context的例句（context在句子中的用法）

• It is context and convention that determine whether a term will be interpreted literally or metaphorically. 对一个词的理解是按字面意思还是隐喻的意思要视乎上下文和习惯。
• You can always tell the meaning of a word from its context. 你常可以从上下文中猜出词义来。
• This sentence does not seem to connect with the context. 这个句子似乎与上下文脱节.
• The cross reference for the specified naming context could not be found. 找不到指定的命名上下文的互交参考.
• How do we situate Christianity in the context of modern physics and psychology? 我们怎样把基督教放在现代物理学和心理学的背景下来考虑呢？
• Inferring means you can guess the word meaning form the context or hints in the text. 推断词义指你对不认识的新单词可以通过文章上下文或在句子中的提示猜出该词的大意.
• In the context of globalizing, the Marx philosophy is vigorous. 在全球化语境中, 马克思哲学的当代性进一步彰显.
• Aborts an undo context, discarding all undo state. 中止撤消上下文, 放弃所有撤消状态.
• In this context, Hallows would be the souls of the departed. 在此种语境下, hallows意为离去之人的灵魂.
• Much of the meaning must be inferred from the context. 大部分含意必须从上下文中推断。
• Which from of utilitarianism is particularly relevant to the Chinese context? 、哪一种形式的效用主义更适合中国?
• There is a very close relation between fuzzy pushdown automata and fuzzy context - free grammars. :Fuzzy下推自动机与Fuzzy上下文无关文法有紧密的关系.
• One is also able to see how specific acts are related to a temporal and spatial context. 人们也能看出具体行为是如何与时空相关联的。
• Young children depend on context to pro - mote memory, and spontaneously report less. 儿童依靠环境来促进记忆, 而他们能够自然表达出来的较少.
• Unauthorized users may use IUSR _ machinename account the context of the space access any known file. 未经授权的用户可能利用IUSR_machinename账号的上下文空间访问任何已知的文件.
• The leftmost location step selects a set of nodes relative to the context node. 最左侧的定位步骤选择一组相对于上下文节点的节点.
• In the context of this chapter, Dore's comments strike a jarring note. 在这一章的语境中，多尔的评论显得很尖刻。
• A conversational implicature may even be cancelled simply by the situational context. 会话含义也可以只通过情景语境来清楚.
• Cognitive context consists of lexical information, encyclopedic knowledge and logical information. 认知语境包括词语 、 百科知识和逻辑三方面的信息.
• Science teacher's role should change elastically and multiply depending on the instruction context. 教师的角色宜视教学情境脉络做弹性及多元的转换.