早期维特根斯坦将语言意义约束在世界中，其有无表达为作图式语言(非镜式语言)的能力与无能。
Early Wittgenstein holds that in the world lies the sense of language, obtain or absence of which depends on the ability of a pictorial (not mirror-like) language.
但是这些文化细胞不同于基因，它们不能可以追溯到6500年以前，因而不能确定语言变化的图式。
But unlike genes, these cultural units cannot be traced back far enough to distinguish patterns of language change much earlier than about 6500 years ago.
充分激活读者所具有的图式，并有意拓展该图式（背景知识），能使读者在阅读过程中积极思考，提高他们的语言理解能力，进而提高阅读效果。
Only by activating and expanding the readers' existing schema consciously, can the readers think actively in the process of reading, and then improve their comprehension abilities and reading effects.
语篇教学五阶段阅读法分为激活图式阶段、理解性阅读阶段、语言知识讲解阶段、评价性阅读阶段和欣赏阅读阶段。
There are five stages in the discourse-teaching method: Arousing Schema stage, Comprehension stage, Language Points stage, Evaluation stage, and Appreciation stage.
语境内在化后，以知识草案和心理图式为基本单位储存于大脑中，随时被激活来解释语言的多义现象。
After internalization , context is stored in the brain in the unit of knowledge script and psychological schema to get rid of the language ambiguity whenever necessary.
提高学生的阅读能力，应注意加强综合阅读、语言图式，利用语篇和文化背景知识进行阅读教学。
To promote students' reading ability, we should strengthen the teaching of reading from comprehensive reading, language schema, discourse and cultural background knowledge.
本文介绍了认知语言学中的主要理论模式，即图形-背景、意象图式、概念隐喻。
The thesis first introduces the main cognitive theories such as figure-ground theory, image schema and conceptual metaphor.
笔者通过问卷调查和对学生听写的卷面分析，了解到学生听力存在的主要问题是缺乏语言图式，文化图式和形式图式。
The analysis of the students' mistakes in dictation part in listening exam further proves that the students lack linguistic schemata, formal schemata and content schemata.
认知心理学家所提出的图式论，为探讨英语阅读教学过程中背景知识与语言理解之间的关系提供了一个很好的理论框架。
The schema theory, proposed by the cognition psychologists, presents a very good theoretical frame for the relationship between background knowledge and language comprehension in English reading.
其理论基础是图式理论，图式可分为语言图式、形式图式和内容图式。
The theory basis for discourse analysis is schemata theory. The schemata include the language schemata, the form schemata and the content schemata.
综合材料绘画抽象语言的图式表现主要有：情感、暗示、通感、动感、意境等几个方面的表现。
The forms of expression of abstract language in comprehensive painting include feelings, suggestion, movement, the mixture of different senses, artistic conception.
在图式理论和语言输入输出理论指导下形成的《听说教程》就是这样一套听说结合的好教材。
Listening and Speaking Course is such a good edited one basing on schema theory and input and output theory.
这一模型描述了语言习得的心理学基础、加工过程及图式的形成过程，说明人的认知语法在语言习得中的重要作用。
The model describes the psychological basis and processing features as well as the process of the formation of the schemas, revealing the importance of cognitive grammar in language acquisition.
以前的作用，在语言理解掌握的知识已经正式作为图式理论。
The role of this previously acquired knowledge in language comprehension has been formalized as schema theory.
本文通过运用体裁分析法，对本科生毕业论文英文摘要的图式结构和语言体现两个方面进行研究。
This paper makes a study of the schemata structure and the linguistic representation mode of the abstract in English in graduation theses of English majors with genre analysis theory.
界定了语言哲学的理解和诠释学中的理解之异同。尤其阐明了理解和交流的一般图式。
The similarities and differences in the understanding of philosophy of languages and hermeneutics are discussed, especially the scheme in understanding and communicating.
语篇分析中的某些理论，如衔接、图式和语篇体裁分析模式，对各种语言实践活动具有很强的指导和启发意义。
Some theories, such as cohesion, schemata, and analytic modes of discourse style, have revealed their implications and applications to various linguistic practices.
听力理解是英语学习的一项基本技能，是一个语言与思维相互作用的复杂过程，是听者已有图式和输入信息交互作用的过程。
Listening comprehension, as a basic language skill, is a very complicated and interactive process of language and mind, as well as the exchange between schemata and language input.
认知心理语言学家认为人的知识是以图式的形式储存于大脑中的。
Cognitive psycholinguists believe that human knowledge is stored in the mind in the form of schemata.
人类的语言能力是认知能力的反映，认知图式在语言理解过程中起着很大的作用。
Cognitive competence reflects language competence and schemata plays an important role in understanding a language.
学生这种图式建构式语言认知系统与教师的相应三个水平系统应该处于平等的交际状态。
The language cognitive system of the construction of the schemata of the students should be located at equal level of the communication with the relevant three level of the system of the teachers.
这系列作品是以自我造型语言对经典图像的视觉转换的尝试，借用或移用经典图式进行重新诠释。
This series of art works is a try of switch from ego plastic art to classical art, it is new annotation by using classical mode of drawing.
动力意象图式是依据力学原理形成的一种建构语言概念结构的基本图式。
Schema of force dynamics is viewed as one of the basic images to construct linguistic conceptual structures in accordance with the manipulation of mechanics.
通过对不同类型格同组织的分析，揭示了格网的表现语言和操作图式，并结合实例分析了各类格网在建筑设计中的应用。
This paper showed the draft for operation of grid by analyzing different grid organizations, and analyzed the USES of various grids in architectural design with examples.
文章主要从认知语言学中的范畴观、隐喻观、图形与背景理论和图式理论等角度来阐述认知语言学对英语教学的一些启示。
This paper tries to explore the implications of cognitive linguistics on the teaching of English from the cognitive notions of categorization. metaphor, figure and ground and schema.
“样板”、“架上”这种现代艺术语言概念，不但不应该在艺术实践中被削弱，而且应该得到深入的图式推进。
Such conceptions of contemporary art language as "Model" and "on easel" should not only be weakened but also be pushed forward.
事实上，读者对文章的理解是他们的语言知识和图式知识相互作用的结果。
In fact, it is the readers' semantic and schematic knowledge worked interactively together that make theme understand the meaning of a text.
通过对图式在第二语言习得阅读理解中所起的作用研究，得出认知科学中的图式理论在第二语言习得中起到了至关重要的作用。
Through the study on schemata functions in reading comprehension, we get to know that the cognitive schemata also play an important role in SLA.
通过对图式在第二语言习得阅读理解中所起的作用研究，得出认知科学中的图式理论在第二语言习得中起到了至关重要的作用。
Through the study on schemata functions in reading comprehension, we get to know that the cognitive schemata also play an important role in SLA.
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