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interlanguage talk
相关语句
  中介语对话
     Error Analyses of Interlanguage Talk in the Process of Second Language Acquisition
     二语习得过程中的中介语对话偏误分析
短句来源
     4. The findings of the experiment on interlanguage talk also showed that the process of L2 acquisition develops in the style of "U".
     4.从中介语对话偏误分析可见,二语习得的过程呈“U”型发展,它不是随意的,而是有规律的。
短句来源
     students should learn the skills of preparation, monitoring and self-reflection so as to benefit from the interlanguage talk to the greatest extent.
     而学生也应该建立准备、监控和反思的中介语对话模式
短句来源
  相似匹配句对
     On Interlanguage
     过渡语(Interlanguage)浅析
短句来源
     On the Negative Influence of Teacher Talk Towards Interlanguage Cognition
     教师话语导致学生中介语认知偏误探析
短句来源
     Talk"from A to B"
     谈“由A而B”
短句来源
     TALK TO THE ANIMALS
     和动物对话
短句来源
     Interlanguage and Chinglish
     中介语与中国式英语
短句来源
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The paper reports a study of 100 college students' interlanguage talk. The following four major findings have been made. First, four types of errors are most frequently made in the samples collected: 1) Confusing the words that are related in meaning or resemble in form. 2) Producing Chinglish collocations that are not acceptable in English. 3) Omitting or over-using inflectional changes. 4) Piecing together words or phrases, with little consideration of grammaticality. Second, a lot of the errors of type...

The paper reports a study of 100 college students' interlanguage talk. The following four major findings have been made. First, four types of errors are most frequently made in the samples collected: 1) Confusing the words that are related in meaning or resemble in form. 2) Producing Chinglish collocations that are not acceptable in English. 3) Omitting or over-using inflectional changes. 4) Piecing together words or phrases, with little consideration of grammaticality. Second, a lot of the errors of type one and two are caused by the inadequacy in speakers' knowledge system. And errors of type three and four are mostly related to the malfunctioning of the performance system. Third, listeners are not unduly disadvantaged by the exposure to inferior peer input. Fourth, on the part of the speakers, repetition of the faulty output will lead to fossilization of errors of all the previous four types,either in the knowledge system or in the performance system. The implications are as follows: it is essential for the teachers to design some exercises to help students reduce those frequently-made errors, rather than just involve them in the talk; students should learn the skills of preparation, monitoring and self-reflection so as to benefit from the interlanguage talk to the greatest extent.

中介语对话对于外语学习的促进作用已经被许多研究者所肯定 ,但是对话中的错误究竟会对说者和听者产生什么影响 ?本文分析研究了 10 0名大学生的中介语对话以及相关问卷调查的反馈 ,结果发现 :1)四类错误在口语交际中十分常见 ,即混淆在意义或形式上有关联的词汇、在词汇搭配中受母语负迁移的影响、忽视或过度使用单词的屈折变化 ,以及句子整体结构的搭建错误。 2 )在第一和第二类错误中有许多是由学生知识系统的缺陷引起的 ,而第三和第四类错误大多得归咎于表达系统的障碍。 3)以上这些错误误导听者的可能性并不很大。 4 )如果说者经常重复这类错误而得不到指导 ,那么他的英语知识系统或表达系统将受到损害。上述研究结果对教学有一定启示 :要想使中介语对话充分发挥其功效 ,教师必须针对学生的弱点 ,开展系统性的训练来完善学生的知识系统和表达系统 ;而学生也应该建立准备、监控和反思的中介语对话模式

The present paper reports a study of the interlanguage talks made by 90 Chinese students,and the relative questionnaires administered to them.Five kinds of common errors have been found,most of which result from the negative transfer of their mother tongue. There are three different stages of interlanguage development: the random error stage, the emergent stage and the systematic stage.The three stages have their respective characteristics .It is necessary for the language learners and teachers to...

The present paper reports a study of the interlanguage talks made by 90 Chinese students,and the relative questionnaires administered to them.Five kinds of common errors have been found,most of which result from the negative transfer of their mother tongue. There are three different stages of interlanguage development: the random error stage, the emergent stage and the systematic stage.The three stages have their respective characteristics .It is necessary for the language learners and teachers to deal with different sorts of errors with different correcting strategies.

对90 名中国学生的中介语对话的分析以及相关问卷调查的结果表明五类偏误在口语交际中十分常见,尤以母语负迁移引起的错误为甚。中介语发展有三个不同阶段:偏误随机产生阶段、偏误自然产生阶段和偏误系统产生阶段,三个阶段各有特征。对不同类型的偏误,学习者和教师应采用不同的纠正策略。

 
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