针对这一现象,即语言习得的逻辑问题(the logical problem),Chomsky(1981.1986)提出,语古。习得之所以成为可能,是冈为受到某种与生俱来的语言机制的导引.
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The logical problem in second language acquisition originates from that in first language acquisition and causes much disputation in the field of language acquisition.
二语习得的逻辑问题是由母语习得的逻辑问题引发的,在语言习得领域争议较大。
Good logical modeling practice focuses on the essence of the problem domain.
良好的逻辑建模实践关注问题域的本质。
Any other approach ignores the representation problem, assumes that context-free facts and logical rules are sufficient, and will fail.
任何其他方法都忽略了表示方面的问题,均假定不会受到环境限制且逻辑规则就已足够了,此方法将会失败。
Long before Milton had begun to tackle the problem, Christians had for centuries, for millennia, puzzled over the logical inconsistency between these two concepts.
早在弥尔顿应对这个问题之前,基督教徒们就已经花了成百上千年,为这两个概念之间逻辑上的前后矛盾感到困惑。
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