2.1 语音结构引起的无意歧义(2.1 unintentional ambiguity caused by speech structure).docVIP

2.1 语音结构引起的无意歧义(2.1 unintentional ambiguity caused by speech structure).doc

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2.1 语音结构引起的无意歧义(2.1 unintentional ambiguity caused by speech structure)

2.1 语音结构引起的无意歧义(2.1 unintentional ambiguity caused by speech structure) 2.1 unintentional ambiguity caused by speech structure In oral communication, the auditory unit of consecutive words is the respiratory group, not the word. Therefore, the two groups of words with the same breath can form the phenomenon of homophone. Such as: Where re, those, stools? Where re, those, tools? What re, these, sticks? What re, these, ticks? Two the same breath formation homophone word are different, the causes of unintentional ambiguity. This is to avoid ambiguity if there is less pause between words and no adhesion between them. Alternatively, conscious guidance of students with certain qualifying modifiers around the central word can also help avoid unintentional ambiguity. Such as: Where, re, those, stools, for, me, to, stand, on? Where re, those, left-handed, tools? 2.2 unintentional ambiguity caused by syntactic structure American linguist Roberts once pointed out: the syntactic ambiguity caused by the improper use of syntactic rules is caused by the ignorance of the syntactic codes that indicate the syntactic structure of sentences. (quoted from Chen Hanshengs several ambiguities in basic English), the following are some of the common syntactic structures that cause ambiguity, as well as the authors proposed countermeasures. A., B., verb (verb) + verb (C.) This is due to the unintentional ambiguity caused by the different parts of speech in a sentence. Such as: Our Club demands change. Obviously, demands and change can be interpreted into different parts of speech, that is, they can be nouns or verbs. Then, in actual communication, it is possible to be understood as ()) our, club, demands, to, have, some,, change. ()) the, demands, of, our, club, are, not, the,, same, as, before. To avoid this kind of misreading, we can instruct students to use some syntactic codes to indicate the class parts of these easily confused words. Such as the use of modal verbs in will demand before

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