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语言阅读
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  language reading
     Schema Theory and Its Application in Second Language Reading Comprehension
     图式理论在第二语言阅读理解中的应用
短句来源
     Second Language Reading and Cognition
     第二语言阅读认知观
短句来源
     Metacognition in Second Language Reading
     第二语言阅读中的元认知
短句来源
     This study was devoted to examining the influence of reading ability and reading speed on text signal effects concerning second language reading.
     本研究以中国大学生第二语言阅读—英语阅读为背景,通过对阅读回忆和问题解决质量的观测,探讨不同第二语言阅读水平和不同阅读速度条件下的文章标记效应。
短句来源
     Metacognition Research in Unsuccessful Readers in Second Language Reading Comprehension
     第二语言阅读理解不成功者的元认知研究
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  “语言阅读”译为未确定词的双语例句
     Goodman put forward "psycholinguistic model of reading (up to bottom model)" in 1967. He powerfully refuted the bottom to up model, which involved surface disposals from letters to words.
     1967年Goodman提出的“心理语言阅读模式”(Psycholinguistic model of reading),强有利地打破了传统的对字母、词作逐层表面处理的“自下而上模式”。
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     EFL Reading Comprehension and Question Theory
     浅谈英语语言阅读与问题理论(英文)
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     (2)The superior reader is not always the superior writer and the superior writer is not always the superior reader in second language.
     (2) 第二语言阅读能力高的人不一定具有较高的第二语言写作能力,第二语言写作能力高的人不一定具有较高的第二语言阅读能力。
短句来源
     The schema has received considerable attention in recent years from reading linguistics and ESL researchers, and is becoming widely used to demonstrate some reading phenomenon. Other researchers then investigated the effects of schema on reading some special type of literary styles among ESL learners (Carrell, 1981b, 1984b, 1988a; Johnson, 1981; Hudson, 1982; Alderson & Urquhart, 1983; Baraett, 1989; Dubin & Bycina, 1991). However, the results have been varied across studies.
     许多语言学家,特别是从事第二语言阅读教学的学者(Carrell,1981b,1984b,1988a;Johnson,1981;Hudson,1982;Alderson & Urquhart,1983;Barnett,1989;Dubin & Bycina,1991)对其进行了多方面的探讨和研究并取得了一定的成绩,但研究目的不同,其研究结果就存在一定的分歧。
短句来源
     Schema Theory in ESL Reading and the Implicationsfor Classroom Teaching
     图示理论在第二语言阅读中的作用和对课堂教学的启示(英文)
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  相似匹配句对
     G Language
     G语言
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     READING
     阅读
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     Reading is essential to language acquisition.
     阅读语言习得的根本保障。
短句来源
     On the English Reading and Second Language Acquisition
     阅读与第二语言习得
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     Reading Music
     耳朵的阅读
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  language reading
Implications are drawn for theories of bilingual cognition, further research, and instruction in second language reading and writing.
      
Dyslexia and second language reading: A second bite at the apple
      
An unexpected and remarkable preference for second language reading among some dyslexics has been noted, presenting a challenge to accepted theory on dyslexia and the capacity for second language learning.
      
The role of phonological and syntactic awareness in second-language reading: The case of Spanish-speaking learners of French
      
The impact of lexical inferencing strategies on second language reading proficiency
      
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Schema theory emphasizes the important role of background knowledge in reading comprehension.This paper first gives a brief overview of schema theory to show how it has changed the way we used to understand what goes on in the reading process,and then discusses its application in teaching reading skills in EFL/ESL,especially to Chinese stuednts.

“先知结构”理论强调背景知识在阅读理解中的作用,改变了以往人们对阅读理解过程的传统看法,对外语或第二语言阅读教学具有指导意义。本文简要介绍“先知结构”理论,并探讨其在外语或第二语言阅读教学中的应用,尤其是针对中国学英语学生的应用。

English reading is the same as other languages,it is a complicated process.It includes how to recognize English letters,words,how to analyse sentences.We may say that words are the basic material.The writer states the words most important role in words teaching from her many yearss teaching experience.She puts forward five methods to improve the quality of reading teaching.They are effective.

英语阅读和其它语言阅读一样, 是一个复杂的认知过程, 涉及对字母的认知, 词的知觉与判断以及句子的分析等, 可以说, 词汇是语言的基础材料。作者积自己多年阅读课教学的经验, 从词汇教学入手, 旁征博引, 深入浅出地阐述了词汇在英语教学中的重要地位, 总结出提高阅读课教学质量的五种行之有效的方法, 取得一定实效

In L1 reading research, it has been widely acknowledged that generating on-line causal inferences contributes significantly to the construction of a coherent mental representation of the text. But in L2 reading studies, opinions differ. Some researchers believe that L2 reading process is entirely different from that of L1, and L2 readers generally do not generate on-line causal inferences but concentrate on lower level processing, while others believe that L2 readers also generate causal inferences during text...

In L1 reading research, it has been widely acknowledged that generating on-line causal inferences contributes significantly to the construction of a coherent mental representation of the text. But in L2 reading studies, opinions differ. Some researchers believe that L2 reading process is entirely different from that of L1, and L2 readers generally do not generate on-line causal inferences but concentrate on lower level processing, while others believe that L2 readers also generate causal inferences during text processing to construct their mental representation of the text. On-line causal inferences refer to those inferences that the reader generates during text processing for the purpose of establishing the logical relations between the propositions in the text for the purpose of maintaining local and global coherence of the mental representation of the text. Among all the inferences identified in this study, four types of backward inferences are causal ones: connecting inferences, bridging inferences, anaphoric inferences and elaborating inferences. Causal inferences are the ones that are most likely to be generated on line and are critical to reading comprehension and recall. In order to test whether L2 readers at the intermediate and advanced level generate on-line causal inferences, whether these inferences are contributive to their recall, and whether language and text structure affect their inference generation and text recall, an experiment was conducted on 64 first-year and third-year college students in China, using the think-aloud and written recall methods. In the statistical analysis, it was found that the L2 readers in the study generated many causal inferences and that such inferences correlated highly to, and had significant effect on, the subjects?written recall scores. It was also found that L2-Advanced subjects generated significantly more causal inferences and got significantly higher scores in written recall than the L2-Intermediate subjects. Further qualitative analyses confirmed the importance of causal inferences to reading comprehension and exposed the difference between the L2-Advanced and L2-Intermediate subjects in dealing with the short-circuit phenomenon and in their sensitivity to text structure. The paper, while acknowledging the importance of language competence and structural knowledge in L2 text processing at large, concludes that L2 reading process is fundamentally similar to L1 reading process if the text is of moderate language difficulty, smooth structure and familiar topic.

第一语言阅读研究发现在线关联推论对阅读理解起着十分重要的作用,但在第二语言阅读研究中,对关联推论的研究十分有限,而且对第二语言读者的阅读认知模式也存在分歧。本文通过对中国大学生阅读英语论述文的分析,指出达到中高级语言水平的学生,在阅读语言难度中等,结构基本顺畅,主题熟悉的英语论述文时,会根据文章结构做出必要的在线关联推论,建立起命题之间的逻辑关系,并以此来组织自己的思维表征。文章同时也指出语言能力和结构知识的确是影响第二语言阅读的重要因素。

 
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