【正文】 e exactly as that used to present speech acts. For example, she considered his unpunctuality. 140. indirect thought: a kind of categories used by novelist to represent the thoughts of their characters are exactly as that used to present indirect speech. For example, she thought that he would be late. 141. free indirect speech: a further category which can occur, which is an amalgam of direct speech and indirect speech features. 142. narrator’s representation of thought acts: a kind of the categories used by novelists to present the thoughts of their characters are exactly the same as those used to represent a speech . He spent the day thinking. 143. indirect thought: a kind of categories used by novelist to represent the thoughts of their characters are exactly as that used to present indirect speech. For example, she thought that he would be late. 144. narrator’s representation of thought: the categories used by novelists to present the thoughts of their characters are exactly the same as those used to represent a speech . He spent the day thinking. 145. free indirect thought: the categories used by novelists to represent the thoughts of their characters are exactly the same as those used to represent a speech, . He was bound to be late. 146. direct thought: categories used by novelists to represent the thoughts of their characters are exactly the same as those used to represent a speech.. 147. puter system: the machine itself together with a keyboard, printer, screen, disk drives, programs, etc. 胡壯麟 《語(yǔ)言學(xué)教程》課后題 terms 答案 小七外語(yǔ)館 kominisan整 理 9 148. puter literacy: those people who have sufficient knowledge and skill in the use of puters and puter software. 149. puter linguistics: a branch of applied liguistics, dealing with puter processing of human language. 150. Call: puterassisted language learning(call),refers to the use of a puter in the teaching or learning of a second or foreign language. 151. programnded instruction: the use of puters to monitor student progress, to direct students into appropriate lessons, material, etc. 152. local area work: are puters linked together by cables in a classroom, lab, or building. They offer teachers a novel approach for creating new activities for students that provide more time and experience with target language. 153. CDROM: puter diskread only memory allows huge amount of information to be stored on one disk with quick access to the information. Students and teachers can access information quickly and efficiently for use in and out of the classroom. 154. machine translation: refers to the use of machine(usually puter)to translate texts from one language to another. 155. concordance: the use of puter to search for a particular word, sequence of words. or perhaps even a part of speech in a text. The puter can also receive all examples of a particular word, usually in a context, which is a further aid to the linguist. It can also calculate the number of occurrences of the word so that information on the frequency of the word may be gathered. 156. annotation: if corpora is said to be unannotatedit appears in its existing raw state of plain text, whereas annotated corpora has been enhanced with various type of linguistic information, 157. annotation: if corpora is said to be unannotated—it appears in its existing raw state of plain text, whereas annotated corpora has been enhanced with various type of linguistic information. 158. informational retrieval: the term conventionally though somewhat inaccurately, applied to the type of activity discussed in this volume. An information retrieval system does not inform( . change the knowledge of)the user on the subject of his inquiry. It merely informs on the existence(or nonexistence)and whereabouts of documents relating to his request. 159. document representative: information structure is concerned with exploiting relationships, between documents to improve the efficiency and effectiveness of retrieval strategies. It covers specifically a logical anization of information, such as document representatives, for the purpose of information retrieval. 160. precision: the proportion of retrieval documents which are relevant. 161. recall: the proportion of retrieval documents which are relevant. 162. applied linguistics: applications of linguistics to study of second and foreign language learning and teaching, and other areas such as translation, the piling of dictionaries, etc 163. municative petence: as defined by Hymes, the knowledge and ability involved in putting language to municative use. 164. syllabus: the planning of course of instruction. It is a description of the cousr content, teaching procedures and learning experiences. 胡壯麟 《語(yǔ)言學(xué)教程》課后題 terms 答案 小七外語(yǔ)館 kominisan整 理 10 165. interlanguage: the type of language constructed by second or foreign language learners who are still in the process of learning a language, . the language system between the target language and the learner’s native language. 166. transfer: the influence of mother tongue upon the second language. When structures of the two languages are similar, we can get positive transfer of facilitation。 when the two languages are different in structures, negative transfer of inference occurs and result in errors. 167. validity: the degree to which a test measures what it is meant to measure. There are four kinds of validity, . content validity, construct validity, empirical validity, and face validity. 168. reliability: can be defined as consistency. There are two kinds of reliability, . stability reliability, and equivalence reliability. 169. hypercorrection: overuse of a standard linguistic features, in terms of both frequency, . overpassing the speakers of higher social