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词汇保持
相关语句
  vocabulary retention
     The mixed results show that other factors, such as “time”, task type (input task or output task), or frequency of word repetition play an important and intricate role in vocabulary retention.
     由于“投入量假设”只考察了认知加工的“质”对加工结果的影响,未考察认知加工的“量”的作用,本次实验还增加了对词汇出现频率对词汇保持作用的考察,并比较了“投入量”和“频率”对附带词汇习得的作用。
短句来源
     On the basis of the Involvement Load Hypothesis(Laufer & Hulstijn, 2001), an empirical study is made to investigate the effects of different reading tasks with same or different involvement loads on the Chinese non-English majors’L2 vocabulary retention.
     本篇论文采用Laufer & Hulstijn(2001)提出的投入量假设对国内非英语专业中等语言水平的学生进行了一项实证性研究,其目的在于调查投入量相同或不同的阅读任务对中国非英语专业学生二语词汇保持的影响。
短句来源
     The results have shown that 1) the hypothesis gets fully support in the immediate test, but partially evidence in the delayed test, and time has a great impact on vocabulary retention;
     研究结果表明:1)即时测试结果完全支持该理论,但延时测试结果只有部分支持该理论,且时间对词汇保持程度有较大影响;
短句来源
  “词汇保持”译为未确定词的双语例句
     But words retention is not obviously influenced by such high semantic and syntactic similarities.
     2.主题聚类中的词没有语义上和句法上的相似性,避免了词与词之间的相互干扰,在词汇记忆上优于语义聚类; 但在词汇保持上,语义聚类和主题聚类几乎没有区别。
短句来源
     To test the Involvement Load Hypothesis, three commonly used reading-based tasks, which are different in amount of involvement load in terms of word processing, are designed.
     不同的任务可以促使学习者对词汇进行不同程度的认知加工,任务所带来的认知加工程度越高,随后的词汇保持效果越好。
短句来源
     Language teachers can design after-reading tasks to direct learners’attention to the new words and process them with different degrees of involvement.
     根据投入量大的任务一般比投入量小的任务更有利于词汇保持这一研究结果,教师及教材编写者可视目标词所要求掌握的程度而定,设计一些投入量不等的阅读任务来促进词汇学习。
短句来源
     Task with a higher involvement load yields better retention of target words than that with a lower involvement load and when the involvement load is the same, an output task may produce better retention of investigated words than an input task.
     投入量大的任务比投入量小的任务对目标词的保持更好。 投入量相同的输出任务比输入任务对词汇保持更好。
短句来源
     (3) Which learning mode can retain the vocabulary longer?
     (3)哪种词汇学习方式能使词汇保持得更久?
短句来源
更多       
  相似匹配句对
     Keeping In Touch
     保持联系
短句来源
     Words of Love
     爱的词汇
短句来源
     learning Vocabulary;
     学习词汇;
短句来源
     2. proper use of memorizing strategies can help learners remember the words learned and improve the retention rate.
     ②使用行之有效的词汇学习策略能促进词汇的记忆和保持
短句来源
     Keep the Water Clean
     保持水的纯净
短句来源
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The present research makes an attempt to study the effect on overall vocabulary learning with direct vocabulary learning based on the theory of depths of processing proposed by Craik and Lockhart (1972). According to the theory, there exist two levels of cognitive processing: the formal level or the surface level and the semantic level or the deep level. The deeper the processing, the more durable the memory of the item processed. This research is intended, through teaching and learning experiment, to testify...

The present research makes an attempt to study the effect on overall vocabulary learning with direct vocabulary learning based on the theory of depths of processing proposed by Craik and Lockhart (1972). According to the theory, there exist two levels of cognitive processing: the formal level or the surface level and the semantic level or the deep level. The deeper the processing, the more durable the memory of the item processed. This research is intended, through teaching and learning experiment, to testify and enrich the theory, and shed light on effective vocabulary learning for English learners at college level. The findings have shown that semantic processing in direct vocabulary learning facilitates learning and retention, while formal processing can be inhibitory; subjects engaged in semantic processing achieve far superior results than those in formal group and those in control group at both comprehension and production levels, especially the latter level; formal processing can lead to some interference effect on the comprehension level. Finally, the authors interpret the results in terms of self-generation, processing depth, frequency and encoding.

本研究以Craik和Lockhart(1972)的认知加工层次理论为理论框架,旨在考察建立在该理论基础上的词汇直接学习对外语词汇学习产生的影响。根据认知加工层次理论,对单个的词可进行形式和语义即浅层次和深层次加工;加工层次越深,记忆效果越好。本研究吸收词汇语义学的某些观点对该理论的语义层次重新定义,即不仅仅限于语境意义,还包括由该词的横组合关系和纵聚合关系组成的语义网络。本研究发现:语义认知加工的词汇直接学习对整个学习效果产生积极的促进作用,而形式加工却产生抑制作用。语义加工组受试的词汇保持量和保持率远远超出其他两组;在理解和产出两个水平上,语义加工组均高出其他两组,尤其在产出水平上具有无可比拟的优越性;形式加工在一定程度上对学习效果特别是理解层面产生干扰效应。最后作者从自我产生、加工深度、频率和编码等方面对实验结果进行了探讨。

 
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