1) speech acts modality
语言行为情态
1.
As for cognition,the dynamic-barrier schema in root modality is manifested as logic force when mapped into epistemic modality,and as illocutionary force in speech acts modality.
对于情态隐喻而言,它是语言行为情态的全面体现,语言行为情态贯穿于根情态向认识情态、情态隐喻拓展的过程。
2) speech act
言语行为
1.
On the speech act of criticism under the Chinese context;
汉语语境下批评言语行为研究
2.
Research on cultural implication of polite speech act;
礼貌言语行为的文化内涵研究
3.
A critical analysis of the responses to the speech act of apology in Chinese;
论汉语道歉言语行为的回应
3) speech acts
言语行为
1.
A New Way to Understand Speech Acts: "Do Things with Words" in Virtual Reality;
言语行为新解——试析在虚拟现实中“用语言做事”
2.
Humor and Gender: Humorous Speech Acts and Pragmatic Strategies;
幽默与性别：幽默言语行为及语用策略
3.
A Contrastive Analysis of the Speech Acts of Complimenting in American English and Chinese;
中英恭维言语行为对比分析
4) speech act
语言行为
1.
Mood,modality and speech act in modern English;
现代英语中的语气、情态和语言行为
2.
he gender difference of speech act is discussed from the perspective of language structure and use level with language and pragmatic theory.
文章从语言结构层次和语言使用层面出发,基于语言本体及语用视角,对语言的性别化差异进行全面探讨,多层次的呈现男性和女性语言行为的差别,并试图从生理因素、角色定位、社会地位三方面分析造成这些差异的原因。
3.
He concludes and criticizes three theories of meaning in analytical philosophy,that is,Grice’s intentional semantics,Frege’s truth semantics and Wittgenstein and Searle’s speech act theory,holding the universification of efficiency.
他认为,语言行为不仅能行事,而且可以作为其它行为协调机制,而言说者是提出怎样的有效性要求、如何提出的有效性要求以及为什么会提出有效性要求的,是其交往行为理论的核心内容。
6) verbal behavior
言语行为
1.
In cross-cultural communication,both verbal behavior and non-verbal behavior should be paid attention to.
在跨文化交际中,不仅要重视言语行为,也要重视非言语行为。
2.
Reviewing these studies about compliment and response from their functions,structures,contents,patters,pragmatic,principles and so on,this paper discusses the factors influencing compliment and response in Chinese,in the hope of understanding and using this verbal behavior better.
本文从赞扬的功能、结构、内容、应答语的句式及语用原则等方面回顾了学者们所做的相关研究,并简要讨论了汉语中影响这一言语行为的因素,以期能更好地理解并使用这一言语行为。
3.
This paper foucuses on the teacher s controlled verbal behavior, investigates and analyzes the verbal-communicated behavior.
以教师控制性言语行为为切入点,对英语课堂教学中的言语交际行为进行了调查。
补充资料：非语言参与行为
非语言参与行为
non-verbal participant behavior
非语言参与行为(non一verbal particspa。tbehavior)心理咨询和心理治疗的技巧之一，指咨询者以非语言的方式对来访者进行咨询的行为。主要方式有:(l)目光接触，即咨询者无论口语表达或聆听来访者倾诉时均应自然地目视对方，使来访者感到对他的问题的关注。(2)身体语言，即咨询者的体语要适当。应以微微前倾的身躯和开放式的姿态面对来访者，且全身放松，充满自信，以及适度的面部表情、身段表情和手势。(3)心理空间，即通常咨询者与来访者面对面或成45。角而坐，晤谈距离一般以0.6一l米为宜。在使用这一技巧时，应考虑来访者的文化水平与个别差异。 (王小英撰车丈博审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条