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english proficiency
    The English Proficiency Test
    英语水平考试 考试大纲(征求意见稿)
    The present paper mainly demonstrates how to design English proficiency tests and assessment system, including organizing testing items, collecting, sorting and analyzing the testing data,forming the structure and generation of the diagnostic report and exploring the ways of further study.
    本文主要介绍了如何设计英语水平测试评估系统,包括进行命题测试,收集、整理和分析测试数据,构思诊断报告的结构和生成,为以后的研究铺平道路。
    Carrying out the Grading Teaching Method and Improving Students' English Proficiency
    实施分层次教学 提高学生英语水平
    CET 3 and PRETCOA——The Comparison Between Two English Proficiency Tests in Vocational Colleges
    CET3与PRETCOA——高职院校两种英语水平测试比较
    A Study on Language Learning Strategy Use and English Proficiency
    英语策略使用与英语水平的研究(英文)
    Development and Application of the Stanford Achievement Test, Diagnostic Test, and English Proficiency Test
    美国斯坦福中小学成就、诊断及英语水平考试的发展和应用
    On the Relationship between English Proficiency and Autonomous Learning Ability
    英语水平与自主学习能力的关系研究
    A Study on the Correlation between Test Anxiety and the Test Performance in English Proficiency Test of Senior College English Majors
    大学英语专业四年级学生测试焦虑与英语水平测试表现的相关性研究
    A Study on the Influence of Interaction in English Reading Course on Students' English Proficiency
    英语阅读课互动对学生英语水平影响的研究
    A Study of the Impact of Metacognition on English Proficiency of Chinese University Students
    元认知对中国大学生英语水平的影响
    We must realize that its aim is to improve all the students' English proficiency not just for those whose English proficiency is very good.
    但我们必须认识到我国提出双语教学的目的是为了提高所有参与学生整体的英语水平,提高英语教学的整体效益,而不是为了满足英语水平突出的学生的需要,不是外语教学的延伸。
    With the Oral Test in Tsinghua English Proficiency Test (I) (TEPT-1) as a case study, the research is based on the Washback Hypothesis (1993, in Alderson et al 1996:281), focused on the “participants” in Hughes’ (1994, in Wall 2000:501) PPP Washback Model.
    本文以Alderson et al (1993)的反拨效应假设为理论依据,着重研究Hughes(1994)的“PPP”反拨效应模块中的“参与者”环节,对清华大学英语水平测试(I)的口语考试进行个案研究。
    and 4) motivation level ofstudents of lower English proficiency (CET4) is not significantly different from that ofstudents of higher English proficiency (CET6).
    4)英语水平较低(CET4)和英语水平较高(CET6)的学生在动机水平上不具有显著性差异。
    and 4) motivational strategies are overall more effective forstudents of non-Finance majors or lower English proficiency (CET4) than those of Financemajors or higher English proficiency (CET6).
    4)总体而言,动机策略对非金融类专业或英语水平较低(CET4)的学生明显更为有效;
    Inaddition, learners with different English proficiency differ in memory, cognitive andmetacognitive strategies;
    调查还发现,不同英语水平的学习者在记忆策略、认知策略和元认知策略使用上存在显著差异;
    Researchers singled out two classes, class A (interference class) and Class B (control class) that are at almost the same level of English proficiency.
    本文研究者从冶金高等专科学校计算机科学系挑选出两个英语水平相当的班级作为研究对象,A班作为实验班接受归因训练,B班作为对照班,不接受归因训练。
    Results from the survey indicated that cognitive, metacognitive, compensation and social strategies were significantly correlated with English proficiency;
    本研究经由SPSS分析有如下发现,(一)除了情感策略和记忆策略外,认知策略、元认知策略、补偿策略和社交策略都与英语水平有显著的相关;
    2) What are teachers’opinions about the English proficiency of their students?
    2)教师对学生英语水平的看法;
    English vocabulary is a major part of English proficiency in which many aspects are concerned.
    对于英语学习者而言 ,英语水平的提高涉及许多问题 ,而准确掌握词汇是体现英语水平的一个基本方面。
    Results show that the degree of tolerance of ambiguity affected students' performance in English class and the influence varied with English proficiency.
    文章首先探究了学生歧义容忍度的高低会影响学生英语成绩、课堂表现及英语课堂教学的效果,分析结果表明学生歧义容忍度的高低与学生英语水平高低基本上成正比;
 

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