目的:应用词汇产生交互激活模型(the interactive activation model of word production,IA模型)分析不同类型失语症命名错误反应的规律及产生机制,探讨针对性治疗方法。方法:纳入脑卒中后失语症患者41例,对其进行语言能力评估、失语症...目的:应用词汇产生交互激活模型(the interactive activation model of word production,IA模型)分析不同类型失语症命名错误反应的规律及产生机制,探讨针对性治疗方法。方法:纳入脑卒中后失语症患者41例,对其进行语言能力评估、失语症亚型分类、视图命名能力评估,根据IA模型对命名错误反应进行分类并分析。结果:(1)流利性失语症的命名正确率(42.0%)高于非流利性失语症(28.6%),前者命名错误类型出现率最高的为语义性错误(19.7%),后者为遗漏错误(21.05%);(2)遗漏错误和组词错误是最能够用以区分流利性和非流利性失语的命名错误反应类型;(3)每位失语症患者语义性错误占错误数的比率与命名正确率显著相关,命名正确率提高,语义性错误比率也升高。结论:流利性和非流利性失语症命名错误类型存在显著性差异,可应用IA模型进行命名错误产生机制的分析并选择针对性治疗策略;应用IA模型得出了区分流利性和非流利性失语症的典型判别函数,可用于失语症亚型判别。展开更多
Metaphor is both a phenomenon of language and of thought. Metaphoric competence, a component of language competence, is essential for the acquisition of a language. Difficulties in Metaphor comprehension and productio...Metaphor is both a phenomenon of language and of thought. Metaphoric competence, a component of language competence, is essential for the acquisition of a language. Difficulties in Metaphor comprehension and production lie in the fact that metaphors are culture-specific, manipulative and subjective. A comparative analysis of metaphors in English and Chinese will make Chinese learners aware of the linguistic and conceptual differences and similarities. In explicit classroom teaching, the process of vocabulary instruction, context analysis, culture teaching, speaking and writing practising is interactive with the cultivation of metaphoric competence.展开更多
文摘目的:应用词汇产生交互激活模型(the interactive activation model of word production,IA模型)分析不同类型失语症命名错误反应的规律及产生机制,探讨针对性治疗方法。方法:纳入脑卒中后失语症患者41例,对其进行语言能力评估、失语症亚型分类、视图命名能力评估,根据IA模型对命名错误反应进行分类并分析。结果:(1)流利性失语症的命名正确率(42.0%)高于非流利性失语症(28.6%),前者命名错误类型出现率最高的为语义性错误(19.7%),后者为遗漏错误(21.05%);(2)遗漏错误和组词错误是最能够用以区分流利性和非流利性失语的命名错误反应类型;(3)每位失语症患者语义性错误占错误数的比率与命名正确率显著相关,命名正确率提高,语义性错误比率也升高。结论:流利性和非流利性失语症命名错误类型存在显著性差异,可应用IA模型进行命名错误产生机制的分析并选择针对性治疗策略;应用IA模型得出了区分流利性和非流利性失语症的典型判别函数,可用于失语症亚型判别。
文摘Metaphor is both a phenomenon of language and of thought. Metaphoric competence, a component of language competence, is essential for the acquisition of a language. Difficulties in Metaphor comprehension and production lie in the fact that metaphors are culture-specific, manipulative and subjective. A comparative analysis of metaphors in English and Chinese will make Chinese learners aware of the linguistic and conceptual differences and similarities. In explicit classroom teaching, the process of vocabulary instruction, context analysis, culture teaching, speaking and writing practising is interactive with the cultivation of metaphoric competence.
