基于数据库对比统计分析,中国英语专业大学生口语中话语联系语的使用特征结果显示:中国二语习得者在使用的总体数量分布上与本族语者有较大差异,但在联系语类型的选择上基本相同,都以添加、推论、转折、列举、选择、更正和说明方式为主...基于数据库对比统计分析,中国英语专业大学生口语中话语联系语的使用特征结果显示:中国二语习得者在使用的总体数量分布上与本族语者有较大差异,但在联系语类型的选择上基本相同,都以添加、推论、转折、列举、选择、更正和说明方式为主;此外,有些联系语出现过度使用(如and、also、but、however、in fact、as a matter of fact、on the contrary、on the other hand、because of this、so、then)和过低使用(如yet、though)的现象。展开更多
本书原名是Advances in Spoken Discourse Analysis,1992年由伦敦Routledge出版社出版,本书正文共254页。这是一本论文集,共收入论文12篇,主编是Malcolm Coulthard。本文集中有些论文曾发表在只限伯明翰大学(the University of Birmingh...本书原名是Advances in Spoken Discourse Analysis,1992年由伦敦Routledge出版社出版,本书正文共254页。这是一本论文集,共收入论文12篇,主编是Malcolm Coulthard。本文集中有些论文曾发表在只限伯明翰大学(the University of Birmingham)内部发行的刊物上,有3篇论文是专门为这个论文集写的(John Sinclair 的《话语分析的重点》(Priorities in Discourse Analysis)、David Brazil的《听人们朗读》(Listening to展开更多
Spoken dialogue systems are an active research field with wide applications. But the differences in the Chinese spoken dialogue system are not as distinct as that of English. In Chinese spoken dialogues, there are man...Spoken dialogue systems are an active research field with wide applications. But the differences in the Chinese spoken dialogue system are not as distinct as that of English. In Chinese spoken dialogues, there are many language phenomena. Firstly, most utterances are ill-formed. Secondly, ellipsis, anaphora and negation are also widely used in Chinese spoken dialogue. Determining how to extract semantic information from incomplete sentences and resolve negation, anaphora and ellipsis is crucial. SHTQS (Shanghai Transportation Query System) is an intelligent telephone-based spoken dialogue system providing information about the best route between any two sites in Shanghai. After a brief description of the system, the natural language processing is emphasized. Speech recognition sentences unavoidably contain errors. In language sequence processing procedures, these errors can be easily passed to the later parts and take on a ripple effect. To detect and recover these from errors as early as possible, language-processing strategies are specially considered. For errors resulting from divided words in speech recognition, segmentation and POS Tagging approaches that can rectify these errors are designed. Since most of the inquiry utterances are ill-formed and negation, anaphora and ellipsis are common language phenomena, the language understanding must be adequately adaptive. So, a partial syntactic parsing scheme is adopted and a chart algorithm is used. The parser is based on unification grammar. The semantic frame that extracts from the best arc set of the chart is used to represent the meaning of sentences. The negation, anaphora and ellipsis are also analyzed and corresponding processing approaches are presented. The accuracy of the language processing part is 88.39% and the testing result shows that the language processing strategies are rational and effective.展开更多
1.著作背景信息《汉语互动中的多模态》(Multimodality in Chinese Interaction)①由De Gruyter Mouton出版社于2019年出版,主编为李晓婷(Xiaoting Li)和Tsuyoshi Ono。该论文集为“认知语言学的应用”(Applications of Cognitive Lingu...1.著作背景信息《汉语互动中的多模态》(Multimodality in Chinese Interaction)①由De Gruyter Mouton出版社于2019年出版,主编为李晓婷(Xiaoting Li)和Tsuyoshi Ono。该论文集为“认知语言学的应用”(Applications of Cognitive Linguistics)丛书中的一本,是2013年第12届国际认知语言学大会的“汉语口语话语中的语言和身体”主题单元和“多模态与汉语互动”研讨会的报告结集。展开更多
This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting...This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.展开更多
文摘基于数据库对比统计分析,中国英语专业大学生口语中话语联系语的使用特征结果显示:中国二语习得者在使用的总体数量分布上与本族语者有较大差异,但在联系语类型的选择上基本相同,都以添加、推论、转折、列举、选择、更正和说明方式为主;此外,有些联系语出现过度使用(如and、also、but、however、in fact、as a matter of fact、on the contrary、on the other hand、because of this、so、then)和过低使用(如yet、though)的现象。
文摘本书原名是Advances in Spoken Discourse Analysis,1992年由伦敦Routledge出版社出版,本书正文共254页。这是一本论文集,共收入论文12篇,主编是Malcolm Coulthard。本文集中有些论文曾发表在只限伯明翰大学(the University of Birmingham)内部发行的刊物上,有3篇论文是专门为这个论文集写的(John Sinclair 的《话语分析的重点》(Priorities in Discourse Analysis)、David Brazil的《听人们朗读》(Listening to
文摘Spoken dialogue systems are an active research field with wide applications. But the differences in the Chinese spoken dialogue system are not as distinct as that of English. In Chinese spoken dialogues, there are many language phenomena. Firstly, most utterances are ill-formed. Secondly, ellipsis, anaphora and negation are also widely used in Chinese spoken dialogue. Determining how to extract semantic information from incomplete sentences and resolve negation, anaphora and ellipsis is crucial. SHTQS (Shanghai Transportation Query System) is an intelligent telephone-based spoken dialogue system providing information about the best route between any two sites in Shanghai. After a brief description of the system, the natural language processing is emphasized. Speech recognition sentences unavoidably contain errors. In language sequence processing procedures, these errors can be easily passed to the later parts and take on a ripple effect. To detect and recover these from errors as early as possible, language-processing strategies are specially considered. For errors resulting from divided words in speech recognition, segmentation and POS Tagging approaches that can rectify these errors are designed. Since most of the inquiry utterances are ill-formed and negation, anaphora and ellipsis are common language phenomena, the language understanding must be adequately adaptive. So, a partial syntactic parsing scheme is adopted and a chart algorithm is used. The parser is based on unification grammar. The semantic frame that extracts from the best arc set of the chart is used to represent the meaning of sentences. The negation, anaphora and ellipsis are also analyzed and corresponding processing approaches are presented. The accuracy of the language processing part is 88.39% and the testing result shows that the language processing strategies are rational and effective.
文摘1.著作背景信息《汉语互动中的多模态》(Multimodality in Chinese Interaction)①由De Gruyter Mouton出版社于2019年出版,主编为李晓婷(Xiaoting Li)和Tsuyoshi Ono。该论文集为“认知语言学的应用”(Applications of Cognitive Linguistics)丛书中的一本,是2013年第12届国际认知语言学大会的“汉语口语话语中的语言和身体”主题单元和“多模态与汉语互动”研讨会的报告结集。
文摘This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.
