胡壮麟语言学名词解释(4)

130. communicative principle of relevance:

every act of ostensive communication communicates the presumption of its own optimal relevance.

131. relevance:

a property that any utterance, or a proposition that it communicates, must, in the nature of communication, necessarily have.

132. Q-principle:

one of the two principles in Horn’s scale, i.e. Make your contribution necessary (G.Relation,Quantity2,Manner);Say no more than you must(given Q).

133. division of pragmatic labour:

the use of a marked crelatively complex and/or expression when a corresponding unmarkeda(simpler, less‖effortful‖)alternate expression is available tends to be interpreted as conveying a marked message(one which the unmarked alternative would not or could not have conveyed).

134. constraints on Horn scales:

the hearer-based o-Principle is a sufficiency condition in the sense that information provided is the most the speaker is able to..

135. third-person narrator:

of the narrator is not a character in the fictional world, he or she is usually called a third –person narrator.

136. I-narrator:

the person who tells the story may also be a character in the fictional world of the story, relating the story after the event.

137. direct speech:

a kind of speech presentation in which the character said in its fullest form.

138. indirect speech:

a kind of speech presentation in which the character said in its fullest form.

139. indirect speech:

a kind of speech presentation which is an amalgam of direct speech.

140. narrator’s repreaentation of speech acts:

a minimalist kind of presentation in which a part of passage can be seen as a summery of a longer piece of discourse, and therefore even more backgruonded than indirect speech representation would be.

141. narrator”srepresentation of thought acts:

a kind of categories used by novelists to represent the thoughts of their of characters are exactly as that used to present speech acts. For example,,she considered his unpunctuality.

142. indirect thought:

a kind of categories used by novelist to represent the thoughts of their characters are exactly as that used to present indirect speech. For example, she thought that he woule be late.

143. fee indirect speech:

a further category which can occur, which is an amalgam of direct speech and indirect speech features.

144. narrator’s representation of thought acts:

a kind of the categories used by novelists to present the thoughts of therir characters are exactly the same as those used to represent a speech e.g. He spent the day thinking.

145. indirect thought:

a kind of categories used by novelist to represent the thoughts of their characters are exactly as that used to present indirect speech. For example, she thought that he would be late.

146. fee indirect speech:

a further category which can occur, which is an amalgam of direct speech and indirect speech features.

147. narrator”s representation of thought:

the categories used by novelists to present the thoughts of their characters are exactly the same as those used to represent a speech e.g. He spent the day thinking.

148. free indirect thought:

the categories used by novelists to represent the thoughts of their characters are exactly the same as those used to represent a speech, e.g. He was bound to be late.

149. direct thought:

categories used by novelists to represent the thoughts of their characters are exactly the same as those used to represent a speech..

150. computer system:

the machine itself together with a keyboard, printer, screen, disk drives, programs, etc.

151. computer literacy:

those people who have sufficient knowledge and skill in the use of computers and computer software.

152. computer linguistics:

a branch of applied liguistics, dealing with computer processing of human language.

153. Call:

computer-assisted language learning(call),refers to the use of a computer in the teaching or learning of a second or foreign language.

154. programnded instruction:

the use of computers to monitor student progress, to direct students into appropriate lessons, material, etc.

155. local area network:

are computers linked together by cables in a classroom, lab, or building. They offer teachers a novel approach for creating new activities for students that provide more time and experience with target language.

156. CD-ROM:

computer disk-read only memory allows huge amount of information to be stored on one disk with quich access to the information. Students and teachers can access information quickly and efficiently for use in and out of the classroom.

157. machine translation:

refers to the use of machine(usually computer)to translate texts from one language to another.

158. concordance:

the use of computer to search for a particular word, sequence of words.or perhaps even a part of speech in a text. The computer can also receive all examples of a

particular word, usually in a context, which is a further aid to the linguist. It can also calculate the number of occurrences of the word so that information on the frequency of the word may be gathered.

159. annotation:

if corpora is said to be unannotated-it appears in its existing raw state of plain text, whereas annotated corpora has been enhanced with various type of linguistic information,

160. annotation:

if corpora is said to be unannotated—it appears in its existing raw state of plain text, whereas annotated corpora has been enhanced with various type of li …… 此处隐藏：5446字，全部文档内容请下载后查看。喜欢就下载吧 ……