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foreign language learning
相关语句
  外语学习
     E-Learning and Foreign Language Learning
     E-Learning与外语学习
短句来源
     Motivation and Foreign Language Learning
     Motivation与外语学习
短句来源
     Influence of Standards for Foreign Language Learning in the 21~(st) Century on American Foreign Language Teaching
     《21世纪外语学习标准》对美国外语教学的影响
短句来源
     Language Acquisition Theories and the Second Foreign Language Learning Models
     语言习得理论与第二外语学习模式
短句来源
     The relationship between foreign language learning and the second language acquisition
     外语学习与第二语言习得的关系
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  “foreign language learning”译为未确定词的双语例句
     CMC-based Cooperative Foreign Language Learning
     基于CMC的外语合作学习
短句来源
     A Correlation Study of Learning Strategies, Learning Style, Foreign Language Learning Anxiety and English Achievement
     学习策略 学习风格 语言焦虑与英语成绩的相关研究
短句来源
     Computer Assisted Foreign Language Learning (CALL) will surely be the trend of college English teaching in China.
     可以预见,计算机辅助语言教学(CALL)作为一种教育技术在教学中的运用是大学英语教学发展的必然趋势。
短句来源
     Much research has similar opinions on the relationship between affective variables and foreign language learning (Stern 1983; Gardner 1985; Steinberg & Horwitz 1986; Young 1992). Anxiety is regarded as one of the most crucial affective variables, and language anxiety a kind of complicated mental phenomenon specific to language learning.
     从上个世纪八十年代以来,二语(外语)习得已引起人们的广泛关注,对这一领域的研究也取得了极大的进步。 大量关于情感因素与外语习得关系的研究认为焦虑是最重要的情感因素之一,而语言焦虑是一种对于语言学习而言的特定的复杂心理现象(Stern 1983;Gardner 1985;Steinberg & Horwitz 1986;Young 1992)。
短句来源
     Researches on characteristics of higher achievers in foreign language learning, namely, individual differences (ID), play an important part in the development of foreign language teaching.
     随着外语教学的发展,研究的对象逐渐由客体过渡到主体,即由对语言本身、教材及教学方法的研究转向对学习者的研究,其中,对优秀语言学习者的特征研究(即个体差异研究)则是其中的一个重要方面。
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  相似匹配句对
     ON FOREIGN LANGUAGE TESTING
     外语测试纵横谈
短句来源
     Syllabuses and Foreign Language Teaching
     教学大纲与外语教学
     Motivation and Foreign Language Learning
     Motivation与外语学习
短句来源
     On Translation in Foreign Language Learning
     论外语学习中的翻译
短句来源
     Metacognition and Foreign Language Learning
     元认知和外语学习
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  foreign language learning
Foreign language learning, hyperlexia, and early word recognition
      
Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk.
      
Finally, potential challenges to my hypotheses as an explanation for foreign language learning problems are reviewed.
      
It is argued that conceptualizing foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language.
      
Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning
      
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With the increase of the international communication in the fields of art, science, and technology, the interchange among languages has become very common. A Iarge number of words in French and Enslicl are of the same origin. Therefore, it means an advantage to bilingual learners, who will be able to comprehend by analogy, but there iS a disadvrntage: taking the words too literally.This article deals with the words in French and English in six categories. Besides the regulations os Spelling in the two Janguages,...

With the increase of the international communication in the fields of art, science, and technology, the interchange among languages has become very common. A Iarge number of words in French and Enslicl are of the same origin. Therefore, it means an advantage to bilingual learners, who will be able to comprehend by analogy, but there iS a disadvrntage: taking the words too literally.This article deals with the words in French and English in six categories. Besides the regulations os Spelling in the two Janguages, the article also, by examples, illustrates 1)the differentiation of meaning in the two kinds of words, 2) the homonyms, and 3)the collocation, so that it can arrest your attention in the second foreign language learning and help you to master it in a short time.

随着国际交往日趋频繁,语言间的相互借用现象亦日趋普遍,大量的词同出一源,这对学习第二外语的人是有利的,可以触类旁通,但也容易因望文生义而铸成大错。本文把英、法语词分成六类加以分析,以便于学习者掌握两种语言有关词的拼写对应规律;尤其对两种语言词义的识别、同形异义、习惯搭配的差异予以举例说明,这可以引起学习者的注意,有助于学好第二外语。

This is one of a series of papers written by the author on the topic of how to evaluate and use the FLT theories from abroad in establishing our theoretical system of FLT methodology with Chinese Characteristics. It attempts to introduce and appraise the cultural barriers theory on Foreign languages learning of the founder of the Edinburgh school of modern applied linguistics.

本文是就如何吸取国外外语教学法思想理论的精华,为建立具有中国特色的外语教学法理论体系服务这一主题所写的一系列论文之一。集中介绍与评价英国爱丁堡大学现代语言学派的奠基人Peter Strevens关于文化因素与外语学习的关系的理论。并探讨结合中国国情借鉴这一理论的现实意义及应遵循的途径。全文共分上下两篇。上篇包括1)文化因素与外语教学关系的研究的历史,2)PeterStrevens文化障碍理论的主要内容3)Peter strevens理论的优点及其不足之处共三章。

This paper ismainly composed of three parts. Based on the theory of language teaching and learning a research is made between time and tense, and between tense and aspect in English language learning. No matter how similar it is, every language has its own peculiar problems of meaning for foreign learners. In the first Part, the confusing forms of time and tense and of tense and aspect are analysed as well as Compared between the two languages: Chinese and English, In the second part, the internal relationship...

This paper ismainly composed of three parts. Based on the theory of language teaching and learning a research is made between time and tense, and between tense and aspect in English language learning. No matter how similar it is, every language has its own peculiar problems of meaning for foreign learners. In the first Part, the confusing forms of time and tense and of tense and aspect are analysed as well as Compared between the two languages: Chinese and English, In the second part, the internal relationship iS identified between tense (situation external time )and aspect (situation internal time ). In the last part, some tangibie problems of the present perfect are discussed concerned with the Chinese learners, and an explicit conclusion is also drawn that learner's mind is more or less constrained by one's mother tongue in the process of foreign language learning and there is the rub.

本文从理论和实践两个方面分3部分阐明了英语时间与时、时与体之间的相互关系。尽管某些语言在时与体之间的特征多么相似,但它们的运用仍有其自己的特殊含义。文章分析和比较了汉语与英语两种语言的时间与时、时与体的各自表现形式,由此剖析了时与体的本质区别及内在的相互关联;着重探讨了中国学生在学习现在完成体时遇到的困惑,从而表明了母语对学习外国语会起着不同程度的制约作用。

 
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