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   chinese college students 在 中国语言文字 分类中 的翻译结果: 查询用时:0.081秒
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chinese college students
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  中国大学生
    This paper analyzes various vocabulary learningstrategies and the importance of vocabulary learning through reading strategy, discusses the prerequisite and possibilityfor Chinese college students to adopt the reading strategy to enlarge their vocabulary and bravely puts forward a hypothesisthat an L2 learner with 2000 words can enlarge his vocabulary size to 6500 in 150 to 457 days through reading.
    通过分析词汇学习策略及通过阅读学习词汇的重要性,讨论中国大学生通过阅读扩大词汇量的前提和可能性,大胆假设了一个拥有2000词汇量的学习者可通过阅读在150-457天内将词汇量扩大到6500的可能性。
短句来源
    On Autonomy of Chinese College Students in Foreign Language Learning
    试论中国大学生外语学习中的自主性
短句来源
    Gender Differences in the Conversation Organization of Chinese College Students' Dormitory Talk: A Conversation Analysis Approach
    对中国大学生寝室谈话中存在的性别差异的会话分析
短句来源
    Chinese College Students' Prototypical Exemplars on Ten Categories and Their Cognitive Analysis
    中国大学生十类范畴的原型样本问卷调查及其认知分析
短句来源
    DeCarrico's lexical phrase,this paper analyzes the frequency of some lexical chunks in Chinese college students' CET4 and CET6 compositions,and studies the relationship between lexical chunks and the high-grade and low-grade English compositions and the role of lexical chunks in English as the foreign language (EFL) writing,by means of a top-down (theoretical presentation) and bottom-up (specific genre analysis) analysis.
    DeCarrico的词汇短语(lexical phrase)理论,采用理论陈述和具类分析相结合的方法,通过对一定量的中国大学生四、六级作文中所出现的词汇板块的频度分析,研究词汇板块与高分作文和低分作文的关系以及词汇板块在英语作为外语(EFL)的中国大学生四、六级写作教学中的作用。
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  我国大学生
    In Chapter five, by employing two internationally well-known scales, I carried out a survey on the correlation between Chinese college students' foreign language learning motivation/anxiety and learning achievement.
    本文第五章,采用了国际通用的动机和焦虑测量量表,对我国大学生外语学习动机和焦虑与学习成绩之间的关系做了调查,并对课堂教学中如何提高学习动机,降低焦虑的技巧与方法做了具体探讨。
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  中国的大学生
    How do Chinese college students realize such a speech act?
    中国的大学生是怎样实施“纠错”这种行为的?
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  “chinese college students”译为未确定词的双语例句
    This paper is a contrastive study of the speech act of threat between American college students and Chinese college students.
    本文对中美大学生威胁言语行为进行了对比研究,第一次比较系统地研究了威胁言语行为在中美大学生中的实施情况。
短句来源
    A study to determine Chinese college students’ English proficiency required for bilingual education
    我国高校进行双语教学学生需具备的英语水平
短句来源
    A Contrastive Study of the Speech Act of Threat between American College Students and Chinese College Students
    中美大学生威胁言语行为对比研究
短句来源
    A Contrastive Study of English and Chinese Naming Addresses between American and Chinese College Students
    中美大学生姓名称谓对比研究
短句来源
    And all these analyses show that lexical chunks do help for Chinese college students'English writing.
    综合分析表明,词汇板块对大学生英语写作的确有一定的影响。
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  chinese college students
Gender Role Egalitarian Attitudes Among Chinese College Students
      
American and Chinese college students' anticipations showed no gender differences in their desires for postgraduate education, marriage, and parental status.
      
American and Chinese College Students' Anticipations of Their Postgraduate Education, Career, and Future Family Roles
      
Predictions of people's occupations, housework responsibilities, and hobbies by American and Chinese college students reflected their sensitivity to the sex and gender information embedded in metaphors.
      
American and Chinese College Students' Predictions of People's Occupations, Housework Responsibilities, and Hobbies as a Functio
      
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This case study shows that mandarin complimenting is a remarkably formulaic speech act. Altogether five major sentence patterns and four kinds of positive semantic carriers are disclosed. The second person as the main personal focus reflects the Chinese perception of politeness — the more direct and forceful a compliment is, the more polite the complimenter. As for compliment response, showing agreement with an appreciation token is found to be the most preferred response strategy, suggesting the English...

This case study shows that mandarin complimenting is a remarkably formulaic speech act. Altogether five major sentence patterns and four kinds of positive semantic carriers are disclosed. The second person as the main personal focus reflects the Chinese perception of politeness — the more direct and forceful a compliment is, the more polite the complimenter. As for compliment response, showing agreement with an appreciation token is found to be the most preferred response strategy, suggesting the English compliment response norm has been widely accepted and used by Chinese college students.

问卷调查表明普通话赞扬是一种高度程式化的言语行为。这集中反映在五种常用句式和四种褒义词类上。第二人称为主的主语人称特点体现了汉文化主动热情的礼貌价值观。与传统的拒绝型赞扬应答模式不同 ,当代大学生选择含有感谢标记的接受型应答作为主要应答方式。

Previous studies on textual coherence have been mainly focused on cohesion or cohesive ties interweaved in formal and semantic networks. Scanty attention has been paid to the underlying cognitive workings for textual coherence in terms of information structures. In order to explore the cognitive foundations underlying textual coherence, the present study presents a contrastive analysis of this relationship between 30 linguistic texts and their real world reference, within the current theoretical frameworks of...

Previous studies on textual coherence have been mainly focused on cohesion or cohesive ties interweaved in formal and semantic networks. Scanty attention has been paid to the underlying cognitive workings for textual coherence in terms of information structures. In order to explore the cognitive foundations underlying textual coherence, the present study presents a contrastive analysis of this relationship between 30 linguistic texts and their real world reference, within the current theoretical frameworks of textual information structure. Based on a detailed comparison analysis of information structures between 30 Chinese compositions and the original organization of their real world source, this paper tries to surface the implied cognitive basis for textual coherence. The subjects in this study were 40 Chinese college students. They were required to describe in detail a picture which was new to them in their native language. 30 texts among the 40 written compositions were chosen as coherent essays by 2 linguists for the present study. The picture and the 30 texts were parsed into comparable information units according to the currently acknowledged information structure theories in textual analysis, especially the poetic parsing method in textual information analysis advocated by Chafe and Gee. Through contrastive analyses in terms of information combinations and organizations between the picture and its 30 linguistic texts and among the texts themselves, the paper points out that textual coherence is not determined solely by cohesive ties or cohesion, it is also determined by adhesion, i.e. whether or not the text adheres to the commonly shared cognitive patterns underlying the acceptability of information organizations of linguistic texts. At the macro-structure level of textual information structure, the study shows that the coherence of a text derives from the realization of a certain cognitive mode out of a repertoire of possible shared cognitive patterns in text production. At the micro-structure level, the paper describes the specific cognitive workings for the textuality of a piece of writing. The paper also points out that some so-called cohesive ties may not really function as they are believed, and that some repetitions in the data of this research may not play the role of cohesion. The paper concludes that textual coherence has its cognitive foundations. Whether or not the underlying cognition produces a coherent text may not be determined by cohesion. The coherence of a text is mainly determined by its adhesion to normally shared cognitive patterns which underlie the acceptability of the text. By emphasizing adhesion instead of cohesion, this paper has some pedagogical implications for writing in instructional settings. Language teachers should not only teach the students the linguistic devices which are useful for textual coherence, but also inform them of the normal cognitive patterns or established thinking modes in textual constructions.

以前有关语篇连贯性的研究多集中于语言形式或语义关系的衔接性(cohesion)上,基于信息结构的语篇连贯性的认知分析并未得到应有的注意,同时以往的很多研究只局限于语篇本身的分析,没有提供判断语篇连贯性的独立参照。迄今为止,尚无研究对语篇的信息结构与语言表述对象的源客观实体的信息结构进行对比分析,这种状况在一定程度上影响了对语篇连贯性的深入探索。本研究采用看图作文的方法,通过比较语篇的信息结构和语篇表述对象的信息结构,详细分析认知行为在这二者之间的作用。通过对描述同一画面的30篇语篇的信息结构与画面信息结构的对比分析,研究者认为语篇的连贯性有其认知内涵,语篇连贯性的实质在于语篇中的信息结构对共享认知模式的依附性(adhesion)上。

Linear development has been mainly discussed in the cross-cultural field, and has often been regarded as an English rhetorical characteristic, distinguished from the Chinese rhetoric. Through the analysis of the functional linearity of near one hundred English argumentative essays written by Chinese college students with the help of Toulmin model, the authors reveal the negative effects on linear development if the writer has little topic knowledge. The authors then discuss the implications for writing...

Linear development has been mainly discussed in the cross-cultural field, and has often been regarded as an English rhetorical characteristic, distinguished from the Chinese rhetoric. Through the analysis of the functional linearity of near one hundred English argumentative essays written by Chinese college students with the help of Toulmin model, the authors reveal the negative effects on linear development if the writer has little topic knowledge. The authors then discuss the implications for writing assessment and teaching when writing topics are assigned to students.

过去对于线性发展的研究往往集中在跨文化领域,认为线性发展是区分中英文篇章模式的特征之一。然而,通过借助Toulmin模型从话语功能层次分析近百篇中国大学生的英语议论文的篇章结构,作者发现,如果写作者对于写作话题了解较少,其文章的线性发展会受到负面影响;作者进而讨论了采取命题作文形式时,这种影响对于写作教学和评估的启示。

 
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