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vocabulary
相关语句
  词汇
    Thinking on Vocabulary Teaching in English Class
    浅谈英语课中的词汇教学
短句来源
    Culture and Teaching of English Vocabulary
    谈文化因素在词汇教学中的运用
短句来源
    Systematic Teaching Of Middle School's Vocabulary
    中学英语词汇系统化教学
短句来源
    Utilize the learning strategies of vocabulary to improve the learning effect of vocabulary
    利用词汇学习策略 提高词汇学习效果
短句来源
    Discussion on english vocabulary teaching in middle school
    中学英语词汇教学探讨
短句来源
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  词汇量
    On how to remember English words and enlarge vocabulary
    如何记英语单词及扩大词汇量
短句来源
    A Way to Enlarge Students' Vocabulary
    影响教学中扩大词汇量的有效途径
短句来源
    A Correlation Study of High School Students' Vocabulary Learning Strategies and Vocabulary
    高中生英语词汇学习策略与词汇量相关性研究
短句来源
    Research on Correlation between Range of English Vocabulary and Reading Ability of Senior 2 and Senior 3 Students
    高二高三学生英语词汇量与阅读水平相关性的研究
短句来源
    A vocabulary learning questionnaire was administered to 71 students at Baotou University of Iron & Steel Technology.
    71名包头钢铁学院非英语专业一年级学生填写了问卷调查并完成了词汇量测试试卷。
短句来源
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  “vocabulary”译为未确定词的双语例句
    Literacy Teaching is the Basis of Competence Education ──A Talk on Enlarging Junior High School Students' Vocabulary
    识字教学是素质教育的基础──谈谈初中生扩大识字量的问题
短句来源
    An Introduction to the Defects of Vocabulary in English Syllabus
    略谈中学英语教学大纲中词汇的缺陷
短句来源
    Wilkins (1972), a famous linguist in language teaching, proposed, "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed."
    (Without grammar very little can be conveyed,withoutvocabulary nothing can be conveyed.)。
短句来源
    CONSTRUCTION OF VOCABULARY TESTS FOR JUNIOR SCHOOL LEVEL
    初中词汇理解能力量表的编制
短句来源
    An elementary introduction on the communicative teaching of English vocabulary
    浅谈中学英语词汇交际化教学
短句来源
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  vocabulary
A supplemented-vocabulary method for speech recognition
      
The possibility of enhancing speech-recognition efficiency by using the supplemented-vocabulary method is studied.
      
The minimum-information-mismatch criterion is proposed for selecting one; two; or, in a general case, several realizations of recognition words to be added to a working vocabulary.
      
By use a particular practical example, it is shown that the positive effect achieved does not substantially weight the vocabulary and enhance the computational complexity.
      
(iii) A system of the ordered reference sets (vocabulary) that generate the recognized sequences is determined.
      
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The present study was to construct three vocabulary tests at junior school level that could be used for measuring the student's lability of word omeaning comprehension.The three tests were constructed of 143 words multiple-choice items and administered to about 3000 students. The statistical item analysis and the test of goodness-of-fit of the 2PL model showed 90% vocabulary items could be used for IRT analysis. IRT analysis of the item responses was carried out separately for each test and estimated...

The present study was to construct three vocabulary tests at junior school level that could be used for measuring the student's lability of word omeaning comprehension.The three tests were constructed of 143 words multiple-choice items and administered to about 3000 students. The statistical item analysis and the test of goodness-of-fit of the 2PL model showed 90% vocabulary items could be used for IRT analysis. IRT analysis of the item responses was carried out separately for each test and estimated item parameters were equated utilizing the anchor items included in all the tests, the mean discrimination parameter of each grade was 0.61(grade7), 0.59(grade8),0.55(grade9); the mean difficulty parameter was - 1.61, - 1.30, - 0.56 respectively.

应用项目反应理论为初中各年级编制了同汇理解能力的测验,其中包含了143个多项选择的词汇项目。经过反复预测和大规模的正式测试,证实了这三个测验的量表拟合于2PL模型,项目特征曲线拟合度良好的项目占全体项目数的90%以上,能力的一维性也得以确认。经等值化后,各年级的区分度均值分别为0.61(初一)、0.59(初二)、0.55(初三);难度均值分别为-1.61、-1.30、-0.56。

It will get a bad effect to remember isolated English words separately and passively. The communicative teaching of vocabulary means the teacher guide the students to talk about topics they are interested in by using the vocabulary they have learned and they are learning, stimulate the students’ real need of communicating, and enable the students to learn the vocabulary in an easy and pleasant way.

孤立、被动地记忆互不相干的英文单词 ,效果不佳。交际化的词汇教学是教师引导学生利用他们已学习和正在学习的词汇谈自己感兴趣的话题 ,激起学生真正的交际需要。使学生轻松愉快的学习词汇

Language points and cultural points are two aspects of English teaching. The teaching of language points is used to cultivate the students' language knowledge and language competence while the teaching of cultural points is used to cultivate the students' cultural knowledge and communicative competence. Language points do not equal to the cultural points.However, part of the vocabulary and discourse in language points overlaps with the vocabulary and social culture in the cultural points. At the...

Language points and cultural points are two aspects of English teaching. The teaching of language points is used to cultivate the students' language knowledge and language competence while the teaching of cultural points is used to cultivate the students' cultural knowledge and communicative competence. Language points do not equal to the cultural points.However, part of the vocabulary and discourse in language points overlaps with the vocabulary and social culture in the cultural points. At the end of the paper, some suggestions on the teaching of language points and cultural points have been put forward.

语言点与文化点是英语教学的两项主要内容。语言点教学培养学生的语言知识和语言能力 ,而文化点教学则培养学生的文化知识和交际能力。语言点不等同于文化点 ,尽管语言点中的词汇层次和语篇层次的一部分内容与文化点的词汇和社会文化层次的内容相重合 ,但在教学中二者不可相互替代。由此 ,教师应采取中外文化知识对比、图片展示等教学方法 ,才能收到理想的教学效果

 
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