“省略”(Ellipsis)是避免重复,突出新信息并使上下文紧密连接的一种语法手段。一般说来,只要不会损害结构或引起歧义,能省略的地方就应省略。例如: Tom is (playing for the school), Peter will (play for the school), and Harold mi...“省略”(Ellipsis)是避免重复,突出新信息并使上下文紧密连接的一种语法手段。一般说来,只要不会损害结构或引起歧义,能省略的地方就应省略。例如: Tom is (playing for the school), Peter will (play for the school), and Harold might be, playing for the school. 省略的结果,不但句子结构显得紧凑,而且句子中几个关键词如is,will,might be等的意义也被突出起来。展开更多
Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.Th...Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.展开更多
文摘Get+V-ed 形式(下文中所说的get系指这一形式中的get)在语法著作中一般都有论述,关于其中的get 是否为被动助动词(passive auxiliary)这一点,国外的许多语法学家都认为get 是一个被动助动词①。Quirk 等学者在1972年出版的A Grammar ofContemporary English 一书中,也把get 看作唯一可以与be 相比的被动助动词②,而他们在1985年出版的A Comprehensive Grammar of the English Language 一书中,虽然仍认为get 是被动助动词,但紧接着又说,按照句法标准,get 却不是助动词③。这说明Quirk 等学者已经注意到:get 由于不具备助动词的某些句法功能。
文摘“省略”(Ellipsis)是避免重复,突出新信息并使上下文紧密连接的一种语法手段。一般说来,只要不会损害结构或引起歧义,能省略的地方就应省略。例如: Tom is (playing for the school), Peter will (play for the school), and Harold might be, playing for the school. 省略的结果,不但句子结构显得紧凑,而且句子中几个关键词如is,will,might be等的意义也被突出起来。
文摘Some Chinese learners of English, even though with a good command of English grammar and a large vocabulary, still make mistakes in writing sentences with respect to lexical combination and semantic well-formedness.This paper aims to prove that there exist collocation differences across languages and discusses their effect upon English vocabulary teaching. It introduces the types of collocation and explores the factors that trigger cross-linguistic differences in collocation. We suggest that great attention to collocation be given in English vocabulary teaching.
