1) linguistics behavior potential
语言行为潜势
1.
The paper also summarizes the development of notions of language ability and linguistics behavior potential,and stresses the Communicative Language Ability and the notion of "Can Do" in second language teaching.
缘此,本文概括了语言能力概念的发展和语言行为潜势概念,重点讨论了交际语言能力即CLA和Can do对第二语言教学的意义,并探讨了Can do教学理念与当今世界第二语言主流教学法。
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：说谎者非言语行为
说谎者非言语行为
nonverbal behavior of a liar
说谎者非言语行为(nonverbal behaviorof a liar)谎言心理学研究指出，说谎者的非言语行为一般具有下列特点:(l)音调较高。(2)姿态缺乏热情。(3)讲话速率较慢。(4)体位距他人不够紧密。(5)目光接触较少。(6)姿势变换较多(以手托腮、撕扯指甲、脚无端地踢来踢去等等)。(7)口误较多。(8)点头次数较少。(9)表情持续时间过长(如人们微笑和惊诧的表情一般只维持4一5秒，时间过长则可能是假装的)、过分夸张、面部表情与手势不同步(如先拍桌子、然后才板起脸)等等。说谎者的非言语行为被称为“泄露线索”，它有助于人们识别说谎者。 (林向前撰{巫国审)
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