1) Speech recognition
言语可懂度
1.
Speech recognition of these children was tested using different intensi.
方法 聋儿双耳分别配戴全数字助听器、双耳全数字助听器结合单耳FM系统、双耳全数字助听器结合双耳FM系统 ,在安静和噪声环境中 ,以不同强度的言语声测试言语可懂度 ,比较在安静环境和噪声环境中使用与不使用FM系统及单耳使用与双耳同时使用的助听效果。
2) categories of auditory performanc
言语可懂度分级标准（SIR）
3) Speech
言语
1.
Effect of stimulus intensity on auditory event-related potentials evoked by tone and speech;
纯音和言语刺激声强度对听觉事件相关电位的影响
2.
Normative data of disyllabic Mandarin speech test materials for normally hearing people;
双音节普通话言语测听词汇表的听力正常人评价标准
3.
Analysis of the Hearing Aids and Speech Development of 113 Children with Hearing Loss;
113例聋儿的助听及言语发育调查分析
4) language
言语
1.
Dialectic Relationship between Language and Speech in Audiovisual Multimedia Teaching of Foreign Languages;
外语电化教学中的语言与言语
2.
Restressing the Language Cultivation of Medical Staff;
论医务人员言语修养的重拾
3.
In this paper,we try to look into the misleading inference of the language in advertising and argue that prototype-based metonymic mapping is likely to lead to the discrepancy between text-based impressions and the reality.
广告研究的视角多种多样,在本文中,我们所关心的是转喻认知模式在广告言语理解中的误导作用。
5) parole
言语
1.
The more recognizion to Saussure s theory on Langue and parole;
对索绪尔理论有关语言和言语问题的再认识
2.
Discrepancies Between langue and parole and Their Implications to FL Teaching and Learning;
“语言”和“言语”的区别及其对外语教学的启示
3.
Methodology is one of the important issues in studying lexicology,and most important of all,one of them concerning methodology is the distinction between langue and parole,for the distinction serves as a methodological principle in modern linguistics.
方法论问题中的一个重要问题是语言和言语的区分问题。
6) spoken language
言语
1.
On the General and Individual Features in Weijin Scholars Spoken Language;
魏晋士人言语的共性与个性
2.
He holds writers should pay attention to every aspect of language use in creation,interchange written language with spoken language if necessary and create a mode with spoken language.
他认为文字创造应该完全;“文字”运用与言语运用可以实行转化,提出以口语造“意境”;“文字”与言语转化的中介就是作者的深切体验和技巧的运用。
3.
An effective way of teaching Chinese is to use b eautiful and vivid spoken language,body language,imagination and association as well as multimedia to lead students to experience authors emotions.
语文课教学中运用美化的言语、体态语、想像和联想、多媒体等 ,引导学生体验作品情感 ,能收到良好的教学效
参考词条
补充资料：言语可懂度
言语可懂度
speech intelligibility
言语可做度(speeeh intelligibility)言语通讯中，传送的信息被接收者正确理解的程度。是评价言语感知效果的指标。一般用正确理解的百分率表示。例如讲者说了一百个音节或一百个单词，听者听对60个，可懂度即为60%。言语可懂度与讲者的口音、讲话的声级、讲者与听者的视觉接触、通讯系统的噪声、听者的辨音和抗噪声能力等因素有关。言语可懂度可采用各种标准测验进行测定。这类测验通常是将某种言语材料传递给受试者，要他把听到的材料复述出来，或作出其他的规定反应。言语可懂度标准测验主要有:无意义音节测验、语音平衡字串测验、同韵词测验、句子测验等。 (许百华撰朱祖祥审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。