指代词是英语和汉语两种语言中最常用的词语。
Reference items are among the most frequently used words in English and Chinese.
汉语中最典型的指示词语是“这”和“那”类指代词。
The most typical deictic words in modern Chinese are demonstrative pronouns this and that.
此外，通过复指代词左移位可以起到强调和夸张的作用。
In addition resumptive pronouns can make contribution to emphasis and exaggeration.
进而将旁指代词分成两个小类，即加指代词和除指代词。
And then, divide into two small classes: additional demonstrative and subtractive demonstrative.
模糊性是一种泛语言现象，指代词的语义同样具有模糊性。
Fuzziness is a common language phenomenon, so semantics of reference pro-forms also has the feature of fuzziness.
语篇理解加工过程的一个重要环节就是对不同类型的指代词进行解释。
An important aspect in discourse comprehension is the interpretation of different type of linguistic references.
汉语中最常见、最典型、最复杂的指示词语是“这”和“那”类指代词。
The most typical and complicated deictic words in modern Chinese are demonstrative pronouns this and that.
本文从所指是否相同以及照应的方向两个角度详细分析了旁指代词的照应情况。
The paper discusses reference of other demonstrative pronoun from two aspects: whether reference same or not and directions.
本文运用“指示”理论和衔接理论重新对汉语“这”与“那”类指代词进行分类。
Based on the theories of Deixis and Cohesion, this dissertation reclassifies Chinese demonstrative pronouns this and that.
指代词语义模糊性的根源在于作者的创作意图、指代词的词义本身和指代对象的复杂性。
The root of semantic fuzziness exists in the authors intension, the acceptation of the demonstrative pronoun itself and the complexity of the referred-object.
旁指代词体现的是一种语篇关系，无论表现出哪种语义关系，旁指代词的所指对象都只能在语篇的范围之内得以确认。
Other demonstrative pronoun represents a relationship of context. The reference of it can be only affirmed in the context no matter what it represents which semantic.
同时以大量真实文本为语料，详细探讨“这”、“那”指代词在情景语境中的手势和非手势指示、上下文语境中回指、预指等现象的规律或倾向性规律。
Meanwhile, by using real data in our corpus, we attempt to investigate the gestural and symbolic usage of this and that in situational context and anaphora and cataphora in linguistic context.
“他”在现代汉语中有一种虚指用法，它出现在动词后，但既无指代作用，又不是动词的宾语，同常见的作第三人称代词和旁指代词“他”的用法很不相同。
"Ta" in void-referring usage in modern Chinese after verb as neither reference nor object is quite different from the third person pronoun or other-referring pronoun.
他们喜欢用代词指代自己(如“我”，“我的”等)并更喜欢谈有关学校的事情。
They use more pronouns referring to oneself (" I ", "my", etc.) and talk more about school.
确定代词清晰地指代了相关名词。
当我们不知道或没有必要说明所谈论的人是谁或是什么事物时，我们就用不定代词来指代人或物。
We use indefinite pronouns to refer to people and things when we do not know or do not need to mention who or what we are talking about.
是代词，在用作人称代词时指代前文提过的某事。
"It" is a pronoun. As a personal pronoun it refers back to something that has already been mentioned.
从篇章的角度出发，结合实例探讨在篇章教学中如何实现人称代词指代的消解。
As a partial solution to the problem, the paper probes into anaphora resolution of person pronouns in textual teaching through sample-oriented discussion.
但指代不定代词的需用复数代词，物主代词及复数动词。
When you refer back to indefinite pronouns, you use plural pronouns or possessives, and a plural verb.
通过在ACE中文语料上的人称代词消解和名词短语消解实验结果表明，该算法是一种有效可行的无监督指代消解算法。
The experimental results on the Chinese ACE training corpus demonstrate that the proposed method is a feasible unsupervised algorithm for noun phrase coreference resolution.
本文提出了一种基于领域内与群体词相关的指示代词的指代消解策略。
An anaphora resolution algorithm for both the indicating words of colony and pronoun is presented in this paper, which is based on a domain.
由指示代词“这样”、“那样”等构成的比况结构，除了表达比况以外，还具有指代性。
Besides being used to express comparison, comparing structures with demonstrative pronouns "zhe yang" and "na yang" (equivalent of "so" or "such" in English) are also demonstrative.
在此结构中人称代词具有区别功能，指代意义虚化，专有名词对人称代词起到强调、注释作用。
The personal pronoun in structure has distinguishing functions and the role of substitution weakened, the proper noun.
同位语是一个名词或者代词短语，放置在另一个名词后面指代同一人或事物。
An appositive is a noun or noun phrase, placed next to another noun to refer to the same person or thing.
关系代词所指代的名词唤作关系代词的“先行词”。
The noun to which a relative pronoun refers is called the "antecedent" of the pronoun.
因为theirs指代的是their classroom，而比较的windows，所以要加一个代词。
The windows of our classrooms are much bigger than those of theirs.
因为theirs指代的是their classroom，而比较的windows，所以要加一个代词。
The windows of our classrooms are much bigger than those of theirs.
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