the denial of one also means the assertion of the other. There is no intermediate ground between the two.Dead vs. aliveSingle vs. marriedIdentifying contrary from complementary:Firstly, to some extent, the difference between the gradable and the complementary can be compared to the traditional logical distinction between the contrary相反命题and the contradictory矛盾命题. In logic, a proposition is the contrary of another if both can not be true, though they may both be false. And a proposition is the contradictory of another if it is impossible for both to be true, or false.e. g. The coffee is hot. Vs. The coffee is cold.This is a male cat. Vs. This is a female cat.Secondly, the norm in this type is absolute. The same norm is used for all the things it is applicable to.Thirdly, there is no cover term for the two members of a pair of complementary words.Fourthly, the pair of antonyms true: false is exceptional to some extent.How true is the story?C. converse antonymy/ relational opposites 反向反义词reversal of relationship; one presupposes the other.buy vs. sell (reciprocal role)husband vs. wife (kinship relation)before vs. after (temporal and spatial relations)better vs. worse (degree relation)(3) hyponymy 上下义关系the notion of meaning inclusivenesslivinganimalinsect animalanimaltiger lion elephant... superoridinate: 上坐标词hyponym下义词, cohyponymsSometimes a superordinate may be a superordinate to itself. Autohyponym (自我下义词): a hyponym is a hyponym of itself:Flowertulip violet roseA superordinate may be missing sometimes.???whiskers moustache beard(4) polysemy 一词多义polysemic words(5) homonymy(同形异义词): different words with the same spellinglead (v.) vs. lead (n.)5.3.2 C omponential analysis 成分分析The feature-based analysis: the meaning of a word is not an unanalysable whole. It may be seen as complex of different semantic feature. Or it refers to the practice of defining the meaning of a lexical element in terms of semantic components.man: [ HUMAN+ ADULT + MALE]bachelor: [HUMAN + ADULT + MALE- MARRIED]father= PARENT (x, y) & MALE (x)mother= PARENT (x, y) & ~MALE (x)take=CAUSE (x, (HAVE (x, y)))give= CAUSE (x, (~HAVE (x, y)))kill= CAUSE (x, (BECOME (y, (~ ALIVE (y)))))murder = INTEND ( x, ( CAUSE ( x, ( BECOME (y, ( ~ALIVE ( y ) ) ) ) ) )Problems of the componential analysis:1.Many words are different sets of semantic components. Man2.Some semantic components are seen as binary taxonomies.Boy vs. girl; girl vs. woman3. There may be words whose semantic components are difficult to ascertain. There is still the question of how to explain the semantic components themselves.5.4 Sentential senses5.4.1 predication analysis 述谓分析predication analysis is to break down predications/proposition into their constituents: arguments (论元) and a predicate (谓词)with predicate governing the arguments.Predicates: content verb, noun, adjective, prepositionArguments: noun, pronoun, subordinate clause (S)valence (位，价)No-place predicate (一位谓词):It was raining hard outside R (Ø)One- place predicate:It seemed he was right S (s)He was crying hard outside C (h)Marry used to be an assistant. A (m)Two- place predicate:We are having lessons. H (w, l)John likes English very much. L (j, e)Marry is in the classroom. I (m, c)Three-place predicate:He put the bookbag on the shelf. P (h, b, s)Other predicates: cry, seem, come, have, send;哭，买；告诉etc.5. 4.2 sentential sense relations(1) entailment 蕴涵(a) entails (b) when (a) is true, (b) is necessarily true; when (b) is false, (a) is false; when (a) is false, (b) may be true or false.1. a. he married a blonde heiress.b. he married a blonde.2. a. Marry owns three roses.b. Marry owns a flower.(2) presupposition 前提/预设(a) is presupposition of (b) when a is true, b is true; when a is false, b is still true; when b is false, no truth value can be said about a.1. a. the girl he married was an heiress.b. he married a girl.(3) implicature 含外之意1. a. John did not wash the dishes.b. The dishes were dirty.2．a. few men marry blonde heiresses.b. some men marry blonde heiresses.(4) a is synonymous with ba. The boy killed the dog.b. The dog was killed by the boy.(5) A is inconsistent with b.a. John is married to Mary.b. John is a bachelor.(5) A is self-contradictory*My unmarried sister is married to a bachelor. John murdered Bill without intending to.(6) A is semantically anomalous (语义反常)*his typewriter has had bad intentions.5.4.3 An integrated theory 整合理论The idea that the meaning of a sentence depends on the meanings of the constituent words and the way they are combined is unusually known as the principle of Compositionality 组合性原则。
胡壮麟语言学教程第五版chap5
Derogatory ruthless obstinate sly, crafty childish wiseguy freak fleshy, fat, tubby lean, skinny, lanky, weedy,
scraggy
A multitude of additional, non-criterial properties, including not only physical characteristics but also psychological and social properties, as well as typical features.
Will you belt up.
21
‘Colorful’ meaning
Commendatory tough-minded resolute, firm shrewd childlike wiseman
man of usual talent portly, stout, solid, plum
What is communicated by the way in which a speaker or writer organizes the message, in terms of ordering, focus, and emphasis.
Mrs Bessie Smith donated the first prize. The first prize was donated by Mrs Bessie
Any characteristic of the referent, identified subjectively or objectively, may contribute to the connotative meaning of the expression which denotes it.
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C h a p t e r-F i v e-S y n t a x-(I)-----S y n t a c t i c-R e l a t i o n sChapter Five Syntax (I) --- Syntactic Relations0. IntroductionChapter 4 deals with the smallest meaningful unit at the grammatical level --- morpheme. Chapters 5, 6, 7 are about syntax, which is concerned with the largest meaningful unit at the grammatical level --- sentence.Two ways to study sentences: In syntax, sentences can be studied in two different ways:i. The static study（静态研究）of sentences means that we describe the structures of sentences to illustrate the parts of a sentence and relationships among them.ii. The dynamic study（动态研究）of sentences means that we examine how sentences are generated by syntactic rules.Two theoretical bases:i. The static study follows the theory of structural linguistics（结构语言学).ii. The dynamic study follows the theory of Transformational-Generative Grammar (TG grammar) (转换生成语法).To make a structural description of sentences, we shall describe various kinds of relations between words and phrases of sentences. There are three kinds of relations between them.1. Sequential (syntagmatic) relations（顺序／横向关系）i. Definition: In syntax, sequential or syntagmatic relation refers to the linear ordering of the words and the phrases within a sentence.ii. Rearrangement of the words of a sentence yields either an ungrammatical sentence or a different sentence.2. Substitutional (paradigmatic) relations（替换／纵向关系）i. Definition: substitutional or paradigmatic relation is a kind of relation between linguistic forms in a sentence and linguistic forms outside the sentence. That is to say, if the words or phrases in a sentence can be replaced by words and phrases outside the sentence and the resulting sentence is still grammatical, then we say the replacing forms and replaced forms have paradigmatic relations.ii. Syntactic category （句法范畴）A. Definition: The linguistic forms that have paradigmatic relations belong to the same syntactic category.B. Classification: The syntactic categories can be further divided into two groups: lexical category and nonlexical category.D. Attention: A phrase often, but not always contains more than one word. Sometimes, it may be a single word.3. Hierarchical relations（等级关系）i. Definition: Hierarchical relation shows us the inner layering of sentences.ii. What means can we use to reveal the hierarchical structure of a sentence? IC analysis.例如iii. Three levels or hierarchies: sentence-level, phrases-level, word-leveliv. Three terms: ultimate constituents, immediate constituents, constituentsv. Structural ambiguity（结构歧义）：The same phrase or sentence may have two or more interpretations depending on the hierarchical arrangement of its constituents. Such a case is called structural ambiguity 结构歧义.例如：参见课本120页例（6）、（7）4. Identifying syntactic categories 鉴别句法范畴4.0 How can we decide to which syntactic category a certain linguistic form belongs?Answer: As has been said before, the linguistic forms that have substitutional relations belong to the same syntactic category. Thus, if we can label the linguistic forms with appropriate syntactic categories, we then can decide whether they have substitutional relations or not. Then how can we decide to which syntactic category a certain linguistic form belongs? Generally speaking, we may determine it according to morphological 词法特征 and distributional 分布特征features shared by linguistic forms that belong to the same class. Here, morphological features refer to inflectional and derivational affixes the linguistic forms in question can take; distributional features refer to the syntactic contexts in which the linguistic forms in question can occur.4.1 Nouns and noun phrasesi. Morphological featuresA. inflectional suffixes: ｛z｝1 (plural number marker) and ｛z｝2 (possessive case marker)B. derivational suffixes: -ment, -ion, -hood, -ship, -ness, -ence, -anceii. Distributional featuresThe test-frames used to test nouns or noun phrases:A. The _______ was lost.B. There is a ______ in the room.C. He saw _______.D. ________ was in the garden.4.2 Verbs and verb phrasesi. Morphological featuresA. inflectional suffixes: ｛z｝3 (third person singular present tense marker); ｛d｝ (past tense marker); ｛en｝(past participle); and ｛iN｝(present participle)B. derivational affixes: de-, be-, dis-, en-, -en, -ify, -ize, -ateii. Distributional featuresThe test frames used for verbs and verb phrases:A. Let us __________.B. The boy ________.4.3 Adjectivesi. Morphological featuresA. inflectional suffixes: -er, -estB. derivational suffixes: -ish, -ful, -y, -less, -ary, -ousii. Distributional featuresThe test frames used for adjectives and adjective phrases:A. The very ________ girl was very ______.B. Horses are ________ animals.4.4 Adverbsi. Morphological featuresA. inflectional suffixes: -er, -estB. derivational suffixes: -lyii. Distributional features:With regard to the distribution of the class Adverb and Adverbial phrase, we cannot describe it in terms of a frame as we did for the other categories because they usually do not have a fixed position in a sentence. They may be used to modify adjectives, other adverbs, verbs or sentences.Hierarchies and Labeled IC analysis5.1 句子等级结构的四种表示法：1）直接成分分析；2）标记法直接成分分析；3）短语标记法；4）括号标记法。