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相关语句
  cross
    CROSS CULTURAL COMMUNICATION AND FOREIGN LANGUAGE TEACHING
    文化交际与外语教学
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    The Cultivation of Cross Cultural-awareness and English Idioms Translation
    文化意识培养与英语习语趣译
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    On Teaching in English Course and Cross Cultural Communication
    英语课堂教学与文化交际
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    Introducing Integrative Model of Interdisciplinary /Cross Curriculum Approach to Foreign Language Teaching——A Framework of English Course Design For Non-English Majors
    学科和课程整合式外语教学途径初探——对大学英语课程设计的一个框架性构思
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    Training the Ability of Cross Culture Communication and College English Teaching
    培养文化交际能力与大学英语教学
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  “跨”译为未确定词的双语例句
    China English:Interference variety In Cross-culture Communication
    中国英语:文化语言交际中的干扰性变体
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    CULTURAL DIFFERENCE AND ENGLISH VOCABULARY TEACHING
    文化差异与英语词汇教学
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    This thesis tries,from the relationship between language and culture and that between culture and communication,to set forth the necessity and importance of the study of cross-cultural communication to college English teaching.
    本文试从语言与文化、文化与交际的关系入手,阐述了文化交际研究对大学英语教学的必要性和重要性。 分别从词汇的文化内涵、语法规则的文化特征、语域的文化氛围、语用的文化特征、体态语的文化色彩对大学英语教学的影响,阐明其研究的必要性。
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    Translation is an intercultural communicating activity and the phenomenon of cultural differences is a factor that cannot be neglected.
    翻译是一种文化交际活动,文化差异现象是一个不容忽视的因素。
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    In the light of the pragmatics,cross-cultural communication and second language acquisition theories,this paper puts forward some approaches to the development of students' pragmatic competence in the situation of English classroom teaching.
    在英语学习的初级阶段,语言能力的培养是首要的,但到了已经具备相当的语言能力的大学英语阶段,应该重视语用能力的培养。 语用能力包括语用行事能力、语用推理能力、语用心理能力、语用文化能力、语用语境能力和语用效能能力等,从语用学、文化交际学和第二语言习得理论的角度提出了在英语课堂教学中培养和提高学生语用能力的途径。
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  cross
In particular, we give a detailed description of these sets in terms of cross-sections inside maximal R-tori ofH.
      
We prove a corresponding statement for cross-ambiguity functions.
      
The models were cross-validated by Fischer's randomization test at a 95% confidence level.
      
The model showed a good correlative and predictive ability, with a cross-validated correlation coefficient of 0.594.
      
Leave-one-out cross-validation and a robustness test were performed, and the model proved to be a suitable alternative QSAR approach for modeling this series of compounds.
      
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CA has been extensively researched and found to affect about 20 percent of America's school population to the extent that those affected are being called handicapped and treated as learning-disabled in many places. The exploratory research reported here indicates similar incidence in a small group sample of Chinese college students. Further research in the People's Republic of China seems important since CA has been found to cause a negative impact on learning.Numerous methods to reduce CA have been tested in...

CA has been extensively researched and found to affect about 20 percent of America's school population to the extent that those affected are being called handicapped and treated as learning-disabled in many places. The exploratory research reported here indicates similar incidence in a small group sample of Chinese college students. Further research in the People's Republic of China seems important since CA has been found to cause a negative impact on learning.Numerous methods to reduce CA have been tested in America, and several are being utilized at the college level. Should the CA level be as high in the . People's Republic of China as the research suggests, those methods may prove valuable in reducing CA among Chinese as well.

本文讨论交际畏怯心理(Communication Apprehension,以下简称CA)在教育上的效果,兼谈作者对一部分中国大学生进行CA调查的结果。CA是指在实际或预期与人进行交际时感到的紧张害怕心情。CA的表现方式很多,只有少数几种,如说、写、唱的CA,有人对之进行过仔细的研究。本文主要谈口语交际中的CA。具有高度CA的人,几乎在一切说话场合,不论人多人少,都感到害怕或紧张,他们总是极力避免说话,不得不说话时,总是表现出羞怯紧张,缺乏自信,言不尽意。这种人拙于交际,难以给人良好印象,因而在经济、政洽、社交、学业各方面都受到不利影响。在学校里,在教师和同学心目中,他们显得缺乏信心和主张,怕冒风险,遇事随大溜,沉默寡言,难以了解,冷漠不易亲近;在社交上和对于异性吸引力较小;交际、办事和自持的能力也不如其他学生。教师一般认为这种学生的总的学业成绩、对人关系以及学习前途各方面都不如人。他们在大学里的总平均分数、小班学习分数、统一测验成绩等都低于别人,尽管他们中有许多人智力水平很高。CA的成因尚未完全探明。CA与遗传无关,是个人后得的特点,通常养成于童年初期。幼时说话受不到正面鼓励,或竟受到责罚,往往造成CA。身...

本文讨论交际畏怯心理(Communication Apprehension,以下简称CA)在教育上的效果,兼谈作者对一部分中国大学生进行CA调查的结果。CA是指在实际或预期与人进行交际时感到的紧张害怕心情。CA的表现方式很多,只有少数几种,如说、写、唱的CA,有人对之进行过仔细的研究。本文主要谈口语交际中的CA。具有高度CA的人,几乎在一切说话场合,不论人多人少,都感到害怕或紧张,他们总是极力避免说话,不得不说话时,总是表现出羞怯紧张,缺乏自信,言不尽意。这种人拙于交际,难以给人良好印象,因而在经济、政洽、社交、学业各方面都受到不利影响。在学校里,在教师和同学心目中,他们显得缺乏信心和主张,怕冒风险,遇事随大溜,沉默寡言,难以了解,冷漠不易亲近;在社交上和对于异性吸引力较小;交际、办事和自持的能力也不如其他学生。教师一般认为这种学生的总的学业成绩、对人关系以及学习前途各方面都不如人。他们在大学里的总平均分数、小班学习分数、统一测验成绩等都低于别人,尽管他们中有许多人智力水平很高。CA的成因尚未完全探明。CA与遗传无关,是个人后得的特点,通常养成于童年初期。幼时说话受不到正面鼓励,或竟受到责罚,往往造成CA。身体受外伤有时也导致CA。CA通常都是在学前期形成,偶尔也有出现于入学之后。教师和同学的态度也有影响,可以增强,也可以减弱CA,但这种变化十分缓慢,一般不易觉察。CA的存在情况,在美国进行过较多的研究,其他国家的情况研究不多。本文作者采取在美国用过的个人填报的方式,对一部分中国大学生进行了选样调查,结果表明这种心理在中国学生中也是存在的。所用办法是让276名北京外国语学院的学生填写调查表,调查表共有20个项目,都是关于与人进行言语交际时的个人感受(如“我不怕面对听众”,“我乐于在会上发表意见”,“我参加小组讨论时心里感到紧张”之类),答案对所陈述的情况表示肯定或否定,分为:1.同意,2.很同意,3.说不好,4.不同意,5.很不同意。要求调查对象据实填写,然后即据此数字定分。中国学生的调查结果,经分析后又与美国夏威夷大学的397名学生使用同法的调查结果作了比较,发现这两部分学生的CA总平均分数相差颇大,受调查的中国学生为61.21,夏威夷大学学生为63.34。中国学生的CA与美国全国标准数60.45相差无几。CA分数在61—70之间者定为中等,71—80之间为高度,80以上为严重。受调查的中国学生CA高度的占16.3%,严重的占3.1%,二者合计为19.4%。这样的学生,在美国就要被认为在言语上有缺陷。上述研究结果,只是初步探讨性质,因为这是文化的比较,也牵涉到认识和方法上的困难,调查人数有限,代表性也不足。但是这个选样调查可以表明CA在一般中国大学生中是存在的,因而值得作进一步的研究。鉴于CA有种种不利后果,有必要寻求减轻之道。美国交际问题学者试验过各种方法。本文简要介绍了三种方法,都已实际应用于美国学校,并被认为效果很好。一种叫系统除敏法,是让学生在实验室内做一套放松和消除神经紧张的练习,学生可以看到自己在说话场合中的情状,然后通过放松肌肉的练习来抵消在此情境中的紧张反应。另一种是在修习交际课程的学生中挑选出CA较高的学生,编入人数较少的特别班,对其进行口头应对训练,特别着重针对具体情况的应付方法进行教和练。再一种是夏威夷大学所采用的方法,既做实验室除敏练习,又在说话训练课程中进行减轻CA的特别训练。学生先练二人对谈,再进到小组交谈,最后做当众演说。采取此法训练的结果,学生的CA总是有显著的改变。

Conference on ELT in China 1992 was held from March 4 to 7, 1992, at Tianjin NormalUniversity. Some 260 ELT teachers from all parts of the country presented papers. Apart from aplenary session every morning, papers were read in six sections in 20 minutes each with a10-minute discussion. The conference was tightly scheduled and the programme was strictlyfollowed. All papers were written and presented in English, so was the discussion. This wasthe largest conference of its kind and probably the most successful....

Conference on ELT in China 1992 was held from March 4 to 7, 1992, at Tianjin NormalUniversity. Some 260 ELT teachers from all parts of the country presented papers. Apart from aplenary session every morning, papers were read in six sections in 20 minutes each with a10-minute discussion. The conference was tightly scheduled and the programme was strictlyfollowed. All papers were written and presented in English, so was the discussion. This wasthe largest conference of its kind and probably the most successful. The papers covered a wide range of topis in ELT in China. The teacher's devotion andlove for his students was seen as most essential for the success of the writing course, thoughundercorrection and an encouraging attitude were also recommended. Authentic materialsshould be used for listening classes and learners should be provided with the necessarybackground and given a clear purpose in listening. There was a keen awareness of the importanceof cross-cultural differences in language teaching, along with discussions on training in pragmaticand socio-cultural competence. In contrast with previous conferences, this conference, instead of merely relaying foreign theoriesor approaches, were testing them out and revising them in reference to the Chinese learningcontext. The next ELT conference will be in 1995.

1992年中国英语教学研讨会收到论文26O多篇。已经成立了一个10人评选委员会,将从中评选出几十篇优秀论文,以论文集的形式出版。这里摘要介绍部分论文的内容,分八个专题: 1.什么是现阶段基础研究的特点; 2.精读教学是适合中国情况的一个课型; 3.快速阅读如何取得成功; 4.写作教学要求教师有献身精神; 5.听力教学的问题; 6.文化教学的新开始; 7.语言测试和CAT; 8.其他。

Because of various reasons, human civilization in its progression has cteated different cultural regions.The relationshipbetween different cultural regions can be of five categories or stages,i.e., repellanoe,confrontation,interchange andmergence.Cross-cultural industries are the dininct features of the current relationship between diffemt cultural regions.Thegreat profit and the special characteristics of cross-cultural industries call for our fall preparation in the raising of foreignlanguage talents.The...

Because of various reasons, human civilization in its progression has cteated different cultural regions.The relationshipbetween different cultural regions can be of five categories or stages,i.e., repellanoe,confrontation,interchange andmergence.Cross-cultural industries are the dininct features of the current relationship between diffemt cultural regions.Thegreat profit and the special characteristics of cross-cultural industries call for our fall preparation in the raising of foreignlanguage talents.The preparation for cross-cultural will expand the academic doamin of foreign language educaton and diversify its orientations.

人类文明在其发展过程中由于种种原因形成各种文化区域。文化区域之间的关系可分为排斥、对抗、交流、合作、融合五种类型或过程。文化产业是现阶段文化区域之间关系的突出表现。文化产业能够产生的巨大效益及其特殊性要求我们在外语人才的培养上为其有充分准备。文化产业准备将会导致专业外语教育学科架构的扩展及教育方向的多样化。

 
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