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生词记忆
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     How to Improve the Efficiency in Memorizing English New Words
     如何提高记忆英语生词的效率
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     Doodle Memory
     涂鸦记忆
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     MEMORY OF COLOURS
     多彩的记忆
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     On how to memorize the new words efficiently in class
     浅谈如何提高学生对生词的当堂记忆
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This experiment studies the grade difference and sex difference in memory organization in primary school and middle school students. The research includes two parts: 1)the grade difference in objective organization (clustering of categories)in primary school and middle school students: 2)the grade difference in subjective organization in primary school and middle school students. The results show: 1)the degree of objective organization (clustering of categories) in primary school and middle school students...

This experiment studies the grade difference and sex difference in memory organization in primary school and middle school students. The research includes two parts: 1)the grade difference in objective organization (clustering of categories)in primary school and middle school students: 2)the grade difference in subjective organization in primary school and middle school students. The results show: 1)the degree of objective organization (clustering of categories) in primary school and middle school students as a whole,is on the increase; 2)the degree of subjective organization shows some difference between the first grade students of junior middle school and the first grade students of senior middle school; 3)the method used by E. Tulving to measure the degree of subjective organiation has remarkable defects,especially when it is used to measure the lower-grade pupils of primary school.

本实验对中小学生记忆组织的年级差异和性别差异进行研究,全文分为两个部分:(1)中小学生词的记忆中客观组织(类的群集)的年级差异和性别差异;(2)中小学生词的记忆中主观组织的年级差异和性别差异.结果表明:(1)中小学生记忆中客观组织程度在逐渐提高,(2)不同年级中小学生对双字词记忆的主观组织程度是不同的;(3)E.Tulving测定主观组织程度的方法在测定低年级学生记忆的主观组织程度时表现出很大缺陷.

Vocabulary is one of the most important parts in English teaching.A teacher should enhance vocabulary teach-ing according to the characteristics of higher vocational college students to improve the memory efficiency of new words as well as study efficiency,so that we can reach the ultimate teaching goal of higher vocational colleges.

词汇教学是英语教学中一个极其重要的环节.教师应根据高职学生的特点,在课堂教学中加强词汇教学,提高学生对生词记忆的效率和学习效率,有效地实现高职院校英语教学的目的。

Although reading-based tasks have been found to enhance lexical learning, how they affect lexical learning and what factors determine their effectiveness remain largely unanswered. Laufer and Hulstijn's (2001) Involvement Load Hypothesis has gone some way towards answering these questions. This study set out to test the hypothesis by examining the impact of three tasks on vocabulary retention. Participants in the study were 6 College English classes from Nanjing University of Science and Technology. They were...

Although reading-based tasks have been found to enhance lexical learning, how they affect lexical learning and what factors determine their effectiveness remain largely unanswered. Laufer and Hulstijn's (2001) Involvement Load Hypothesis has gone some way towards answering these questions. This study set out to test the hypothesis by examining the impact of three tasks on vocabulary retention. Participants in the study were 6 College English classes from Nanjing University of Science and Technology. They were divided into three experimental groups and required to read the same passage. Each group was subsequently assigned one of the three tasks: a multiple-choice question task, a blank-filling task and a sentence-making task. Retention of eleven target words was assessed by means of an immediate posttest and a delayed posttest. A questionnaire survey and interviews were also conducted to look into task effectiveness. The results showed that (1) immediate task effects on vocabulary retention lent partial support to the hypothesis, (2) the delayed task effects provided limited support for the hypothesis, (3) time had a great impact on vocabulary retention, and (4) students' English proficiency only influenced the immediate task effects on vocabulary retention. These results suggest that the involvement indices need some modifications.

本研究旨在通过比较三项阅读任务(涉及目标词的多项选择题、用目标词填空和用目标词造句)对学习者生词记忆的影响来检验“投入量假设”(Laufer&Hulstijn2001)的合理性。笔者使用词汇测试、问卷调查和回溯性访谈的方式对257名非英语专业二年级学生进行了调查,并运用定量和定性的方法对所得数据进行了分析。研究结果表明,“投入量假设”不完全正确,还需要在“投入量”的量化指标上作一些修正;“投入量”的制定必须考虑时间及学习者外语水平因素对词汇习得的影响。本文还探讨了这一研究对词汇教学的指导意义。

 
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