大学英语句子改写

2024-05-20

大学英语句子改写（精选6篇）

篇1：大学英语句子改写

1.. Liu Hua usually gets on line on Sundays.(改为一般疑问句)

2. Mary is wearing a beautiful skirt.(改为感叹句)

3. My brother is so young that he can’t go to school.(同义句转换)

4. My friend spent a few weeks in making that machine last year.(同义句转换) (对划线部分提问)

6.Mary does her homework at home.(改为否定句)

7. Mother often tells her children a story at bed time.(变为被动语态) 对划线部分强调)

9. This is my book.(改为复数形式) (对划线部分提问)

11. You sent me a present. I thank you very much for it.(合并为一个复合句)

12. As soon as the picnic baskets were unpacked, it began to rain.(用No sooner…than改写)

13. It is still believed in some countries that the earth is flat.(用“名词+同位语从句”改写)

14. Jane lived away from her children so that she could get some peace.(改为同义句)

15. We planned to show the film in the open air. The bad weather ruined our plan.(用不定式形式改写句子)

16. He was thoughtful to bring us the raincoat. (用 of+sb.+to do 或 for+sb.+to do 改写句子)

17. They will go on a group tour. They believe it is cheaper to do so.( 用v.+it+adj.+to do形式改写句子)

18. The rice which grows in this area is of a special kind.( 用分词短语改写句子)

19. He prayed silently and his eyes were closed. ( 用分词短语改写句子)

20. Tom fell ill. He had eaten too much ice-cream. ( 用动名词短语改写句子)

21.She was dancing with a student. He had a slight limp. (合并为定语从句)

22.Jane lived away from her children so that she could get some peace. (用不定式形式改写句子)

23. Here are some articles that you are to translate. (用不定式形式改写句子)

24. Professor Robinson was a teacher. He found that reward. ( 用v.+it+adj.+to do形式改写句子)

25. The cars that are parked in the fire lane will be ticketed. (用分词短语改写句子)

26. As the secretary was away, Mr Green had to type his final grade. ( 用分词短语改写句子)

27.A cold rain was falling. It was mixed with snow. ( 用分词短语改写句子)

28.As soon as the picnic baskets were unpacked, it began to rain.(用No sooner…than改写) 对划线部分提问)

30.I’ll give you all necessary information. (改为被动句)

31.Fire destroyed much of London in the 17th century. (改为被动句)

32.They are pulling down the old theatre. (改为被动句)

33.You can find answers to the exercises in the Teacher’s Book. (改为被动句)

34. My father has breakfast at 8 every day.(改为一般疑问句)

35. The boy is too young to go to school.(改为同义句)

36.We found all our seats occupied. (改为被动句)

37.Are there any children in the garden?(改为单数形式)

38. This is my book. (改为复数形式) . (对划线部分提问)

40.Bob showed me an easier way to do the experiment. (改为被动句)

41. He dares to tell the truth.(改为否定句) (对划线部分提问)

43. They went for a walk after supper yesterday evening. (改为一般疑问句)

44. It is an interesting story.(改为感叹句) (对划线部分提问)

46 The moon is shining brightly. (改为感叹句) (对划线部分提问)

48.The box is so heavy. I can’t lift it. (改为同义句)

give her more responsibility. (用分词短语替换划线部分)

50.V

(用分词短语替换划线部分)

答案：

1. Does Li Hua usually get on line on Sunday?

2. What a beautiful skirt Mary is wearing!

3. My brother is too young to go to school.

4. It took my friend a few weeks to make that machine last year.

5.Who is going to read the next lesson this evening.

6. Mary does not do her homework at home.

7. Her children are told a story at bed time. Or: A story is told to her children at bed

time.

8. It was by the end of last week that we had learned five English songs.

9. Those are our books.

10. How long have the twins stayed with their grandparents?

11.( I )Thank you very much for the present (which/that) you sent me..

12.No sooner had the picnic baskets been unpacked than it began to rain.

13. The belief that the earth is flat is still held in some countries.

14. Jane lived away from her children to get some peace.(or: Jane lived away from her children in order to get some peace. Or: Jane lived away from her children so as to get some peace.)

15. The bad weather ruined our plan to show the film in the open air.

16. It was thoughtful of him to bring us the raincoat.

17. They believe it cheaper to go on a group tour..

18. The rice growing in this area is of a special kind.

19. He prayed silently ,(with) his eyes closed.

20. Eating too much ice-cream made Tom ill.

21.She was dancing with a student who had a slight limp.

22.Jane lived away from her children to/in order to/so as to get some peace.

23. Here are some articles for you to translate.

24. Professor Robinson found it rewarding to be a teacher.

25. The cars parked in the fire lane will be ticketed.

26.The secretary being away, Mr Green had to type his final grade.

27.A cold rain was falling, mixed with snow.

28.No sooner had the picnic baskets been unpacked than it began to rain.

29 Who is going to read the next lesson this evening?

30.All necessary information will be given to you . (or: You will be given all necessary information . )

31.Much of London was destroyed by fire in the 17th century.

32.The old theatre is being pulled down.

33.Answers to the exercises can be found in the Teacher’s Book.

34 Does my father have breakfast at 8 every day?

35. The boy is so young that he can’t go to school. (or: The boy is not old enough to go to school.)

36. All our seats were found occupied.

37.Is there child in the garden?

38. These are my books.

39. Whom did my father speak with yesterday?

40.I was shown the easier way to do the experiment. Or: An easier way to do the experiment was shown to me.

41. He doesn’t dare to tell the truth. 或He dare not tell the truth.

42. How long have they lived here?

43. Did they go for a walk after supper yesterday evening?

44. What an interesting story (it is)! 或How interesting the story is!

45 How often does this magazine come out?

46 How brightly the moon is shining!

47.Who is always encouraging us to speak English in class?

48.The box is too heavy to lift.

49.Having worked with that technician before, we were reluctant to give her more responsibility.

50.Very slowly he pulled himself to his feet, using the table as an aid.

79. Bob showed me an easier way to do the experiment.(改为被动句)

80. I’ll give you all necessary information. (改为被动句)

81. Fire destroyed much of London in the 17th century. (改为被动句)

82.They are pulling down the old theatre. (改为被动句)

83.You can find answers to the exercises in the Teacher’s Book. (改为被动句)

84.Two storms have hit the area in the past three weeks. (改为被动句)

答案：

79. I was shown the easier way to do the experiment. Or: An easier way to do the experiment was shown to me.

80. All necessary information will be given to you.(or: You will be given all necessary information.)

81.Much of London was destroyed by fire in the17 th century.

82.The old theatre is being pulled down.

83. Answers to the exercises can be found in the Teacher’s Book.

84. The area has been hit by two storms in the past three weeks.

71. You sent me a present. I thank you very much for it.

(combine one sentence)

72.He admires Tom. This surprises me.

(combine one sentence)

give her more

responsibility.

(change underlined part into a participle phrase)

74.V

(change underlined part into a participle phrase) (change underlined part into a participle phrase)

76.The doctor didn’(change the underlined part into an infinitive phrase)

77.Cliff is a doctor. He finds his job rewarding.

(using “v.+it+adj./n.+infinitive”)

78.Tom often smokes while eating.His friends consider it is bad manner.

(using “v.+it+adj./n.+infinitive”)

79.The box is so heavy. I can’t lift it.

(using “too…to”)

(change underlined part into a participle phrase)

答案：

71. Thank you very much for the present( that) you sent me.

72.He admires Tom, which surprises me.

73.Having worked with that technician before, we were reluctant to give her more responsibility.

74.Very slowly he pulled himself to his feet, using the table as an aid.

75.(If) the weather permitting, the rock concert will be given in the open air.

76.The doctor didn’t undertake for them to cure the rare disease

77.Cliff finds it rewarding to be a doctor.

78. Tom’s friends consider it bad manner for him to smoke while eating.

79.The box is too heavy to lift.

80.The cars parked in the fire lane will be ticketed.

71. Tom’s leg is still in bandages. He will have to watch the match in a wheelchair. (combine one sentence)

72.I have just got a letter from my sister. The letter is full of interesting news. (combine one sentence)

73.In hospital they wake patients at 6 a.m. This is much too early.

(combine one sentence)

(change underlined part into a participle phrase)

the hotel manager required all customers to leave their rooms head for the nearest exit.

(change underlined part into a participle phrase) (change the underlined part into an infinitive phrase)

’t have the right to do so.

篇2：大学英语句子改写

教学目标：使学生初步了解及在句子使用分词

教学内容：

一、动名词及不定式作业讲解

二、分词

现在分词和过去分词两种。

作为谓语，现在分词和be 一起构成进行时;过去分词和be一起构成被动语态，和have一起构成完成时。

例如：

I am reading a novel by Maupassant. 我正在看一本莫泊桑写的小说。(现在分词和be 一起表示主语正在进行的动作。)

Mr. Robinson has drunk five glasses of wine already. 鲁宾逊先生已经喝了五杯酒了。(过去分词和have 一起表示主语已经完成的动作。)

The gold fish bowl was broken by Xiao Tao just now. 金鱼缸刚才被小陶打破了。(过去分词和be 一起表示主语是动作的承受者。)

作为非谓语形式，分词可用作形容词和副词，在句子中充当定语、表语、补语和状语。但它仍保持动词的一般特征，可以有自己的宾语和状语。分词和自己的宾语、状语构成分词短语。现在分词有一般式和完成式。它的一般式表示和谓语动词所表示的动作同时发生的行为或存在的状态;它的完成式(having + 过去分词)表示在谓语动词所表示的动作之前发生的动作或存在的状态。

现在分词有主动语态和被动语态(being + 过去分词)。

过去分词只有一般式，表示在谓语动词所表示的动作之前发生的动作。过去分词(及物动词)本身可以表示被动的含义，因而没有别的被动形式。

例如：

Having failed three times, he didn’t want to try again. (=As he had failed three times, he didn’t want to try again.) 他失败了三次，不想再干了。(having failed 表示发生在前的动作)

Walking along the sands, Crusoe saw in the sand the mark of a man’s foot. (=While he was walking along the sands, Crusoe?) 克鲁索沿着沙滩走的时候，看见沙上有人的脚印。(walking 表示同时发生的动作)

The question being discussed seems important. (=The question is being discussed. It seems important.) 正在讨论的问题似乎很重要。

The old days are gone. 旧时代一去不复返了。(gone 表示完成的状态)

I had my hair cut yesterday. 我昨天理发了。(cut 是及物动词的过去分词，表示“被人理发”。) 分词的否定形式是在分词短语前面加上not, never等否定词构成。

例如：

Not fearing the fire, the child touched and got a finger burnt. 小孩儿不知道怕火，用手去摸，把手指烫了。

Not knowing how to find the subway, I asked a policeman for help. 我不知道怎样找到地铁，就去找警察帮忙。

(一)现在分词和过去分词的区别

(1)在语态上现在分词表示主动的意思，表示它所修饰的人或物的行为;及物动词的过去分词表示被动的意思，表示它所修饰的人或物是动作的承受者。换言之，现在分词是它修饰

的成分所作出的动作，过去分词是它修饰的成分所承受的动作。

例如：

convincing facts 有说服力的事实 / convinced audience 被说服了的听众

the exploiting class 剥削阶级 / the exploited class被剥削阶级

a frightening dog一条让人害怕的狗 / a frightened dog一条被吓坏了的狗

driving gears主动齿轮 / driven gears从动齿轮

(2)在时间上，现在分词往往表示动作正在进行，过去分词表示动作已完成。

例如：

the rising sun (正在升起的太阳) / the risen sun(升起的太阳)

the falling rain(正在下的雨)/ the fallen leaves(落下的树叶)

stolen money(被盗的钱/偷来的钱)/ill-gotten wealth(不义之财)

a high-flying kite(高飞的风筝)

再看一些例子：

boiling water 沸腾的水/boiled water 开水/developing countries 发展中国家/developed countries 发达国家/an exciting story 令人激动的故事/ excited people 激动的人们

(2)在时间上，现在分词往往表示动作正在进行，过去分词表示动作已完成。

再看一些例子：

surprising news令人惊讶的消息/a surprised man受惊吓的人/an inspiring leader具有号召力的领袖/the inspired soldiers受到鼓舞的士兵/a delighted speech令人高兴的演说/the delighted audience(感到)高兴的听众/a moving film动人的电影/the moved children受到感到的孩子们/a box containing tea装茶叶的盒子/the tea contained in a box装在盒里的茶叶/ falling snow正在下的雪/fallen snow box落在地上的雪

(3)做表语时的不同。现在分词做表语表示主语所具有的特征，意思是“令人如何”。过去分词多表示主语所处的状态，意思是“感到如何”。

例如：

His lecture is disappointing。I’m disappointed。他的演讲令人失望。我感到失望。

We are surprised to hear the news。The news is surprising。我们听到那消息吃了一惊。那消息令人吃惊。

The situation is encouraging。 We’re encouraged。形式使人鼓舞。我们感到鼓舞。

常用的还有：amusing/amused，astonishing/astonished，disappointing/disappointed，exciting/excited，frightening/frightened，interesting interested，moving/moved， relaxing/relaxed，satisfying/satisfied，shocking/shocked，surprising/surprised，terrifying/terrified，tiring/tired，worrying/worried等等。

(4)做状语的区别，分词短语在句中可做时间、原因、方式、伴随状语。现在分词的动作和谓语动作同时或几乎同时发生、意思是主动的。而过去分词的动作在谓语动作之前发生、意思是被动的。

例如：

Seeing nobody at home，she decided to leave them a note。看到没人在家，她决定给他们留个条。(主动意义，几乎同时)

The secretary worked late into the night，preparing a speech for the president。秘书工作到晚上很晚，给总统准备一篇演说。(主动意义，同时)

Tired of the noise，he closed the window。对噪音感到厌烦，所以他把窗户关上。(被动意义，

在谓语之前)

Deeply moved，she thanked me again and again。她深深地受了感动，再三谢我。(被动意义，在谓语之前)

Persuade by my mother，she gladly went there alone。在我母亲劝说下，她才高兴地独自去那里。(被动意义，在谓语之前)

如果现在分词的动作在谓语动作之前发生，现在分词要用完成形式，但意思仍然是主动的。例如：

Having watered the vegetables，they began to pick up the Apples。=After they had watered the vegetables，they began to pick up the apples。他们浇完了蔬菜之后就开始摘苹果。 Having finished the work，he packed his tools and left。完工后，他收拾起工具走了。分词做状语时，前面可用连词或介词。

例如：

After eating my dinner quickly，I went to see Jim off。我赶快吃过晚饭就去给吉姆送行。 Though built before the Second World War，the engine is still in good condition。尽管是在二战以前建的，这引擎仍然处于良好状态。

Unless paying by credit card，please pay in cash。如果不用信用卡付款，请用现金付。 Tom will never do this unless compelled。汤姆永远也不会干这种事，除非被逼无奈。 She’s been quite different since coming back from America。从美国回来后，她大变了。

(二)用法

1.作定语。作定语的分词通常放在被修饰的名词之前。如果被修饰的词是something，anything，everything，nothing等，则分词放在这些词之后。分词短语通常放在被修饰的名词之后。

例如：

This is an interesting book。(=This is a book。It is interesting。)这是一本有趣的书。

There is something interesting in the news。(=There is something in the news。 It is interesting。)消息中有些有趣的事。

The man sitting by the window is our math teacher。(=The man who is sitting by the window is our math teacher。)靠窗户坐着的那个人是我们的数学老师

The machine run by the old worker is made in Shanghai。(=The machine that is run by the old worker is made in Shanghai。)那位老工人开的机器是上海造的。

Most of students singing were girls。(=Most of the students who were singing?)唱歌的学生多数是女生。

Many of the villagers questioned refused to answer。(=Many of the villagers who were questioned?)被问的许多村里人都拒绝。

注意：(1)分词作定语与动名词作定语的区别：

分词和它所修饰的名词有逻辑上的主、谓关系。动名词则没有这种关系，而表示它所修饰的词的用途或有关动作。

现在分词动名词

A sleeping child(a child who is sleeping)正在睡觉的孩子 A sleeping car(a car for sleeping)卧车

A flying bird(a bird that is flying)飞鸟 A flying course(a course for flying)飞行课程

A swimming girl(a girl who is swimming)游泳的女孩 A swimming pool(a pool for swimming)游泳池

The running water(the water that is running)流水 The running track(the track for running)跑道现在分词和它所修饰的名词都要重读，动名词所修饰的名词则不必重读。

(2)现在分词作定语时，它表示动作正在进行或与谓语动词所表示的动作同时发生(或差不多同时发生)。

例如：

Who is the boy dancing over there?在那儿跳舞的少年是谁呀?

The girls swimming in the sea were in danger。在海里游泳的姑娘们有危险。

如果两个动作在时间上有先后，一般不能用现在分词作定语，而往往用主从复合句结构。例如：

The man who has gone to Shanghai will be back again。到上海去的那个人会回来的。

The teacher wants to talk to the students who smashed the windows。老师要找打破了窗子的那个学生谈话。

(3)be的现在分词being不能用作定语(可用作状语或被动语态中的助动词)。表示这种概念时，也用主从复合句结构。

例如：

He has a brother who is a worker。他有一个当工人的兄弟。

2、作状语。分词和分词短语作状语时，可以表示时间、原因、行为方式等意义。表示时间和原因的分词短语相当于对应的状语从句。

例如：

Seeing the teacher entering the room，the students stood up。(=When the students saw the teacher entering the room，They stood up。)学生们看见老师走进房间，都站了起来。 (时间)

Heated，the Metal expands。 (=The metal expands if /when it is heated。)金属受热而膨胀。(条件、时间)

Being excited，I couldn’t go to sleep。(=As I was excited ，I couldn’t go to sleep。)我兴奋得睡不着觉。(原因)

Being a student，he was interested in sports。(=As he was a student，he was interested in sports。) 他是个学生，所以对体育运动感兴趣。(原因)

Inspired by Dr.Yang’s speech，Li Hua and his classmates decided to study physics harder。(=As they were inspired by Dr.Yang’s speech，Li Hua and his classmates decided to study physics harder。)李华和他的同学们受到杨博士讲话的鼓舞，决定更加努力学习物理。 (原因) The children went away laughing。=The children went away。They laughed as they went。孩子们笑着走开了。(行为方式)

The professor stood there，surrounded by many students。(=The professor stood there。He was surrounded by many students。)教授站在那里，许多学生围着他。(行为方式)

While reading the newspaper，father nodded from time to time。(=While he was reading the newspaper，father nodded from time to time。)看报时，父亲不时地点头。(时间)(分词前，可加表示时间的连词while或when。)

3、作宾语补足语。

例如：

Can you get the machine going again?你能使机器再动起来吗?

You should have your hair cut。你该理发了。

I saw him coming last night。我昨天晚上看见他来了。

4、作表语。

例如：

The film is very moving。这部影片很感人。

Your homework is well done。你的作业做得好。

The visitors looked surprised.参观者看上去很惊讶。

The boys were seen walking on the grass。有人看见孩子们在草地上散步。

5、作句子独立成分(分词有自己的逻辑主语时，称为独立主格结构。)

例如：

Flags flying，the army men marched in the streets。旗帜飘扬，军队在街上行进。

All his ribs broken，he lay half dead。他的肋骨全部折断，半死不活地躺着。

分词(短语)作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。

My wife had a long talk with Sally, explaining why she didn’t want the children to play together我妻子与莎莉谈了很长时间，解释她为什么不想让孩子们在一起玩。(现在分词explaining是句子主语my wife做的动作，它们之间是主动关系)

Given more attention，the trees could have grown better。如果对这些树多关心一些，它们本来会长得更好。(过去分词given表示的动作是句子主语the trees承受的动作，它们之间是被动关系)

We explored the caves，Peter acting as guide。我们到那山洞探险，彼得做向导。 (独立主格) The train having gone，we had to wait another day。分词短语做状语时，前面可以加上连词或介词，但是分词短语和句子之间不能用并列连词(如but，and)，因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。

例如：

误：Having been told many times，but he still couldn’t understand it。

正：He was told many times, but he still couldn’t understand it。

注意：(1)分词作状语时，逻辑主语即句子的主语;否则要用从句或独立主格结构来表示。例如：

Looking out of the window，I saw lots of people there。(=When I looked out of the window，I saw lots of people there。)

我往窗外一看，看见那儿有许多人。 (looking out of the window的逻辑主语，就是句子的主语I。)

(2)在see，hear，watch，notice等动词后，用动词不定式作宾语补语，通常表示(强调)动作从开始到结束的全过程。如果用现在分词作宾语补语，则通常表示动作正在进行。例如：

We sat two hours and watched the teacher make the experiment。我们坐了两个小时，看老师做实验。(两小时一直在看老师做实验)

We passed by the classroom and saw the teacher making the experiment。我们走过教室，看见老师在做实验。(只是在走过教宰的一刹那间，看见老师正存做实验)

篇3：大学英语句子改写

语句改写是在不改变原语句表达意思的条件下的另一种表达方式, 其技术可以应用到信息检索、问答系统、自动文摘以及机器翻译等系统中, 并能够有效地提高相应系统的性能。

有关句改写方面的研究资料有很多, 如汉语语句改写[1], 对语句改写语料库的构筑、改写规则抽出及改写句的生成等进行了综述, 并介绍了采用外国名著的多个中文译本进行句子对齐, 获得句子的改写实例从而构建改写语料库的研究。文献[2]将语句改写应用于汉语口语的机器翻译中, 采用基于句子分析和语言生成技术的方法对口语句子进行了改写。关于英语和日语的语句改写研究, 如文献[3]从语料库中抽取用于改写研究的改写句子语料, 注重于改写语料库资源的构筑研究, 对改写句的生成涉较少。文献[4]则采用一种近似于无指导的学习方法将日语中的名词短语改写为动词短语或是相关的从句, 这种方法几乎不需要手工干预, 而且易于实现机器学习。文献[5]实现了对英语的改写, 把被改写句中一系列不间断的单词事先编码后映射到模板中, 将从模板语法中抽取出的改写规则递归的运用到改写句的生成中, 这种方法要求改写句子的长度一般在5～12个单词内。

由于汉语缺乏严格的形态变化, 既不像英语有词序、时态、人称、词尾变化等可参考, 又不像日语有格助词和词尾变化等帮助决定句子的语法结构和时态, 语序和虚词是汉语表达的重要手段。所以汉语语句改写的研究要相对困难。本文在对语句的语法结构进行分析的基础上使用基于模板的方法对几种具有特殊结构的汉语语句的改写进行了研究。通过模板的抽出, 可以积累改写语料为后续研究提供资源。

1 基于模板的语句改写方法

该文采用基于模板的语句改写方法, 方法中的模板分为实例化模板和规则化模板。实例化模板是针对句子结构比较复杂的特殊句型设计的, 鉴于这种特殊语句很难使用规则模板进行描述, 而实例模板能够更好地体现其句子特性, 并使模板匹配更加准确;规则化模板是由标志句子结构的关键词和其他的变项组成, 语言知识的精细度高于规则并具有规则的抽象化特性。

这里涉及改写内容主要是:句子结构的变换, 利用单句的特殊句式改变句子的结构达到改写的目的。

1.1 模板获取分析

汉语语法结构的分析是模板建立的关键。汉语语言表达要求细致, 语言中的同一个意义可以用不同的句法格式来表达, 这就造成大量的同义句式存在[6]。在进行语句分析中对于不同的词类区别对待, 将动词、助词、介词、和虚词保留, 通过用变量来替代其他的一些实词构筑句子改写模板。以例句1为例进行说明。

例句1:我丢了办公室的两把钥匙。

在保持基本表达意思不变的情况下, 在不同的场合根据不同的表达需要有不同的表达形式, 即可用不同的句式来表示。表1中的四种句式可以用来表达例句1的意思。

表1中的四种句式互为改写句式。除A句式外, 其他三种句式还可以因表达的需要而在内部格式上有所变化, 从而生成更多的改写语句 (见表2) 。

可见例句1的改写句达10余种, 可对应抽出10种句式的改写模板。

根据汉语句子的结构特点可以划分出汉语句子的基本句型[7], 通过对所有句型的分析归纳总结出能被改写的几类句型。对汉语中很难归纳到某种句型的特殊句式, 通过分析最后归纳出存现句、倒装句、名词谓语句、双重否定句、反问句、特指问句、选择问句、“把”字句、“被”字句、“比”字句等在句子结构上可以变换的句式。这些句式的转换主要是主题的转移, 非常规语序大都是修辞的需要引起的。这些变化都多少会影响句子的感情色彩, 但句子所要传递的信息没有改变。为了说明和处理方便, 在此仅介绍存现句。

注:B′, C′, D′是由表1中B, C, D进一步变化后得到的句子。

1.2 存现句的模板获取过程

存现句是表示什么地方存在、出现或消失什么人或事物的句子式。从结构上来说存现句由三部分组成:句首是表示处所或时间的词或短语, 中间是动词或动词短语, 句末是名词或名词短语。存现句是一个歧义句式, 既可以表示存在、表示静态, 又可以表示活动、表示动态。因此同一个意思可以用不同的句式表达。下面通过例子给出了存现句的语句改写模板的抽出过程。

例:墙上挂着一幅画。

→ (有) 一幅画在墙上挂着。

→ (有) 一幅画挂在墙上。

对应如下变换关系的句法结构框架:

Np+V+着+N

→ (有) +N+在+Np+V+着

→ (有) +N+V+在+Np

在此, Np表示句首方处所结构;V表示动词或动词短语;N表示句末名词性结构。

在原句式中, “挂”和“画”是动作和受事关系, “墙上”表示存在的处所;在变换式中, “挂”和“画”仍是动作和受事的关系, “墙上”仍表示“画”的存在的处所。三者在共现词之间的语义关系上保持不变。

通过对存现句的句子结构分析得出各种句法结构框架, 进一步进行抽象化, 就得到了改写模板。分别以s, f, t表示处所、方位和时间的品词标记, 则每种结构都会有 (s) 处所词, (f) 方位词, (t) 时间词。将其分离出来, 作为该类模板的关键词结构。对于有介词的句式, 将介词保留或是变换成另一种形式。合并名词短语, 形容词短语等非关键成分, 就得到了如下的改写模板:

(1) {*}+[s/f/t]+[v]+ (着) +{*}+[n]

(2) {*}+[n]+[v]+ (在) +{*}+[s/f/t]

(3) {*}+[n]+ (在) +{*}+[s/f/t]+[v]+ (着)

其他几种句式比如倒装句、名词谓语句、双重否定句、反问句、特指问句、选择问句、“把”字句、“被”字句、“比”字句等的改写模板的抽取过程与上述存现句的类似。

2 改写的处理过程

模板匹配是基于模板方法的改写系统的关键, 基本思想是实现一个具有少数关键词常项、任意多个变项的模板匹配算法, 把原语句中的任意符号串结构自动替换成目标语句中的符号串结构。在具有关键项、约束项、任意变项的模板匹配算法的基础上, 可以利用按照一定的层次结构组织存贮的模板, 实现从原语句到目标语句的自动改写。在此关键项是指抽出的所有模板共通的关键词, 而约束项是指所有抽出模板中除关键项之外的关键词。在进行语句改写时对将要进行改写的语句抽出其结构框架, 计算它与改写模板的相似度以决定与之相匹配的改写模板, 计算式如式 (1) , 式 (2) 所示。

关键项相似度和约束项相似度计算:

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则待改写句与模板的相似度计算:

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式中:SKW为待改写句与模板对应的关键项个数;RW为待改写句与模板对应的约束项个数;TKW为模板中所含关键项个数;TRW为模板中所含约束项个数;KWS为待改写句与模板的关键项相似度;RWS为待改写句与模板的约束项相似度;TemSim为待改写句与模板的相似度;α, β是加权参数由预备试验获得。

通过式 (1) , 式 (2) 的计算获得待改写句与模板的相似度值, 满足设定的相似度阈值的模板用于改写。

3 语句改写实验及考察

3.1 实验数据及结果

实验使用了从中学课文中收集的约300个句子, 模板库中模板总数为196个。语句改写的输入内容是使用分词系统得到的分词和词性标注过的句子。改写结果的正误判断通过手工进行。判断的基准分为改写正确和改写错误。改写正确:改写句没有错误、表达意思不变或错误较少及表达意思基本不变;改写错误:信息缺失、语序混乱及表达意思改变。

采用评价函数对抽出模板及其语句改写的效果进行评价, 公式如下:

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式中:CPR为正确改写率;TCR为模板覆盖率;CPN为正确改写数目;PST为改写句子总数;IST为输入句子总数。由式 (3) 对实验结果评价得到在被改写句中改写正确率为74.71%, 模板覆盖率为66.34%。

3.2 实验结果的考察

在被改写的语句中随机抽取200句, 其中错误改写句为49句。通过对改写错误句子进行考察, 获得造成改写误差的不同原因。在改写错误中由于分词和词性标注错误而导致改写的错误约占19.23%, 而由于待改写句修饰成分过和多句子过长, 则分词后的词汇信息单元过多, 超出了模板所能描述的程度, 出现的错误改写率占38.46%。模板匹配错误而导致的改写错误有:模板抽出的错误和相似度计算不够精确而导致的错误的匹配分别占15.38%和26.93%。由此可见对于较长的句子需要对抽出模板的方法进一步探讨, 此外相似度计算也有进一步改进的必要。

4 结语

通过考察句子的语法结构, 抽出句子的结构框架从而进行了语句改写模板的构造。对待改写句则通过计算改写句与相应模板的框架中包含的关键项和约束项的相似度进行模板的匹配。通过对小规模数据进行的实验及考察给出了针对几种特殊结构的句子的改写效果。错误分析指出了改写方法及处理细节上存在的问题, 在今后的研究中计划针对抽取模板的细化、相似度计算方法的改进、扩大对不同结构语句的模板的抽取范围和进行较大规模数据的实验考察等方面进行探讨。

参考文献

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篇4：被英语改写的人生

相信很多“80后”“90后”都还记得那些年像俞敏洪一样苦背英语辞典，苦背《疯狂英语4》，为了高考，为了考研、出国，如同猫科动物般昼伏夜出，熬过的一个又一个孤独的日子，有的人在这场战役中胜出，有的人在这场战役中失败，我当年也是因为英语2分之差，从此止步研究生考试，参加了工作。后来看《中国合伙人》时幡然大悟：如果当年自己不跟考研英语死磕，参加了新东方的英语培训，是不是就会多赢得2分，从此改变了自己的人生命运呢？

人生没有如果，不过在我的朋友中，确实有不少因为英语改写人生的故事，对于英语学习，其实是“Use it or lose it”——用进废退。我的大学同学Rose，读书的时候就立志要出国，大学四年坚持学习英语，在英语角、英语辩论会等活动上，都活跃着她的身影。除了应对四六级等各种应试考试外，Rose的英语应用水平得到了很大提高，虽然最后她没有能如愿出国，但是她凭借着出色的口语交流能力，成功地拿到了一家世界500强制造公司的Offer，随之而来的自然是不菲的薪水以及各种出国交流的机会，让大家羡慕不已。

有一位高中同学凯，成绩平平，当年高考也只能上专科，填报志愿时他本来胡乱填报了一所师范专科的中文系，他的母亲瞒着儿子悄悄把志愿表改为英文系，从此改变了他的人生。凯大学毕业后到一所农村中学教书，日子过得不咸不淡，因一件小事和校长发生冲突，愤而离职，到广州闯荡。未想到在外贸交流中，之前他磕磕巴巴的英语突飞猛进，外贸事业做得顺风顺水，几年后成立了自己的外贸公司，还将生意做到了南非、欧洲。

全球化让世界变成了“Global Village”，外企不断登陆中国，中外交流越来越多，在这个终身学习的时代，英语学习“可谓路漫漫其修远兮”。就连一线明星章子怡，体坛明星李娜、姚明、邓亚萍、丁俊晖，他们都在努力提高口语，用一口流利的英语应对外国媒体，提高自己的国际形象。从另一个层面上说，他们不仅在自己专业领域获得高度自信，而且敢于走出自己依赖的母语，走向未知，不害怕进入陌生领域，更不害怕面对挑战。