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english writing proficiency
相关语句
  英语写作水平
     students' English writing proficiency influences their peer feedback ability;
     学生的英语写作水平影响其同级反馈能力;
短句来源
     Using Task-Based Approach to Improve College English Writing Proficiency
     运用任务教学法提高大学英语写作水平
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     Ⅱ) improving English writing proficiency to increase the kinds of English periodicals;
     提高英语写作水平,增加英文期刊种类;
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     A Brief Discussion aboutHow to Improve Middle School Students' English Writing Proficiency
     浅谈如何提高中学生的英语写作水平
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     Besides, some suggestions on when and how to provide this kind of feedback are offered in this paper, aiming to help students improve their English writing proficiency and English as a whole.
     本文中还结合教学实践 ,针对教师应在什么时间、以什么形式提供这方面的反馈提出了一些具体建议 ,指出对学生作文中的形式错误可采取分阶段、有选择、区别对待的方法 ,以更有效地帮助学生提高英语写作水平和综合水平
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  “english writing proficiency”译为未确定词的双语例句
     Some Strategies for Improving English Writing Proficiency at the Beginning Level
     英语教学基础阶段的写作训练
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     Exploring the Correlation between English Writing Proficiency and Affective Variables of Non-English Majors
     非英语专业学生英语写作能力与情感因素相关关系研究
短句来源
     The study result shows that the subjects under the instruction ofprocess-genre approach achieve more significant growth in English writing proficiency and interest in writing, build up more awareness of cooperation and confidence in writing, improve their abilities of independent thinking and problem-solving more effectively than those under the product writing instruction.
     实验结果表明过程体裁法能更有效地提高高中生写作水平和对写作的兴趣、培养良好的写作习惯、增强与人合作的意识及对写作的信心、提高独立思维和解决问题的能力。
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It is the essence to write correct English sentences for the English writing. This article, by example sentences;analyzes the five syntactic problems in College English writing so as to help the students to improve the English writing proficiency

写出正确的英文句子是大学英语写作的基础。本文通过例句分析了英文写作中经常出现的五个句法问题 ,以期帮助学生提高大学英语写作水平

This paper reports the effects of L2 writing knowledge and free compositions on Chinese university students English writing proficiency. Experiment results show that the teaching of English writing knowledge is directly effective in the expansion of learners knowledge about English writing, but has no direct effect on the improvement of their actual writing quality. Free writing practice after class contributes much to the choice of words, language accuracy...

This paper reports the effects of L2 writing knowledge and free compositions on Chinese university students English writing proficiency. Experiment results show that the teaching of English writing knowledge is directly effective in the expansion of learners knowledge about English writing, but has no direct effect on the improvement of their actual writing quality. Free writing practice after class contributes much to the choice of words, language accuracy and writing conventions. Analysis of learners writing texts shows that there is a significant difference in the length of writing between in and after class compositions. In terms of complexity, the assigned writing in class has a larger mean number of clauses per T unit. Case studies of high, middle and low achievers reveal a greater variety and quantity of connectors in free long compositions and a significant difference between good and poor student writers. The study also discovers that a higher percentage of personal topic focus occurrs in after class writings and poor compositions as well. With regard to cohesion, neither types of writings are significantly differentiated in the total number and the number of different cohesive ties, but a significant gap is found existing in the frequency of repetition as a cohesive device.

本实证研究探讨作文语篇知识与课后非命题作文写作两个因素对英语写作水平的影响。研究结果发现 :1)课堂作文语篇知识教学对扩大学生的作文语篇知识面具有直接效果 ,但对实际英语写作水平的提高没有直接影响 ;2 )课后非命题作文写作对提高英语写作的用词、语言正确性以及写作规范有显著影响 ;3)课内外写作相结合的综合方法比单纯课堂写作更有效果 ;4 )课内外作文分析显示 ,在T单位复杂度、连接词的数量和种类、话题重心、衔接手段总数和不同衔接手段数量等方面存在差异。本研究对大学的英语写作教学具有积极的启示意义。

In the field of second language writing, it is controversial as to whether teachers should provide feedback on form errors in student's compositions. Many scholars claim it is unnecessary or improper for teachers to do so. This paper argues for teachers' feedback on some of the form errors in students' compositions from four perspectives.To provide feedback on form errors can help students' acquisition of Engilsh, improve their English writing proficiency, fulfill the communicative function of writing,...

In the field of second language writing, it is controversial as to whether teachers should provide feedback on form errors in student's compositions. Many scholars claim it is unnecessary or improper for teachers to do so. This paper argues for teachers' feedback on some of the form errors in students' compositions from four perspectives.To provide feedback on form errors can help students' acquisition of Engilsh, improve their English writing proficiency, fulfill the communicative function of writing, as well as meet the students' requirements in this aspect. Besides, some suggestions on when and how to provide this kind of feedback are offered in this paper, aiming to help students improve their English writing proficiency and English as a whole.

教师是否应对学生英语作文中的形式错误提供反馈是写作研究和教学中一个有争议的问题 ,很多学者和教师对此持否定的态度 ,而本文从四个方面论述了教师提供这方面反馈的必要性。教师指出学生作文中的形式错误能够有助于学生的英语习得 ,帮助学生提高英语写作水平 ,实现写作的交际功能 ,同时这也是学生的要求。本文中还结合教学实践 ,针对教师应在什么时间、以什么形式提供这方面的反馈提出了一些具体建议 ,指出对学生作文中的形式错误可采取分阶段、有选择、区别对待的方法 ,以更有效地帮助学生提高英语写作水平和综合水平

 
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