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involvement load
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  “involvement load”译为未确定词的双语例句
     It firstly introduces the theoretic background of incidental vocabulary acquisition and the Involvement Load Hypothesis (Hulstijn & Laufer, 2001).
     本文首先介绍了词汇附带习得的理论背景以及Hulstijn & Laufer (2001)提出的专注量假设(Involvement Load Hypothesis)。
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     (2) output tasks are much more effective than input tasks carrying the same Involvement Load.
     2)具有同样参与负荷量的输出任务要比输入任务有效得多。
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     An Empirical Study on the Task-Induced Involvement Load Hypothesis for Incidental Vocabulary Learning in a Second Language
     第二语言偶然词汇获得中任务导致的投入程度实验性研究
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     The Involvement Load Hypothesis and Vocabulary Acquisition
     参与负荷假说与二语词汇习得
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     The analysis and comparison of the results show that learning tasks with higher involvement load (writing) are generally more effective for incidental vocabulary
     通过实验数据分析,可以得出以下结论:专注量不同的学习任务对学生词汇附带习得效果的影响具有统计学意义上的差异; 专注量高的学习任务比专注
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  相似匹配句对
     Testing Involvement Load Hypothesis
     检验“投入量假设”
短句来源
     Findings in Involvement Load Hypothesis
     参与负荷量假说及其验证发现
短句来源
     The Load Distributor
     纸机多点传动的负荷分配器
短句来源
     ELECTRONIC LOAD
     电子负载的研制
短句来源
     4) the involvement of the public.
     当代建筑美学的群众参与倾向。
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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...

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。

Based on experiments, this paper discusses how the task-induced involvement influences the Euro-American learners to acquire Chinese vocabulary. The experiments show that the learners’ retention depends on the involvement level while processing these words. The results fully support the hypothesis the words that are processed with a higher involvement load would be retained better than words that are processed with a lower involvement load. The highest efficiency of vocabulary learning as shown in...

Based on experiments, this paper discusses how the task-induced involvement influences the Euro-American learners to acquire Chinese vocabulary. The experiments show that the learners’ retention depends on the involvement level while processing these words. The results fully support the hypothesis the words that are processed with a higher involvement load would be retained better than words that are processed with a lower involvement load. The highest efficiency of vocabulary learning as shown in composition tasks empirically supports the hypothesis.

本文通过实验研究投入因素对欧美学生汉语词汇学习的影响。实验发现,被试在词汇学习中投入水平不同,词汇学习效果也会有所差异。我们结合“投入负担假说”来讨论这一结果,认为被试在词汇学习中的投入水平越高,则词汇学习效果越好,因此被试在写作作业中学习词汇的效果最好。

This paper provides a verifying study of Laufer and Hulstijn's Involvement Load Hypothesis. There are 2 findings in disagreement with this hypothisis: (1) the effect of Search is vague and indefinite; (2) output tasks are much more effective than input tasks carrying the same Involvement Load.

通过对Laufer和Hulstijn关于二语词汇习得的参与负荷量假说进行验证,文章有两个发现与该假说的阐述有出入:1)搜索(search)的效果模糊而不确定;2)具有同样参与负荷量的输出任务要比输入任务有效得多。

 
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