语言学作业代写_语言学论文代写

发布时间：2020-12-05 热度：

Llinguistics Essay代写，留学生代写linguistics语言学essay论文，留学生语言学课程Assignment代写,语言学论文代写机构推荐。
 

我们唯一网址：www.mingxinwrite.com专业代写平台注重提供高质量的学术写作服务，帮助成千上万的学生在各个课程攻读期间取得好成绩。作为一个领先的学术写作服务提供商，我们将您的作业分配给我们的高素质和经验丰富的主题专家团队，确保学生得到最好的作业质量。凭借多年的实践经验和先进的研究写作技能，他们能够在紧急的Deadline压力下研究和准备高质量的作品。

语言学（linguistics）是以人类语言为研究对象的学科，探索范围包括语言的性质、功能、结构、运用和历史发展，以及其他与语言有关的问题。语言学研究的对象是客观存在的语言事实。不管是现代的语言还是古代的语言，都是客观存在的语言现象。尽管不同话语表达的意义是带有主观性的和千差万别的，但是传递出来的语言信息却是能被别人共同理解的，语言学被普遍定义为对语言的一种科学化、系统化的理论研究。并且语言是人类最重要的交际工具  ，是思想的直接现实.

Acknowledgements

I would like to take this chance to express my sincere gratitude to my advisor… in the Foreign Languages Department for his/her kindly assistance and valuable suggestions during the process of my thesis writing. His/Her willingness to give his/her time so generously has been very much appreciated.
    My gratitude also extends to all the teachers who taught me during my undergraduate years for their kind encouragement and patient instructions.
 
Abstract

The studies of Anagram in English and Character-Dividing in Chinese may offer a chance to have a survey of man’s wisdom and consciousness. The paper tries to have inquiries into the two figures of speech mentioned above from aesthetic value, semantic connotation and meanings in culture and folklore. Written language may have its own aesthetic value: script can attract one’s attention and the aesthetic value of Anagram and Character-Dividing would lay its stress on the aesthetic value of multiple effect of writing. The explanation of the semantic connotation of the two figures of speech involves the two-way interaction between subjective thoughts, linguistic symbols and objective realities. Meanwhile, the paper argues that each of the two figures of speech is a very important phenomenon of culture and folklore in each nation.

Key words: anagram; character-dividing; aesthetic value; semantic connotation
 
Table of Contents

Acknowledgements-------------------------------------------------------------------------i
English Abstract and Key Words-------------------------------------------------------ii
Chinese Abstract and Key Words------------------------------------------------------iii
Contents-----------------------------------------------------------------------------------iv
1. Introduction----------------------------------------------------------------------------1
2. Some Views Concerning the Study of Meanings---------------------------------3
2.1 The Naming Theory-----------------------------------------------------------3
2.2 The Conceptualist View------------------------------------------------------5
3. Lexical Meaning----------------------------------------------------------------------8
3.1 Sense and Reference---------------------------------------------------------10
3.2 Major Sense Relations-------------------------------------------------------12
3.3 Sense Relations Between Sentences---------------------------------------14
4. Analysis of Meaning----------------------------------------------------------------16
4.1 Componential Analysis—A Way to Analyze Lexical Meaning-------19
4.2 Predication Analysis—A Way to Analyze Sentence Meaning--------22
5. Conclusion---------------------------------------------------------------------------24
Works Cited --------------------------------------------------------------------------28
 
1．Introduction
To begin at the beginning, the airplane from Minneapolis in which Francis Weed was traveling East ran into heavy weather. The sky had been a hazy blue, with the clouds below the plane lying so close together that nothing could be seen of the earth. Then mist began to form outside the windows, and they flew into a white cloud of such density that it reflected the exhaust fres. [1:26] The color of the cloud darkened to gray, and the plane began to rock. Francis had been in heavy weather before, but he had never been shaken up so much. The man in the seat beside him pulled a flask out of his pocket and took a drink. Francis smiled at his neighbor, but the man looked away; he wasn't sharing his painkiller with anyone. The plane had begun to drop and flounder wildly. A child was crying. The air in the cabin was overheated and stale, and Francis' left foot went to sleep. He read a little from a paper book that he had bought at the airport, but the violence of the storm divided his attention. It was black outside the ports. [2:66]The exhaust fires blazed and shed sparks in the dark, and, in- side, the shaded lights, the stuffiness, and the window curtains gave the cabin an atmosphere of intense and misplaced domesticity. Then the lights flickered and went out. “You know what I've always wanted to do?” the man beside Francis said suddenly.

2. Some Views Concerning the Study of Meanings
The loud groaning of the hydraulic valves swallowed up the song, and there was a shrieking high in the air, like automobile brakes, and the plane hit flat on its belly in a cornfield and shook them so violently that an old man up forward howled, “Me kidneys!

2.1 The Naming Theory
The stewardess flung open the door, and some-one opened an emergency door at the back, letting in the sweet noise of their continuing mortality--the idle splash and smell of heavy rain. Anxious for their lives, they filed out of the doors and scattered over the cornfield in all directions, praying that the thread would hold. It did. Nothing happened. When it was clear that the plane would not burn or explode, the crew and stewardess gathered the passengers together and led them to the shelter of a barn. They were not far from Philadelphia, and in a little while a string of taxis took them into the city.

5. Conclusion
Children are buoyant and full of puerility. They dare to speak and think, having no scruples and always seeking novelty. We should use this advantage, and never struck their curiosity and thirst for knowledge in an attempt to keep the classroom discipline. Questions are invited in class, and the form and content shouldn’t be restricted.
 
Works Cited

1. Coontz, Stephanie. The Way We Really Are. New York: Basic Books, 1997.
2. Grant, Simon. “What Is an English Major, and What Should It Be.” College Composition and Communication 40 (1992): 79-104.
3. Louv, Richard. Childhood’s Future. Boston: Houghton Mifflin, 1990.
4. Nida, E. A. Language and Culture Contexts in Translating [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.