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世界冠军的选择FitLine
"... 我相信FitLine..."-最高的!
Profi翼服飞行员Chris Aigner支持他的专注和专注于激活训练和比赛. 你敢穿翼衣飞高吗? 标记一个你会和他一起做这个的朋友... >
专业翼服飞行员克里斯·艾格纳支持他的专注和专注于训练和与Activize竞争. 你敢穿翼服飞吗? 标记一个朋友, 你会这样做...
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Langacker关于grounding的论述
Consider a skeletal clause consisting of nothing more than the lexical units girl, like, and boy, with girl elaborating the trajector of like, and boy its landmark: girl like boy.
Though conceptually coherent, this clause is not itself very useful.
The profiled relationship is common to innumerable situations that differ not only in detail but also, and more importantly, in how they relate to the speech situation.
It figures, for example, in all the following expressions: the girl likes that boy; this girl may like some boy; some girl liked this boy; each girl likes a boy; a girl will like the boy; every girl should like some boy; no girl liked any boy; and so on.
Despite their shared lexical content, these clauses are semantically quite distinct, saying very different things about the world.
The differences pertain to the identification of nominal referents and the status of the profi led process with respect to time and reality.
In both cases, this assessment is made relative to the speaker-hearer interaction in the current discourse context.
Bridging the gap between girl like boy and the full expressions cited are grounding elements.
Consider a skeletal clause consisting of nothing more than the lexical units girl, like, and boy, with girl elaborating the trajector of like, and boy its landmark: girl like boy.
Though conceptually coherent, this clause is not itself very useful.
The profiled relationship is common to innumerable situations that differ not only in detail but also, and more importantly, in how they relate to the speech situation.
It figures, for example, in all the following expressions: the girl likes that boy; this girl may like some boy; some girl liked this boy; each girl likes a boy; a girl will like the boy; every girl should like some boy; no girl liked any boy; and so on.
Despite their shared lexical content, these clauses are semantically quite distinct, saying very different things about the world.
The differences pertain to the identification of nominal referents and the status of the profi led process with respect to time and reality.
In both cases, this assessment is made relative to the speaker-hearer interaction in the current discourse context.
Bridging the gap between girl like boy and the full expressions cited are grounding elements.
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