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Unnecessary noun的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列特價商品、必買資訊和推薦清單
Unnecessary noun的問題，我們搜遍了碩博士論文和台灣出版的書籍，推薦Mounce, William D.寫的 Basics of Biblical Greek Grammar 和Bleiler, E. F.的 Essential Japanese Grammar都 可以從中找到所需的評價。
另外網站auf Lager Necessary or unnecessary Japan CANVAS WORK ...也說明：Necessary or unnecessary Japan CANVAS WORK JACKET 1 Navy NOUN Blouson outer.
這兩本書分別來自 和所出版 。
國立政治大學 華語文教學碩博士學位學程 鄧守信所指導 王楚蓁的 現代漢語名詞謂語句研究與教學應用 （2021），提出Unnecessary noun關鍵因素是什麼，來自於名詞謂語句、繫詞句、教學語法、口語體、省略句。
而第二篇論文國立政治大學 英國語文學系 尤雪瑛所指導 藍天佑的 華語母語者使用英文動詞之研究：以中級及中高級寫作為例 （2019），提出因為有 中文為母語的英語學習者、全民英檢、英語學習者語料庫(LTTC-ELC)、動詞及物性、動詞教學的重點而找出了 Unnecessary noun的解答。
最後網站Revising for Conciseness > Verbal Style則補充：In each case, we created a more verbal style by eliminating unnecessary nominalizations. A nominalization is the noun form of a word that also has a verb ...
Basics of Biblical Greek Grammar
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為了解決Unnecessary noun 的問題，作者Mounce, William D. 這樣論述：
Clear. Understandable. Carefully organized. Basics of Biblical Greek Grammar by William D. Mounce is the standard textbook for colleges and seminaries. Since its initial publication in 1993 its integrated approach has helped more than 250,000 students learn New Testament Greek.The fourth edition of
Basics of Biblical Greek Grammar has been updated throughout based on continuing feedback from professors, students, self-learners, and homeschoolers, making it even more effective for today's students. As well, improvements have been made based on recent developments in scholarship.The key to the e
ffectiveness of Basics of Biblical Greek Grammar in helping students learn is in how it introduces them to the language. Students learn about the features of the Greek language in a logical order, with each lesson building upon the one before it. Unnecessary obstacles that discourage students and hi
nder progress are removed, such as rote memorization of endless verbal paradigms. Instead students receive encouragement along the way to assure them they are making the necessary progress. As well, detailed discussions are included at key junctures to help students grasp important concepts.By the t
ime students have worked their way through Basics of Biblical Greek Grammar they will have learned: The Greek AlphabetVocabulary for words occurring 50 times or more in the Greek New TestamentThe Greek noun systemThe Greek verbal system, including indicative and nonindicative verbs, and participlesA
robust suite of learning aids is available for purchase to be used alongside the textbook to help students excel in their studies. These include a workbook, video lectures for each chapter featuring the author, flashcards keyed to vocabulary in each chapter, a laminated quick study sheet with key c
oncepts, and audio of the vocabulary for each chapter to aid in acquisition.
現代漢語名詞謂語句研究與教學應用
為了解決Unnecessary noun 的問題，作者王楚蓁 這樣論述：
現代漢語名詞謂語句在華語教學中一直是隱而不顯的語法點，根本原因在於難以建立一個跨語言的對比框架，前人文獻多採窮盡列舉的方式來定義之。本文以Payne（1997）、Pustet（2003）和Dixon（2010）對無動詞謂語句的類型分類為基礎，探討漢語名詞謂語句的四項語義關係：分別是量化（quantification）、相等（identity）、存有（existence and possession）以及屬性（attribution）。這四項語義關係中，可以發現漢語繫詞句和名詞謂語句呈現了互補分佈的現象。漢語量化關係的無標句式為名詞謂語句、相等關係的無標句式為繫詞句、存有關係的無標句式則為有字
句、屬性關係則呈現紛雜的表達句式。根據本文的分類可以發現，傳統將名詞謂語句視為「繫詞句省略」簡化了現代漢語名詞謂語句的真實樣貌，而將「不是」當成名詞謂語句的否定式也是因「繫詞句省略」延伸造成的迷思。換言之，名詞謂語句和繫詞句不單純是非正式語體和正式語體的對比而已，而是依據不同的語義關係或語用策略而採取的句式選擇。其中，名詞謂語句除了量化關係以外，在其他三類須達成一定的句法、語義和語用條件才能使用：如出現在對比句構、作為謂語的名詞組需帶有修飾結構、或是帶有序列義的名詞等。語用上也與繫詞句有很大的差異，如相等關係展現出主謂語名詞之間的認同或親近感，存有關係經常與範圍副詞共現，強化全量或量少的語義等
。本文最後分析學習者的名詞謂語句偏誤，發現以往可能低估了量化關係名詞謂語句的習得難度，部分學習者出現了繫詞泛用和遺漏的偏誤現象。本文根據Teng（2003）教學語法排序原則對這四種語義關係進行教學排序，依序是：量化關係、相等關係、存有關係和屬性關係。現代漢語名詞謂語句因其口語特性，長期以來被視為繫詞句的省略形式。因此忽略了名詞謂語句和繫詞句在語言經濟性和有效性之間，句法、語義、語用上產生的競逐關係，冀望本研究能作為一個起點，引發華語教學研究者對因「省略」之名而備受忽略的語言口語現象的關注和興趣。
Essential Japanese Grammar
為了解決Unnecessary noun 的問題，作者Bleiler, E. F. 這樣論述：
Although not a member of the Indo-European language family, Japanese is not too difficult grammatically for an English speaker. It is astonishingly regular in its formations -- exceptions and irregularities can usually be numbered on one's fingers -- and once the student masters a few conventions of
linguistic classifications of experience, he will find that he can express most of his wants.This is the first Japanese grammar written for the adult with a limited objective in studying Japanese: to express oneself orally with reasonable accuracy; to understand simple material addressed to oneself
; and to be able to analyze, understand, and enlarge material in a phrase approach.The author has limited this book to modern colloquial Japanese, and does not overburden the student with literary language, rarely used alternate forms, unnecessary abrupt forms, causatives and direct conditionals, an
d similar forms that might be required for a full knowledge of the written language. On the other hand, this book is not simplified Japanese, nor baby Japanese, nor kitchen Japanese. It is the full idiomatic language, with thorough treatments of the material you really need: the noun, pronoun, adjec
tive, demonstrative words, adverb, verb, negative forms, Chinese forms, courtesy and honorific forms, idiomatic constructions, word order, relationship of ideas, syntax, etc.Emphasis has been placed upon clarity of exposition, so that the English-speaking reader can understand what is really happeni
ng in Japanese, even if he has never studied any foreign language before. For this reason, explanation rather than brute memory work is stressed, examples are given for all constructions, and both word-for-word and free translations are given, to acquaint the reader with thought processes. Hints are
given on avoiding difficult constructions. Japanese is presented in the Romaji transliteration, which can be read at sight. Characters are not used.
華語母語者使用英文動詞之研究：以中級及中高級寫作為例
為了解決Unnecessary noun 的問題，作者藍天佑 這樣論述：
Schmitt (2000)指出語言學習和溝通的核心是詞彙。動詞在當中起著至關重要的作用，因為動詞是描述句子的核心要素(Sakamoto & Walenski, 1998)。本研究以中文為母語的英語學習者(Chinese EFL learners)經常碰到的一種錯誤為重點—英語動詞在句子結構中的誤用。舉例來說，在例句“*Jimmy has disposed the garbage”中，不及物動詞“disposed”被錯誤地用作及物動詞，省略了介詞“of”。另一錯誤範例展現在S-V-O-OC結構，例如，學習者傾向於使用“*Jack punched my face”，而不是“Jack punch
ed me on my face”。在此範例中，動詞錯誤地搭配了S-V-O結構。基於觀察到的錯誤，本研究旨在調查(1)不同語言程度的中文為母語的英語學習者對英語動詞的使用，以及(2)英語動詞使用中的常見錯誤和來源。語料來源是基於英語學習者語料庫(LTTC-ELC)。搜索的關鍵字包括五類的動詞：及物動詞、不完全及物動詞、授與動詞、不及物動詞、以及不完全不及物動詞，總共挑出50個動詞。語料分析中，同時使用了量化和質化方法。本研究之量化分析顯示，學習者在使用英語動詞的整體正確率高。質化分析顯示了學習者的三種主要錯誤類型，包括(1)過度使用V-O結構，(2)在授與動詞和帶補語的結構中錯誤地插入介詞，以
及(3)錯誤地使用動詞作為補語。本研究同時討論了錯誤的可能來源，並根據這些發現提供教學上的建議。