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Standardization of the Complement Adjunct Distinction

Adam Meyers,Catherine Macleod and Ralph Grishman

New York University,715Broadway,7th Floor,NY,NY,10003

{meyers,macleod,grishman}@https://www.wendangku.net/doc/843179868.html,

Abstract

This paper reports on a set of criteria for consistently distinguishing complements from adjuncts in the development of COMLEX Syntax,a large on-line syntactic lexicon of English.A correct,or at least con-sistent,set of criteria is crucial both for lexicography and for various natural language processing(NLP) applications,especially the accurate parsing of natural language.The complement/adjunct distinctions assumed in linguistics and lexicography leave a very large gray area—optional complements are dif?cult to distinguish from adjuncts.We have arrived at a consistent set of criteria for distinguishing complements from adjuncts of verbs which we will discuss in the body of this paper.In an experiment we conducted, four graduate students made substantially the same Complement/Adjunct distinctions for205examples using our criteria.In contrast,we found previously cited criteria for distinguishing complements and adjuncts to be too inconsistent for our lexicographers.

1.Introduction

A correct,or at least consistent,characterization of the complement adjunct distinction is crucial both for lexicography and for various natural language processing(NLP)applications,especially accurate pars-ing of natural language.Even though a distinction between complements and adjuncts is assumed in com-putational and theoretical linguistics,there is a very large gray area—optional complements are dif?cult to distinguish from adjuncts.We have arrived at a consistent set of criteria for distinguishing complements from adjuncts which we will discuss in the body of this paper.1

2.Lexicography and the Complement Adjunct Distinction

Since complements,but not adjuncts,should be listed in lexical entries of verbs,it is important that lexicographers have clear criteria.In our view,Longman’s Dictionary of Contemporary English(LDOCE) make this distinction adequately(although we are unsure what criteria they use).However,we have detected some errors in making this distinction in the Oxford Advanced Learner’s Dictionary(OALD). For example,(1a,b,c,d)each contain a clause(gerundal or in?nitival).The bracketed phrases in(1a,b) from the OALD are adjuncts,but(1c,d)are complements.The adjunct clauses are optional and can occur with a wide variety of verb phrases with much the same meaning as in(1a,b).In contrast,the complement clauses are obligatory for the relevant meanings of(1c,d).2

(1)(a)He opened the door[to let the cat out]

(OALD,p.xxxvi)

(b)She lay[smiling at me]

(OALD,p.xxx)

(c)He started[to let the cat out]

(d)She continued[smiling at me]

1These and other criteria have successfully been applied to the construction of a lexicon of verbs,nouns and adjectives,although we only discuss verbs here.

2The bracketed phrase in sentence(i)is another case of an adjunct which OALD marks as a complement.(ii)is an example con-taining a super?cially similar complement.Note that the bracketed phrase in(i),but not(ii)may be paraphrased as"when she was a child".This sense of as a child may appear with virtually any verb phrase,e.g.,She always read comic books/won nobel prizes/performed magic tricks[as a child].

(i)Her parents spoilt her[as a child]

(OALD,xxxvi)

(ii)Her parents treated her[as a child]

Herbst(e.g.1984,1987,1988)is the only author we are aware of who discusses the adjunct comple-ment distinction from the point of view of the lexicographer.Herbst uses a few of the same criteria that we do,although he draws on different sources,namely valency theory.The main difference between Herbst’s approach and our own is that we use many more criteria.Herbst(1987)uses one criterion equivalent to our Obligatoriness Criterion(see Figure1below);three criteria which are subsumed by our adjunct criterion2, i.e.,purpose clauses,concomitant with and benefactive(cf.Figure3);and three criteria which we found to be inconsistent.For example,contrary to Herbst,what can question the object of an adjunct preposition in What did John wash the dishes in?;where can question complements in sentences like Where did you put my keys?;and an adjective in the construction

NP+V+NP+Adj

can be an adjunct,e.g.,We left the room angry.

3.The Importance of the Complement Adjunct Distinction for Parsing

There are at least four factors which make the complement adjunct distinction important for parsing natural language in computational applications:

I Complements of a verb V occur with V more frequently than with other verbs,whereas adjuncts

occur with equal frequency with a large variety of verbs;

II Incorrectly classifying a complement as an adjunct may cause a parser to miss a parse;

III Incorrectly classifying an adjunct as a complement may cause a parser to add a spurious parse;

IV The semantics associated with the complement adjunct distinction is crucial for accurate representa-tions of predicate argument structure since heads predicate of their complements,but adjuncts predi-cate of the heads they modify.3

Factor I is based on Frazier’s(1978)Minimal Attachment analysis,which assumes that attachment ambiguities are resolved in favor of complement attachment more frequently than adjunct attachment. Since heuristics based on minimal attachment depend on the complement adjunct distinction,incorrect assessments will produce undesirable results when used with these heuristics.For example,(2)is three ways ambiguous depending on the status of the bracketed PP:1.the talking takes place in the house(PP is an adjunct of tell);2.the running takes place in the house(PP is an adjunct of run);and3.the house is the endpoint or goal of the running(PP is the complement of run).According to minimal attachment,reading 3is preferred.

(2)I told Mary to run[in the house]

Factors II and III assume a parser which generates all possible parses for a given utterance.The bracketed phrase in(3)is ambiguous between a complement reading in which the baby’s destination(or goal)was under the table,and an adjunct reading in which under the table was the location where the baby did all its crawling.Since most verbs allow the adjunct reading,crawl must be speci?cally marked as allowing this type of prepositional phrase complement.If crawl is not so-marked,then the complement reading will not be allowed,i.e.,the parser will only get one parse of(3)(the adjunct reading).The brack-eted phrase in(4)is unambiguously an adjunct.If the verb eat(or any verb for that matter)is incorrectly assumed to take this type of a complement,then this sentence will incorrectly receive two parses:one representing the correct adjunct reading in which under the table is the location where eating is taking place;and one spurious complement reading.

(3)The baby was crawling[under the table]

(4)The baby ate its cereal[under the table]

Factor IV assumes a distinction between the combinatorial properties of complements and adjuncts as discussed above.This is important for producing accurate representations of predicate argument struc-ture in natural language parsing.

3Linguistic theories vary regarding whether they assume that adjuncts predicate of heads or heads predicate of adjuncts.We as-sume the former following a long tradition in Categorial Grammar,as well as recent work in Relational Grammar as represented in Strati?ed Feature Grammar(SFG)(cf.Johnson,Meyers and Moss1993),Head-Driven Phrase Structure Grammar(cf.Pollard and Sag 1994)and Principles and Parameters Theory(cf.Meyers1994).Arguments which choose between these two hypotheses are discussed brie?y below,but see Meyers(1994,In Preparation)for further details.

In summary,the adjunct complement distinction is useful in natural language parsing for distinguish-ing between multiple parses of utterances and representing differences in predicate argument structure. Consequences of errors in making this distinction include:generating too few parses of utterances,generat-ing spurious parses,missing preferences between parses,and misrepresenting predicate argument structure.

4.Identifying Complements

We assume the following de?nition:

De?nition1:Complement—Given a Verb Phrase which includes a head verb V,a phrase XP(and possibly other phrases),XP is a complement if XP is an intrinsic part of the action,state,event,etc.

described by the VP,i.e.,the verb predicates of the XP.

We have developed testable criteria for complement-hood based on:De?nition1,claims made in the linguistic literature,and our examination of the data.Each of the Suf?cient criteria listed in Figure1is suf?cient for XP to be a complement.4The Rules of Thumb listed in Figure1are not suf?cient for identigy-ing complements,but merely suggestive.It proved useful to have many criteria for identifying comple-ments so that at least one criterion would apply to a given example.We found that our lexicographers dif-fered with respect to the criteria they used most.

Figure1:Criteria For Complement-hood

Suf?cient Criteria

1.Obligatoriness XP is obligatory for VP to be grammatical or for a particular

sense of V to be possible.

2.Passive XP can only be the subject of the passive if XP is a complement.

Only Complement PPs can be stranded by pseudo passive.

3.Theta Roles XP has an argument theta role:theme,source,goal,patient,recipient,

experiencer,proposition,question,etc.

4.Implied Meaning XP is optional,but is implied if omitted.

5.Selection Restrictions If V imposes selection restrictions on XP,XP is a complement.

Rules of Thumb

6.Frequency XP occurs with verb V with high relative frequency

7.Typical Complements NPs,PPs headed by"to",clauses(other than relatives,"whether"

and"if")

https://www.wendangku.net/doc/843179868.html,plement Alternation XPs which participate in dative,spray/load or other alternations

are usually complements.(See Levin1993)

9.Linear Order An XP between a head and a complement is probably a complement.

10.Island Constraints Most Complements can violate"island constraints"

Criteria1,2and3are fairly standard.Due to space limitations,we illustrate them by example,but do not describe them in detail:(5)and(6)exemplify Criterion1;(7)and(8)exemplify Criterion2;and(9) through(12)exemplify argument theta roles(cf.Gruber1965,and subsequent work).5

4Somers(1984)uses an interesting complement test based on Lakoff and Ross(1976).Most nonstative verb phrases can under-go"do so"ellipsis,but such sentences are only grammatical if all the complements of a verb are elided.Thus we have the following contrast which shows that the?rst bracketed phrase is a complement,but the second is an adjunct.Similar tests are possible with other types of VP ellipsis/deletion phenomena.After our initial study,we added these tests to our inventory of complement tests.

(i)John ran[around the block][in the winter]and so did Alice.

(ii)John ran[around the block][in the winter]and so did Alice[in the summer].

(iii)*John ran[around the block][in the winter]and so did Alice[around the reservoir].

5Since we only use theta roles as a means of identifying complements,complement criterion4only requires that a complement is describable by some argument theta role,but it is unnecessary to decide which one.We use the theta role distinctions because our lexicography staff is familiar with these terms.However,similar distinctions may be made in terms of other ways of describing predi-cate argument relations,e.g.case roles(Filmore’s case grammar),grammatical relations(RG,LFG,GPSG,HPSG),lexical conceptual structure(Jackendoff1983and subsequent work),etc.

(5)(a)Mary felled[the tree](complement)

(b)*Mary felled

(6)(a)Mary woke up[John](complement)

(b)Mary woke up

(c)Mary woke up[slowly](not a complement)

(7)(a)Mary ate[the pudding]

(b)[The pudding]was eaten.

(8)(a)Many people lived[in[that mansion]]

(b)[That mansion]was lived in by many people

(9)John gave Mary(recipient,goal)the book(theme)

(10)The package came[from Cleveland](source)

(11)The giant sponge with fangs frightened[the swimmer](experiencer)

(12)Mary kissed her father(patient)on the cheek(goal)

By Criterion4,the bracketed phrases in the(13a)and(14a)are complements because some NP in the role of the bracketed phrase is implied when omitted,as in the(b)examples.In contrast,the bracketed phrases in the(c)examples are not complements,because they are not implied in the(b)examples.

(13)(a)John ate[something]

(b)John ate

(c)John ate[slowly]

(14)(a)The volcano belched[smoke]

(b)The volcano belched

(c)The volcano belched[loudly]

V XP],if V imposes selection restrictions on XP,XP is a Criterion5states that given a phrase[

complement of the verb.6Selection restrictions are semantic limitations imposed by one constituent on another.Following McCawley(1968)(attributed to Fillmore)and Lakoff(1969),we view selection res-trictions as sets of presuppositions.For example,the verb tease in(15a)presupposes that its complement is animate.Figure2lists two ways to test whether V imposes selection restrictions on XP.On the basis of selection test1,(15)illustrates that tease and read impose selection restrictions on their NP complements. In(15),it and something must be interpreted as ful?lling the selectional restrictions imposed by these verbs.Thus tease is compatible with the pronouns referring to dogs,rather than books and read is compa-tible with the pronouns referring to books,rather than dogs.On the basis of selection test2,(16)and(17) illustrate that tease and read take NP complements,but remove does not take a PP complement headed by with.This can be seen by changing our assumptions about the world so that the semantically anomalous sentences(16c),(16d)and(17b)are well-formed(semantic anomaly is indicated by%).The lexical item or phrase imposing selection restrictions remains constant in meaning,but our assumptions about the selected phrase change.These semantically anomalous sentences would be well-formed in a world in which books were alive(books are different),babies had care instructions written on their skin(babies are different)and math could be learned by literally hammering math books into one’s head(learning is different).Thus the verbs tease and read select their NP,but the adjunct PP with a hammer selects its head verb.7

6See Meyers(1994)for a more detailed account of these tests for selection restrictions.Meyers bases these tests on work from the1960s and1970s by Jerry Fodor,Jerold Katz,Paul Postal,Uriel Weinreich and others.

7It is possible to make sense of semantic anomaly using metaphor,in which case the meaning of any word in a phrase can change.For example the phrase(17b)could be interpreted to mean that Mary’s math teacher was very strict(the phrase with a hammer changes in meaning).However,metaphoric readings of semantically anomalous sentences are not relevant to the adjunct complement distinction.

(15)(a)Gertrude teased it/something(+animate)

(b)Gertrude read it/something(+readable)

(16)(a)John teased[the baby](complement)

(b)John read[the book](complement)

(c)%John teased[the book]

(d)%John read[the baby]

(17)(a)Mary removed the nail[with a hammer](not a complement)

(b)%Mary learned math[with a hammer]

Figure2:Tests for Determining that V Imposes Selection Restrictions on XP

1.Unspeci?ed Phrase The in?uence of a verb on the meaning of its complement

is especially evident when the complement is an

inde?nite pronouns,"it",a clause containing the verb

"do"or another semantically unspeci?ed phrase.

2.Semantic Anomaly Semantic anomaly is resolved by changing the meaning of

XP,not the verb(ignoring metaphor).

In spite of the fact that the"rule of thumb"criteria have exceptions,these criteria proved useful for identifying complements quickly,subject to veri?cation by suf?cient criteria.Listing exceptions to the rules of thumb enabled our lexicographers to rely on these criteria to a greater extent.One exception to cri-terion8is the subject/instrumental alternation(see section6below.)Prepositional and adverbial adjunct phrases depicting time or manner are exceptions to criterion9,e.g.the examples listed as(18).Criterion 10was included mainly for historical reasons(cf.Ross1967,Huang1982),although it did not prove to be suf?ciently consistent for the task.8

(18)(a)Hilda always spoke[loudly]to her friends.

(b)Butch thought,[in his own way],that ice cream was a vegetable.

(c)Bill told me[yesterday]that he couldn’t come to the picnic.

(d)Teresa said,[on Thursday],that I needed a haircut.

5.Identifying Adjuncts

We assume the following de?nition:

De?nition2:Adjunct—Given a Verb Phrase VP which includes a head verb V,a phrase XP(and possibly other phrases),XP is an adjunct if XP modi?es V or VP.XP is not intrinsic to VP.

Our adjunct-hood criteria,listed as Figure3is based on:consequences of de?nition2;claims made in the linguistic literature;and our examination of the data.Our reason for identifying adjuncts is to provide a set of criteria for determining that some phrase is NOT a complement.Due to space limitations,we will skip over criteria1,2and49,which are fairly self-explanatory and criterion6which we use mainly for histori-cal reasons.Of these criteria,we note in passing that we found criteria1and2to be the most useful.Cri-teria3and5require further explanation.

8Extractions of either a complement or an adjunct out of a particular syntactic"island"might be ill-formed.However,these tests rely crucially on the assumption that extraction of a complement is"better"than extraction of an adjunct from islands.We have found that the extraction tests dif?cult to apply consistently due to this heavily reliance on gradations of grammaticality.

9Evaluative adverbial complements are an exception to criterion4,as shown in(i).

(i)(a)Sarah felt badly.

(b)How did Sarah feel?

Adjunct-hood Criterion3is the?ip side of Complement-hood Criterion 5.Given a phrase

[ VP V XP],if XP imposes selection restrictions on V or some combination of V and some complements,

then XP is an adjunct.The Tests for these selection restrictions,provided in Figure4,are basically the same as the tests listed in Figure2,except that they test whether the XP imposes the restrictions,instead of testing whether V imposes the restrictions.The bracketed phrases in(19)and(20)must be adjuncts according to the selection tests in Figure4because:(a)the meaning of the VP is in(19b)is restricted by

the adjunct,e.g.,do it cannot refer to"learning math";and(b)the meaning of the verb changes in(20c),

e.g.,(20c)is well-formed in a world where children can grow at will.

(19)(a)They did something/it[somewhere]

(b)They did something/it[with a hammer]

(c)They did something/it[to please their mother]

(d)They did something/it[quickly]

(20)(a)%Bruce exists[in New York](+Action)

(b)%Mary learned Math[with a hammer](+Physical Action)

(c)%Hildegard grew taller[to please her mother](+Intentional)

(d)%Jeffrey seemed hungry[quickly](+Action)

Figure3:Criteria for Adjunct-hood

1.Frequency XP occurs with most verbs with roughly the same frequency and meaning.

2.Typical Adjunct purpose clauses,PPs/AdvPs/Subordinate clauses headed by"before","after"

Phrases"while","because","although","if"or"by";instrumental/concomitant"with"

phrases,"by means of",benefactive,place,manner and time AdvPs and PPs;

3.Selection Restrictions An Adjunct imposes selection restrictions on the verb/VP

4.WH Words AdvPs/PPs which can be questioned with"Why"or"How"

5.Fronting Adjunct PPs front more naturally than complement PPs

6.Island Constraints Adjuncts cannot usually violate"island constraints"

Figure4:Tests for Determining that XP imposes selection restrictions on VP

1.Unspeci?ed Verb Phrase Adjunct XP in?uences meaning of VPs such as do it,do,

do something,etc.

2.Semantic Anomaly Semantic anomaly is resolved by changing the meaning of

the verb,not the XP(ignoring metaphor).

Adjunct-hood Criterion5is exempli?ed in(21)and(22).The adjunct on Tuesday in(21)can front more comfortably than the complement on the table in(22),the latter which requires heavy stress to be grammatical in dialects which allow it at all.

(21)(a)John did his homework on Tuesday.

(b)On Tuesday,John did his homework.

(22)(a)John put the books on the table

(b)On the table,John put the books.

10See Gregory1993for further discussion of these classes of adjuncts in terms of"circumstantial roles".

6.Resolving Con?icts between Criteria

Many of the above-mentioned criteria for complement-hood and adjunct-hood have exceptions.In the cases relevant to our study,complement-hood and adjunct-hood criteria are satis?ed by the same XP in

[ VP V XP].When faced with these con?icts,our lexicographers carefully enumerate the con?icting cri-

teria.If any of the suf?cient Figure1criteria are satis?ed,the XP in question is a complement;otherwise, the XP is an adjunct.

Although the bracketed phrases in(23)seem to?t adjunct criteria,they are actually complements because they all satisfy some of the suf?cient complement criteria in Figure1.For example,the in?nitive in(23a)may be paraphrased as"in order to buy a quadraphonic sound system"and thus resembles a pur-pose clause,one of the types of adjuncts listed in adjunct-hood criterion2.This XP is obligatory in some dialects and in all other dialects we are aware of they chipped in means"they chipped in for something"or "they chipped in to buy something".Therefore this XP is a complement either by complement criterion1or by complement criterion4.Similarly,although the bracketed phrase in(23b)resembles a benefactive phrase(a type of adjunct)for the"take care of"sense of the verb care,it is actually a complement since it is obligatory for this sense.Each of the other examples in(23)resemble one of the types of adjunct phrases listed in adjunct-hood criterion2,but ful?ll one or more of the complement-hood criteria,e.g.,they are obligatory,ful?ll argument theta roles,are implied by the meanings of the verbs,etc.

(23)(a)They chipped in[to buy a quadraphonic sound system]

(b)She cared[for Mary]

(c)The meeting began[at?ve o’clock]

(d)The ball landed[in the box]

(e)Cecil argued[with Mary]

(f)Mary met[with Sally]

(g)They troubled him[with their problems]

(h)John surprised Mary[by yelling really loud]

The prepositional phrases in(24a)and(25a)behave both like complements and adjuncts with respect to the criteria discussed above.

(24)(a)John cut the bread[with a knife]

(b)[The knife]cut the bread

(c)%John did the dishes[with a hammer]

(d)%John cut the bread[with a hammer]

(25)(a)Gertrude?ew to Boston[by plane]

(b)[The plane]?ew to Boston

(c)%Gertrude did the dishes[by forklift]

(d)%Gertrude?ew to Boston[by forklift]

The correspondence between the bracketed phrases in(24a)and(24b)exemplify that cut participates in the instrument subject alternation(cf.Levin1993,p.80and the sources cited there).(25a)and(25b)exem-plify a similar alternation with the verb?y.The instrumental phrase with a hammer behaves like an adjunct with most verbs according to adjunct criterion3,e.g.,our assumptions about doing dishes changes in(24c)(we imagine smashing the dirt off the dishes with a hammer).However,these instrumental phrases act like complements with respect to complement criterion5when they occur with verbs like cut which depict actions requiring certain types of instruments(in this case sharp instruments),e.g.,the meaning of the phrase with a hammer changes(we imagine a sharp hammer)in(24d).(25c)and(25d)re?ect a similar shift with respect to adjunct criterion3and complement criterion5,i.e.,most verbs change meaning with the"by means of phrase"by forklift,but verbs of travel like?y cause by forklift to shift in meaning.Based on the discussion above,this suggests that instrumental and by means of phrases are complements of cer-tain verbs,particularly those which allow the object of the preposition to alternate with the subject.

We assume the bracketed phrases in(24a)and(25a)to be adjuncts,contrary to our policy of select-ing the complement reading in cases of con?ict.If we assumed these phrases to be complements,we would get two distinct parses of sentences like(24a)and(24b),with no difference in meaning,e.g.,there would be a reading of(24a)in which the instrumental phrase was an adjunct and one in which it was a comple-ment because virtually all sentences allow the instrumental with adjunct,and we would be assuming that cut takes an optional instrumental with complement.In other examples above,the complement reading

was always slightly different than the adjunct reading.While this matter may require future research,we have con?ned this question to a well-de?ned class of verbs and therefore can maintain consistent results on the whole.

In summary,our lexicography staff examines the lexical items and corpora with a list of complement criteria and adjunct criteria.A subset of the complement criteria is assumed to override all adjunct criteria in all but a few well-de?ned cases.The task at hand is to?nd complements of verbs.Therefore it is only relevant that that the complement readings of example sentences be found even if adjunct readings are also available.

7.Experimental Evidence

To test the consistency of our criteria,we instructed four of our graduate student lexicographers to identify all and only the complement phrases which followed highlighted verb forms in205sentences and sentence fragments.We selected35verbs beginning"j".Then we selected sentences and sentence frag-ments from a text corpus by a simple algorithm.11Table6lists the number of complement phrases each student selected,followed by the portion of these complements chosen by the other students.

Although the?rst set of results listed in Figure512are quite encouraging,our criteria are actually more consistent than these results indicate.The second group of results in Figure5are calculated after removing from consideration,44examples that our lexicographers noted as problematic.Out of the255 examples,all four lexicographers agreed on the complement/adjunct status of each phrase following the verb in142examples.Of the63other examples,the graduate students wrote notes to the experimenters indicating25to be problematic.19of the examples which the students agreed upon were also noted as problematic.In practice these discrepancies could be resolved by interaction among the lexicography staff.

Figure5:Comparison of Complement Selections by Four Graduate Students Student Complements Classi?ed as Complements by Other Students

A B C D Average

A213200(94%)203(95%)206(97%)95%

B229200(87%)206(90%)215(94%)90%

C234203(87%)206(88%)214(91%)89%

D232206(89%)215(93%)214(92%)91%

Average Recall:91%

Results After Pruning44Examples From Consideration

Student Complements Classi?ed as Complements by Other Students

A B C D Average

A164160(98%)155(95%)161(98%)97%

B179160(89%)161(90%)171(96%)92%

C175155(89%)162(92%)163(93%)91%

D176161(91%)171(97%)162(92%)94%

Average Recall:93%

Figure6lists the?rst ten examples which the graduate students disagreed about.Of these the gradu-ate students recognized3,6,7,8,9,19and20to be problematic examples in notes to the experimenters,

11Our corpus included:the Brown Corpus,as well as excerpts from the following:the San Jose Mercury,Department of Energy Abstracts and various literature.

1244verbs were actually selected,but9didn’t appear in the examples selected by our algorithm.

leaving examples1,10and24.The differences between students for four of these examples is completely explained by these notes.One graduate students noted that examples6and7are syntactically ambiguous: the bracketed phrases following prices can be part of the NP headed by prices or form separate comple-ments.One of the students(incorrectly)did not mark the?nal bracketed phrase in example19as a comple-ment,but explained in a note why he was not con?dent of this decision.The speci?city of example20to a sports sublanguage was cited by one student as a reason not to mark any of the complements.One lexi-cographer incorrectly marked the temporal PP in Example8as a complement.Examples1,3,9,10and24 appeared to be errors of omission.In each case one ordinary PP or preposition plus gerund phrase was not marked as a complement by one or two students.All of these phrases are clearly complements.The PP in 1is a goal.The PP in3is an attempted goal.The PP in9can follow the verb"jail",but few other.The P+ gerund phrases in10can only follow the class of verbs of the"punish"class.The P+gerund phrase in24 is obligatory for that meaning of the verb"jar".

Figure6:Problematic Examples from Adjunct Complement Test

1.So what I do is quickly reach for the?replace poker and

_JAB_[the person][sharply][in the stomach]

3.Intelligence_JABBED_[at him][accusingly].

6....produce shippers and distributors have had a convenient

excuse for_JACKING_[up][prices][on vegetables][like

lettuce,cauli?ower and broccoli].

7.Developers generally cover their losses on BMR units by

cutting costs and_JACKING_[up][the prices][on the rest

of the units].

8.He himself was once convicted of painting erotica and

_JAILED_[for24days]...

9.was arrested on cocaine charges Thursday and_JAILED_

[without bond]...

10.The winner of a$5million lottery jackpot was_JAILED_

[for refusing to make court-ordered support payments to her

former husband].

19....newly respectful Bay Area college students are

_JAMMING_[geography classes][to capacity].

20....made his presence known almost immediately upon

entering Wednesday’s game,_JAMMING_[home][a missed shot].

24.Starr/hopes the book might_JAR_[the still-unconscious]

[into recognizing that"when they say wacky,weird...]

The students marked19of the205examples as using?gurative language,i.e.,the verb is used with complements it does not normally take(on the model of some other verb).For example,jelled in example 41takes a PP complement according to the adjunct complement test,although the verb jell

does not normally do so:

41....which/everyone but the two drummers took a turn singing a verse.The band_JELLED_[on

this].

Examples using?gurative language can be removed from consideration,since the given verb should not take the following phrases as complements in a syntactic dictionary.Examples which students marked as ?gurative account for9examples which there were differences.13

The second set of results reported in Figure5re?ect161examples,a subset of the original test derived by removing all44examples which the students noted to be problematic.For19of the examples removed,the students agreed on all the complements.This second set of results re?ects the consistency which can reasonably be obtained using our criteria.An additional result not re?ected in these statistics is that out of the205examples tested,the graduate students agreed that the verbs were not followed by any complements in21of the examples—sentences containing passives,intransitives,etc.All21examples are followed by one or more adjunct phrases.

8.Conclusion and Final Remarks

This paper showed that the adjunct complement distinction must be made in dictionaries used for the parsing of natural language if the distinctions discussed in Section3are to be preserved.For this reason, we developed criteria for distinguishing complements and adjuncts.On the basis of experimental evidence, we show that our criteria provide the basis for making the complement/adjunct distinction in a principled and consistent manner.

The experiment was performed between the months of December1993and February1994,shortly after the criteria were?rst drawn up.The students have used these criteria since then.We have had consid-erable time to correct misunderstandings about the criteria on the part of the students.It is therefore quite probable that further tests would?nd even more consistent results than those given above. Acknowledgements

Design and preparation of COMLEX Syntax has been supported by the Advanced Research Projects Agency through the Of?ce of Naval Research under Awards No.MDA972-92-J-1016and N00014-90-J-1851,and The Trustees of the University of Pennsylvania.

13Many of?gurative-marked examples were not really?gurative.The students marked them as such because they were unfami-liar with a particular usage or didn’t understand them for some other reason.However,all the examples marked?gurative are the kind of example that the students would have consulted the supervisory staff on in a non-test situation.

References

Frazier,L.(1978).On Comprehending Sentences:Syntactic Parsing Strategies,Ph.D.Dissertation, University of Connecticut.Indiana University Linguistics Club.

Gregory,Michael(To Appear)."Arguments,Roles,Relations,Prepositions and Case:Proposals within a Socio-cognitive Grammar of English."in Jim Soon Cha(ed.)Before and Towards Communication Linguistics:Selected Essays of Michael Gregory and Associates,Seoul,Korea:Daehan Press. Gruber,Jeffrey S.(1965).Studies in Lexical Relations,Ph.D.dissertation,MIT(Reproduced by Indiana University Linguistics Club,January1970).

Herbst(1984)."Adjective Complementation:A Valency Approach to Making EFL Dictionaries,"Applied Linguistics,V,1-11.

Herbst(1987)."A Proposal for a Valency Dictionary of English,"in Robert Ilson(ed.),A Spectrum of Lexi-cography:Papers from AILA Brussels1984,Amsterdam:John Benjamins Publishing Company. Herbst(1988)."A Valency Model for Nouns in English,"Journal of Linguistics,24,265-301.

Huang,C.-T.J.(1982).Logical Relations in Chinese and the Theory of Grammar,MIT Ph.D.dissertation. Jackendoff(1983).Semantics and Cognition.Cambridge:The MIT Press.

Johnson,David E.,Adam Meyers and Lawrence S.Moss(1993b)."A Uni?cation-Based Parser for Rela-tional Grammar,"in the31st Annual Meeting of the Association for Computational Linguistics: Proceedings of the Conference,

Lakoff,George(1969)."Presuppositions and Relative Grammaticality,"in Journal of Philosophical Linguistics,vol1.,no.1,103-16.(Also appears under the title"Presuppositions and Relative Well-formedness"in Steinberg and Jakobovits(1971),329-340.

Lakoff and Ross(1976)."Why You Can’t Do So Into the Sink,"in James D.McCawley(ed.)Syntax and Semantics,Volume7:Notes from the Linguistic Underground,New York:Academic Press. Levin,Beth(1993).English Verb Classes and Alternations:A Preliminary Investigation,Chicago:The University of Chicago Press.

McCawley,J.D.(1968)."The Role of Semantics in a Grammar,"in E.Bach and R.T.Harms(eds.) (1968)Universals in Linguistic Theory,New York:Holt,Rinehart and Winston.Reprinted in McCawley,J.D.(1973)Grammar and Meaning,pp.59-98Tokyo:Taishukan Publishing Company. Meyers,Adam(1994).A Uni?cation-based Approach to Government and Binding Theory,NYU Ph.D.

dissertation.

Meyers,Adam(In Preparation).Government and Binding Uni?cation Grammar,Stanford:CSLI. Pollard,Carl and Ivan A.Sag(1994).Head-Driven Phrase Structure Grammar,Published jointly by University of Chicago Press and CSLI Publications in Chicago and Stanford.

Ross,J.R.(1967).Constraints on Variables in Syntax,MIT Ph.D.dissertation.

Somers(1984)."On the Validity of the Complement-Adjunct Distinction in Valency Grammar,"Linguis-tics,22,507-530.

中国姓氏英文翻译大全S-Z

A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao 丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F:

范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho 桓--Won 侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄--Wong/Hwang 霍--Huo 皇甫--Hwang-fu 呼延--Hu-yen I: J: 纪/翼/季/吉/嵇/汲/籍/姬--Chi 居--Chu 贾--Chia 翦/简--Jen/Jane/Chieh 蒋/姜/江/--Chiang/Kwong 焦--Chiao 金/靳--Jin/King 景/荆--King/Ching

中国姓氏英语翻译大全

常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao 丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F:

垃圾分类的研究性学习报告

学校：青岛太平路小学班级: 六年级一班姓名：王琛皓、于浩天垃圾基本简介：我们每个人每天都会扔出许多，你知道这些垃圾它们到哪里去了吗在一些垃圾管理较好的，大部分垃圾会得到卫生填埋、焚烧、堆肥等无害化处理，而更多地方的垃圾则常常被简易堆放或填埋，导致臭气肆虐，并且污染土壤和地下水体。垃圾无害化处理的费用是非常高的，根据处理方式的不同，处理一吨垃圾的源，大规模生产，大量地消费，又大量地生产着垃圾。后果将不可设想。

从国内外各城市对分类的方法来看，大致都是根据垃圾的成分构成、产生量，结合本地垃圾的资源利用和处理方式来进行分类。如一般分为、、、等；一般分为，可回收垃圾，不可回收垃圾；一般分为，不可燃垃圾等等。如今生活垃圾一般可分为四大类：、厨余垃圾、和其它垃圾。常用的垃圾处理方法主要有：、、焚烧发电、生物、资源返还。分类种类 1.可回收主要包括、、、和五大类。废纸：主要包括、、、各种等等，但是要注意和厕所纸由于太强不可回收。玻璃：主要包括各种玻璃瓶、碎玻璃片、镜子、灯泡、暖瓶等。金属物：主要包括易拉罐、罐头盒等。布料：主要包括废弃衣服、桌布、洗脸巾、书包、

鞋等。通过综合处理回收利用，可以减少污染，节省资源。如每回收1吨废纸可造好纸850公斤，节省木材300公斤，比等量生产减少污染74%；每回收1吨塑料饮料瓶可获得0．7吨二级原料；每回收1吨废钢铁可炼好钢0．9吨，比用矿石冶炼节约成本47%，减少空气污染75%，减少97%的水污染和固体废物。 2.餐厨垃圾包括剩菜剩饭、骨头、菜根菜叶、果皮等食品类废物，经生物技术就地处理堆肥，每吨可生产吨有机肥料。 3.有害垃圾包括电池、荧光灯管、、水银温度计、油漆桶、家电类、过期药品、过期化妆品等等。

双语：中国姓氏英文翻译对照大合集

[ ]

步Poo 百里Pai-li C: 蔡/柴Tsia/Choi/Tsai 曹/晁/巢Chao/Chiao/Tsao 岑Cheng 崔Tsui 查Cha 常Chiong 车Che 陈Chen/Chan/Tan 成/程Cheng 池Chi 褚/楚Chu 淳于Chwen-yu

D: 戴/代Day/Tai 邓Teng/Tang/Tung 狄Ti 刁Tiao 丁Ting/T 董/东Tung/Tong 窦Tou 杜To/Du/Too 段Tuan 端木Duan-mu 东郭Tung-kuo 东方Tung-fang F: 范/樊Fan/Van

房/方Fang 费Fei 冯/凤/封Fung/Fong 符/傅Fu/Foo G: 盖Kai 甘Kan 高/郜Gao/Kao 葛Keh 耿Keng 弓/宫/龚/恭Kung 勾Kou 古/谷/顾Ku/Koo 桂Kwei 管/关Kuan/Kwan

郭/国Kwok/Kuo 公孙Kung-sun 公羊Kung-yang 公冶Kung-yeh 谷梁Ku-liang H: 海Hay 韩Hon/Han 杭Hang 郝Hoa/Howe 何/贺Ho 桓Won 侯Hou 洪Hung 胡/扈Hu/Hoo

花/华Hua 宦Huan 黄Wong/Hwang 霍Huo 皇甫Hwang-fu 呼延Hu-yen J: 纪/翼/季/吉/嵇/汲/籍/姬Chi 居Chu 贾Chia 翦/简Jen/Jane/Chieh 蒋/姜/江/ Chiang/Kwong 焦Chiao 金/靳Jin/King 景/荆King/Ching

中国姓氏英语翻译大全

中国姓氏英语翻译大全 A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao 丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho 桓--Won 侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄--Wong/Hwang 霍--Huo 皇甫--Hwang-fu 呼延--Hu-yen I: J: 纪/翼/季/吉/嵇/汲/籍/姬--Chi

垃圾分类的研究方案性学习报告

学校：青岛太平路小学班级: 六年级一班姓名：王琛皓、于浩天

污染75%，减少97%的水污染和固体废物。 2.餐厨垃圾包括剩菜剩饭、骨头、菜根菜叶、果皮等食品类废物，经生物技术就地处理堆肥，每吨可生产0.6-0.7吨有机肥料。 3.有害垃圾包括电池、荧光灯管、灯泡、水银温度计、油漆桶、家电类、过期药品、过期化妆品等等。 4.其他垃圾包括除上述几类垃圾之外的砖瓦陶瓷、渣土、卫生间废纸、纸巾等难以回收的废弃物，采取卫生填埋可有效减少对地下水、地表水、土壤及空气的污染。 5.医疗废物包括带血的棉签、手术刀等含病毒垃圾。这种垃圾需要特殊处理,消毒后才可以进行填埋。分类意义垃圾分类是对垃圾收集处置传统方式的改革，是对垃圾进行有效处置的一种科学管理方法。人们面对日益增长的垃圾产量和环境

状况恶化的局面，如何通过垃圾分类管理，最大限度地实现垃圾资源利用，减少垃圾处置量，改善生存环境质量，是当前世界各国共同关注的迫切问题之一。垃圾增多的原因是人们生活水平的提高、各项消费增加了。据统计，1979年全国城市垃圾的清运量是2500多万吨，1996年城市垃圾的清运费是1.16元/吨，是1979年的4倍。经过高温焚化后的垃圾虽然不会占用大量的土地，但它投资惊人，难道我们对待垃圾就束手无策了吗？办法是有的，这就是垃圾分类。垃圾分类就是在源头将垃圾分类投放，并通过分类的清运和回收使之重新变成资源。垃圾分类的好处是显而易见的。垃圾分类后被送到工厂而不是填埋场，既省下了土地，又避免了填埋或焚烧所产生的污染，还可以变废为宝。这场人与垃圾的战役中，人们把垃圾从敌人变成了朋友。分类可回收垃圾

中国姓氏英文翻译大全

中国姓氏英文翻译大全 A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao 丁 --Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅 --Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊 --Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho 桓--Won 侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄--Wong/Hwang 霍--Huo 皇甫--Hwang-fu 呼延--Hu-yen I: J: 纪/翼/季/吉/嵇/汲/籍/姬--Chi 居--Chu 贾--Chia 翦/简 --Jen/Jane/Chieh 蒋/姜/江/--Chiang/Kwong 焦--Chiao 金/靳--Jin/King 景/荆 --King/Ching 讦--Gan K: 阚--Kan 康--Kang 柯--Kor/Ko 孔--Kong/Kung 寇--Ker 蒯--Kuai 匡--Kuang L: 赖--Lai 蓝--Lan 郎--Long 劳--Lao 乐--Loh 雷--Rae/Ray/Lei 冷--Leng 黎/郦/利/李--Lee/Li/Lai/Li 连--Lien 廖--Liu/Liao 梁--Leung/Liang 林/蔺--Lim/Lin

中国姓氏英文翻译大全

E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho 桓--Won 侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄--Wong/Hwang 霍--Huo 皇甫--Hwang-fu 呼延--Hu-yen I: J:

营销只做两件事：攻心和洗脑

营销只做两件事：攻心和洗脑时间：2010-09-28 来源：作者：营销高手在做两件事情，第一件事情是“攻心”，第二件事情是“洗脑”，“攻心”攻到让你的客户爱上你，“洗脑”洗到让你的客户丧失理智。营销只做2件事：攻心和洗脑不久前，受内地邀请王琛教授举行了“市场营销学的发展及战略性营销”讲座。王琛是香港光华管理学院高级培训师，国内著名的思维方法研究者，对中国人惯有思维定势及国内外先进的思维方法有深入研究。营销的挑战是“变” 不少国外的朋友都说，中国的变化速度非常快，两年的进程相当于他们国家7年的进程。所以，在中国做营销面临着一个很大的挑战———“变”。很多人只管做营销，而忽略了经济基础。其实，营销不是独立存在的，是有经济基础的。营销的第一个阶段是“生产的观念”，因为那个时候市场供小于求，相对的供给过剩后，才出现产品的观念、销售的观念、市场营销的观念、顾客的观念等。所以，营销要看“环境”，必须符合不同的经济形态，看产品面对的主要消费者处在什么样的消费形态。今天所用的方法今天有效，但明天不一定有效，同样的洗衣粉在城市要做电视广告，而在农村要搞刷墙运动。王琛说，在中国做全国性的营销会非常痛苦，因为各地区的经济形态差异非常大，一些地方已经进入后工业时代，一些地方还是农业经济时代。因为经济形态不一样、行业发展不均衡，最聪明的营销手段对某一个局部来说也可能是错误的。所以，管理没有好坏之分，营销手段也没有好坏之分，只有“恰当”或“合适”与否。攻心和洗脑营销高手在做两件事情，第一件事情是“攻心”，第二件事情是“洗脑”，“攻心”攻到让你的客户爱上你，“洗脑”洗到让你的客户丧失理智。在讲座现场，王琛问：“有一个产品，德国制造，你们有哪些感觉?”“品质好……安全……耐用……”听众回答道。而对印度制造的产品，大家都称没有感觉。王琛说，他在问问题时隐含了一个最重要的信息，就是只说了一个产品，但是没有说是哪个产品。“你们已经丧失理智了，这是德国企业持续不断地给大家…洗脑?造成的。印度公司没有给我们…洗过脑?，所以我们找不到感觉。”德国企业长期的营销定位，让大家形成了惯性思维。“三流企业做产品，二流企业做品牌，一流企业做标准”，这个标准不是白纸黑字写明的标准，而是人心里面的标准。许多喝咖啡的人会自觉地与雀巢咖啡的味道相比较，这是由于雀巢公司持续不断在中国市场上的努力，创建了一个标准。“什么样的标准是最难打破的?人心中的标准!这是一杆朝你这边歪的秤。”王琛说。

中国姓氏英文翻译大全

中国姓氏英文翻译大全- - [b][u]中国姓氏英文翻译大全- -[/u][/b] A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C:

蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao 丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too

段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou

古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho 桓--Won 侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄--Wong/Hwang

中国姓氏英文翻译大全教学内容

中国姓氏英文翻译大全

中文姓氏的英文翻译对照表

在互联网上混的都时兴起个英文名字，一是方便注册用户名，二是有个好英文名容易显得自己比较Cool。但是起英文名时，中文姓氏还是要保留的，并且姓氏一般都有专门的英文翻译，比如“刘德华”的英文名是Andy，刘姓对应的英文翻译是Lau，所以全称便是“Andy Lau”。当然了，我们一般人直接用汉语拼音作为姓氏的英文翻译也可以，但在比较正式的场合下，最好还是用相应的英文翻译。姓氏的英文翻译跟汉语拼音是有一些细微差别的，这主要由中西方人发音的不同特点来决定的。比如，从声母上来看，D开头的姓，英文翻译对应的是T，G对应的是K，X对应的是HS，Z、J一般对应的是C，韵母也会有一些细微差别。详细的，请参考如下中文姓氏的英文翻译对照表，正在起英文名的朋友可以看看。 A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu

D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao 丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang

中国姓氏英文翻译大全

以下信息由计算机辅助翻译软件Transmate研发机构优译信息技术收集提供： A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti

刁--Tiao 丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay

韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho 桓--Won 侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄--Wong/Hwang 霍--Huo 皇甫--Hwang-fu 呼延--Hu-yen I: J: 纪/翼/季/吉/嵇/汲/籍/姬--Chi 居--Chu 贾--Chia 翦/简--Jen/Jane/Chieh 蒋/姜/江/--Chiang/Kwong 焦--Chiao 金/靳--Jin/King 景/荆--King/Ching 讦--Gan K: 阚--Kan 康--Kang 柯--Kor/Ko 孔--Kong/Kung 寇--Ker 蒯--Kuai 匡--Kuang

中国姓氏英文翻译(含普通话、香港、台湾拼音)

很多朋友发现，外界（特别是和）对于中国的拼写不是汉语拼音，而是一种我们看来新鲜陌生的拼写形式。比如“”姓在外界很多时候拼写为“Lee”。而“”姓有的拼写为“Cheung”，而有的拼写为“Chang”，这到底是怎么回事呢？有人说这是中国姓氏的标准英文拼写，也有人说是“韦妥玛拼音”或“韦氏拼音”，或者认为是“罗马拼音”...其实这些说法都不完善的。在此本小站来为大家详细解说。首先应该明确一下，中文是不存在标准的英文拼写的，更不存在国际翻译。汉字进入英文后就转变为根据读音进行的字母拼写。而之所以外界的拼写和我们不同，其实主要是受到了汉字在各地区的方言口音的影响。由此可以得知，外界的拼写其实并没有涉及“汉语普通话”概念，而是以所有人的方言读音来拼写。而中国大陆已经确立“汉语普通话”概念，所以大陆围无论什么方言，统统以普通话读音为规读音，于是拼音体系也自然以普通话为标准。而地区的官方语言是粤语，于是地区的拼音体系也自然是粤语音的描述。而及海外的拼音体系也与我们大陆不同，所以拼写形式也不一样。例如：姓氏“”，在粤语中读作：“残”，由此再结合的字母拼音规则，便拼写为“Chan”。而“”姓在粤语中的读音接近于“Zieong”，于是结合拼音规则便拼写为“Cheung”，由此大家明白了吧！另外，目前许多汉字根源地区都有一套自定的拼音体系，确保本地区公民翻译成英文后依然有法律认证功能，我们中国大陆自然以汉语拼音为准绳。而、、乃至朝鲜国也都有一套自定的拼音体系，只是他们都是以各自区语音为拼读发音基础，加之各地拼写规则也不同。所以同一个汉字在不同区域拼写也不同。而彼此之间不能相互取代。 .ename.any2000./web/articlelm.asp?userid=1140241&lanmuid=8732041 全：发音A的中国姓氏阿---汉语拼音A--------普通话接近拼写Ah----------------拼音Ah----------拼音A 艾---汉语拼音Ai-------普通话接近拼写Ai-----------------拼音Ngai--------拼音Ai 蔼---汉语拼音Ai-------普通话接近拼写Ai-----------------拼音Oi-----------拼音Ai 霭---汉语拼音Ai-------普通话接近拼写Ai-----------------拼音Oi-----------拼音Ai 安---汉语拼音An------普通话接近拼写An或Ann-------拼音On----------拼音An 敖---汉语拼音Ao------普通话接近拼写Ao或Aoh-------拼音Ngo---------拼音Ao 发音B的中国姓氏白---汉语拼音Bai-----普通话接近拼写Bai--------------拼音Pak-----------拼音Pai 柏---汉语拼音Bai-----普通话接近拼写Bai--------------拼音Pak-----------拼音Pai 包---汉语拼音Bai-----普通话接近拼写Bao--------------拼音Pau-----------拼音Pao 鲍---汉语拼音Bao----普通话接近拼写Bao--------------拼音Pau-----------拼音Pao 贝---汉语拼音Bei-----普通话接近拼写Bey或Bay-----拼音Pui或Pooi---拼音Pei 毕---汉语拼音Bi-------普通话接近拼写Bee--------------拼音Pat-----------拼音Pi

中国姓氏英文对应大全

中国姓氏英文对应大全Ａ:?艾——Ａi 安-－Ann/An 敖—-Ａｏ B: 巴——Pａ白－—Pai?包／鲍－—Ｐａｕl／Pａo?班－—Paｎ?贝--Pｅi?毕—-Pih?卞－—Bｅiｎ卜／薄——Ｐｏ/Pu?步——Poo 百里-－Pai—ｌi C:?蔡/柴--Tsiａ/Cｈoi/Tｓai 曹/晁／巢—－Ｃｈao／Chiao/Tsao?岑--Cheng?崔—-Ｔsuｉ?查—－Cha 常—-Ｃhiong?车－－Che 陈——Cｈen/Chａn/Tａn 成/程—－Ｃｈeng?池—-Chi?褚/楚－－Ｃhｕ?淳于－—Ｃhwen—ｙu D:?戴/代--Day/Tai 邓——Teng／Taｎg/Ｔung 狄－－Ti?刁—－Tｉａo 丁—－Ting/T 董/东—-Tunｇ／Tｏnｇ窦—-Ｔou?杜－-Ｔo/Dｕ/Toｏ段-—Ｔuan?端木—－Dｕan-mｕ?东郭——Tunｇ－ｋuo?东方——Tung－fａng F:?范/樊--Fan/Van?房/方－-Ｆaｎg 费--Ｆei?冯/凤/封—－Ｆung/Fonｇ符/傅—-Fu/Fｏo G: 盖－-Ｋai?甘—－Kａn?高/郜--Gａo/Kao 葛－－Ｋｅh?耿-－Ｋeｎｇ弓／宫／龚/恭—－Kunｇ?勾--Kou 古/谷／顾—-Kｕ/Koo 桂—-Kwｅi?管／关—-Kuaｎ/Kwaｎ?郭／国—－Kwoｋ／Kｕo 公孙——Kunｇ-sun 公羊——Kung-ｙaｎｇ?公冶－－Kuｎｇ—yｅh?谷梁—-Ｋu-ｌianｇ

Ｈ: 海——Ｈay 韩--Hoｎ/Ｈａn 杭——Hang?郝-—Hoa／Howｅ何／贺-－Ｈo?桓—－Won 侯——Hou 洪－-Ｈuｎg 胡/扈—-Ｈｕ/Hoo 花／华—-Hua 宦-—Huan 黄—-Ｗｏng/Ｈwang?霍－-Hｕo?皇甫－-Ｈwang-fu?呼延—－Hｕ-yen J: 纪/翼/季/吉/嵇/汲／籍/姬—－Cｈi 居-－Chu?贾-—Cｈia 翦/简-－Ｊｅn/Ｊａｎe/Cｈieh 蒋／姜／江／-－Ｃhiａnｇ/Kｗong?焦－—Chiao 金/靳－—Ｊｉn/Kiｎｇ景/荆——Kiｎｇ/Chiｎg 讦—－Gａn K: 阚—－Kan 康—－Kang?柯—－Kor／Ko?孔——Koｎg/Kuｎg 寇－-Ｋer 蒯-—Kuaｉ?匡——Kｕang L:?赖-—Ｌai?蓝-—Ｌan 郎-—Ｌong?劳-—Ｌao?乐--Lｏｈ雷--Rae/Ray/Ｌei?冷—-Ｌeng 黎/郦/利/李－-Lｅｅ／Lｉ/Lai/Li 连—－Lｉen?廖－—Ｌiu/Lｉao?梁-—Leunｇ／Lｉanｇ林/蔺－-Lim/Lｉｎ凌-－Lｉn 柳/刘—－Liu/Lａu?龙--Loｎg 楼／娄-—Lｏu 卢/路/陆鲁—－Lu/Lｏo?伦-—Lｕn?罗／骆-－Ｌoh／Ｌo/Ｌaw/Lam/Rowe 吕－-Lui/Ｌu

中国姓氏的英文名称

中国姓氏的英文名称外国人讲个性，所以firstname是自己的名字，lastname是姓。以下是常见中文姓氏的英文表达，比用拼音专业哦。 A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti

丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho

(完整版)中国姓氏英文对应大全

中国姓氏英文对应大全 A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao

董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho

侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄--Wong/Hwang 霍--Huo 皇甫--Hwang-fu 呼延--Hu-yen J: 纪/翼/季/吉/嵇/汲/籍/姬--Chi 居--Chu 贾--Chia 翦/简--Jen/Jane/Chieh 蒋/姜/江/--Chiang/Kwong 焦--Chiao 金/靳--Jin/King 景/荆--King/Ching 讦--Gan K: 阚--Kan 康--Kang 柯--Kor/Ko 孔--Kong/Kung 寇--Ker 蒯--Kuai 匡--Kuang L: 赖--Lai 蓝--Lan 郎--Long 劳--Lao 乐--Loh 雷--Rae/Ray/Lei 冷--Leng

中国姓氏英文翻译大全

中国姓氏英文翻译大全A: 艾—Ai 安--Ann/An 敖—Ao B: 巴—Pa 白—Pai 包/鲍--Paul/Pao 班—Pan 贝--Pei 卞—Bein 卜/薄--Po/Pu 步—Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑—Cheng 崔—Tsui 查—Cha 常—Chiong 车—Che 陈--Chen/Chan/Tan 成/程—Cheng 池—Chi 褚/楚—Chu 淳于--Chwen-yu D: 戴/代--Day/Tai 邓--Teng/Tang/Tung 狄—Ti 刁—Tiao 丁--Ting/T 董/东--Tung/Tong 窦—Tou 杜--To/Du/Too 段—Tuan 端木--Duan-mu 东郭--Tung-kuo

东方--Tung-fang E: F: 范/樊--Fan/Van 房/方—Fang 费—Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖—Kai 甘—Kan 高/郜--Gao/Kao 葛—Keh 耿—Keng 弓/宫/龚/恭—Kung 勾—Kou 古/谷/顾--Ku/Koo 桂—Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙--Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海—Hay 韩--Hon/Han 杭—Hang 郝--Hoa/Howe 何/贺—Ho 桓—Won 侯—Hou 洪—Hung 胡/扈--Hu/Hoo 花/华—Hua 宦—Huan 黄--Wong/Hwang 霍—Huo 皇甫--Hwang-fu 呼延--Hu-yen

中国姓氏英文翻译大全

中国姓氏英文翻译大全艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里 --Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha 常--Chiong 车--Che 陈--Chen/Chan/Tan 成/程--Cheng 池--Chi 褚/楚--Chu 淳于--Chwen-yu D: 戴/代 --Day/Tai 邓--Teng/Tang/Tung 狄--Ti 刁--Tiao 丁--Ting/T 董/东--Tung/Tong 窦--Tou 杜--To/Du/Too 段--Tuan 端木--Duan-mu 东郭--Tung-kuo 东方--Tung-fang E: F: 范/樊--Fan/Van 房/方--Fang 费--Fei 冯/凤/封--Fung/Fong 符/傅--Fu/Foo G: 盖--Kai 甘--Kan 高/郜--Gao/Kao 葛--Keh 耿--Keng 弓/宫/龚/恭--Kung 勾--Kou 古/谷/顾--Ku/Koo 桂--Kwei 管/关--Kuan/Kwan 郭/国--Kwok/Kuo 公孙 --Kung-sun 公羊--Kung-yang 公冶--Kung-yeh 谷梁--Ku-liang H: 海--Hay 韩--Hon/Han 杭--Hang 郝--Hoa/Howe 何/贺--Ho 桓--Won 侯--Hou 洪--Hung 胡/扈--Hu/Hoo 花/华--Hua 宦--Huan 黄 --Wong/Hwang 霍--Huo 皇甫--Hwang-fu 呼延--Hu-yen I: J: 纪/翼/季/吉/嵇/汲/籍/姬--Chi 居--Chu 贾--Chia 翦/简--Jen/Jane/Chieh 蒋/姜/江/--Chiang/Kwong 焦--Chiao 金/靳--Jin/King 景/荆 --King/Ching 讦--Gan K: 阚--Kan 康--Kang 柯--Kor/Ko 孔 --Kong/Kung 寇--Ker 蒯--Kuai 匡--Kuang L: 赖--Lai 蓝--Lan 郎--Long 劳--Lao 乐--Loh 雷--Rae/Ray/Lei 冷--Leng 黎/郦/利/李--Lee/Li/Lai/Li 连--Lien 廖--Liu/Liao 梁--Leung/Liang 林/蔺

中英文名字翻译

中英文名字翻译（香港使用）中国姓氏英文翻译大全 A: 艾--Ai 安--Ann/An 敖--Ao B: 巴--Pa 白--Pai 包/鲍--Paul/Pao 班--Pan 贝--Pei 毕--Pih 卞--Bein 卜/薄--Po/Pu 步--Poo 百里--Pai-li C: 蔡/柴--Tsia/Choi/Tsai 曹/晁/巢--Chao/Chiao/Tsao 岑--Cheng 崔--Tsui 查--Cha