1、

For the polysemous words that they have learned, most students could only acquire one basic conceptual meaning and they are quite weak in the knowledge of word collocations and different meanings of a particular target word.

对于已经学过的单词,绝大多数学生仅能掌握最常见的一项基本意义,但是在词汇搭配和词的多义性方面的知识还比较薄弱。

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2、

Cognitive linguists hold that polysemy is a process in which the multiplicity of meanings of a polysemous word is fulfilled by the extension from the original and basic sense to the other related senses based on experientialism by virtue of cognitive devices, mainly metaphor and metonymy.

认知语言学家们认为一词多义现象是建立在体验主义哲学基础上,从多义词的基本意义向相关意义延伸的过程。在这个过程中,词义延伸的方式主要是认知隐喻和认知转喻。

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3、

Firstly, in treating semantic information, this paper examines three aspects: derivates, polysemous words and synonyms.

第一,语义信息比较考查了对派生词、多义词和近义词的示例。

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4、

The Relative Value of Meaning of the Antithetical Words the Polysemous Set

对偶词的相对义值及多义集结

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5、

Chapter 4, under the guidance of the Prototype Theory is a junior high school language polysemous teaching.

第4章是原型范畴理论指导下的初中语文多义词教学实验。

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6、

An English-Chinese Contrastive Study on Polysemous Networks of HEART

英汉心的多义网络对比

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7、

Traditional controlled vocabulary, which has a wide application in the information management field, has adopt a top-down organizational method and pre-determined terms, can solve the homonymy, synonyms polysemous and so on.

传统图书馆所使用的受控词表采用自上而下的组织方式,强制要求使用预先确定且经过权威认定的术语,能够解决有关同形异义字、同义词和多义词的问题,在信息组织方面具有广泛应用。

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8、

It has been widely accepted by cognitive linguists that prepositions are polysemous and they form their own semantic networks.

认知语言学家普遍认为,多义的介词各自形成自身的语义网络。

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9、

Meaning Co-reference Model for Understanding Polysemous Categories

心排血量(CO);多义范畴理解的语义互参模式

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10、

In the English language, many high-frequency words are polysemous.

在英语中,很多高频词汇都是多义词。

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12、

no matter it is a homophone (phonogram) or a polysemous word, the point of the speaker is not the "similarity" but the equivocality .

不管是同(谐)音还是同词,说话人要表达的重点不在“同”上而在歧义上。

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13、

The Effects of Different Cues on the Acquisition of Polysemous Words by Chinese Learners of English

不同提示在多义词词义习得中的效果研究

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14、

on cognitive motivation of polysemous speech act verbs

言语行为动词一词多义现象的认知理据

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15、

the influence of the related degree of a polysemous word ′ s meanings on the lexical decision times was explored.

采用词汇判断法,考察双字多义词各意义间的联系程度对词汇判断时间的影响,同时考察,意义间联系程度不同的多义词与单义词的词汇判断时间的关系。

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16、

it focuses on chinese english learners' comprehension of english polysemous common verbs in sentence processing by using the theory of family resemblance and frame semantics.

本文以认知语言学中的家族相似性理论和语义框架理论为理论基础,集中探讨了中国英语学习者对语句中所给多义动词的理解。

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17、

Extract polysemous terms "ama" abstract class justice to grasp its semantic structure.

通过提取多义名词ama的抽象类义,把握其语义结构。

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