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口语输出
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  oral production
     A Study of the Influence of Classroom T-S Interaction on Students' L2 Oral Production
     课堂师生互动对学生二语口语输出影响的研究
短句来源
     It analyzed the influence on students' immediate oral production by applying different teacher questioning strategies from the micro-level, including teacher's question types, teacher question modification and teacher feedback.
     在问题类型、问题修正及反馈等三个微观层次上观察分析由于教师提问策略的不同对学生口语输出影响。
短句来源
     The general research question of the study is:Do oral output activities promote the participants’noticing of the linguistic form in the subsequent input and result in their improved oral production of the target form?
     主要的研究问题是:口语输出活动能够促进二语学习者注意到输入材料中的过去虚拟式,从而在接下来的口语输出中更准确地使用此语法形式吗? 本课题的实验在苏州大学商学院50名二年级的学生中展开。
短句来源
  oral output
     Altogether 156 freshmen from five different majors in LNIT(Liaoning Institue of technology) as well as five teachers participated in the research, and the research results show that most of the students regard themselves as inactive learners in the English class, which shows that the students' oral output problem is serious and cannot be neglected any more.
     来自五个不同班级不同专业的156名辽宁工学院本科一年级学生及五名教师参与了调查研究,结果表明大多数学生认为自己英语课堂上表现不积极,这说明学生的口语输出问题很严重,已经不能再被忽视了。 本论文的目的是对众多的情感因素之一—焦虑带给学生课堂口语输出的负面影响进行调查研究。
短句来源
     An Empirical Research on the Noticing Function of Oral Output
     口语输出中注意功能的实证性研究
短句来源
     With this in mind, this study focuses on the current oral output state in college English classroom and the relationship between the foreign language anxiety and their classroom oral participation.
     第一章概述了中国大学英语课堂教学研究的背景,课上学生的口语输出现状及其与语言焦虑之间可能存在的关系,以及本研究的意义。 第二三章提供了口语输出和口语技能形成的理论框架,以及与其相关的语言焦虑理论回顾。
短句来源
     A Study of the Effects of Oral Output on Noticing of Linguistic Forms
     口语输出对语言形式注意度的影响
短句来源
     The present experimental study tends to focus on this area and investigates whether the learner's oral output promote the learning of a grammatical form embedded in the aural input and whether learners of the output group outperform those of the non-output group, who only engage in comprehension activity in learning a grammatical form.
     本文将通过实验的方法调查口语输出是否能促进语言学习者学习语法形式以及参加输出活动的学生是否比只完成理解活动的学生更好地学习语法形式。
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  spoken language output
     Schema Theory and Spoken Language Output
     图式理论与口语输出
短句来源
     Based on this theory,the author tentatively advances some feasible suggestions on activation of existing schema knowledge and spoken language output.
     基于该理论,作者就外语口语输出中如何激活学生头脑中已有的图式知识,提高口语能力方面做了一些有益的探索。
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  “口语输出”译为未确定词的双语例句
     The study was carried out through the combination of the quantitative and qualitative research method which began with the hypotheses based on the influence of Chinese cultural factors on foreign language anxiety.
     本研究从中国传统文化因素对外语语言焦虑的影响入手,提出假设,通过实验,结合定量与定性两种研究方法,研究了受中国文化因素影响的外语语言焦虑与外语口语输出能力的关系。
短句来源
     A Study on the Relationship between Oral English Output and Language Anxieties of the Non-English Majors'
     非英语专业学生英语口语输出与焦虑关系研究
短句来源
     Study on Verbal Competence and Foreign Language Anxiety Influenced by Chinese Cultural Factors
     受文化因素影响的外语焦虑与口语输出能力的研究
短句来源
     And another patient was severely deficited in repeating non-words(corrective rate 62%) and short memory capacity(memory span 1 to 2),but cognitive limitation in other phonological output tasks was not obvious(corrective rate 92%to 100%).
     而另外一例的非词复述(正确率为62%)和短时记忆能力(记忆广度值为1或2)都严重受损,但在其他口语输出任务中缺陷不明显(正确率为92%~100%)。
短句来源
     RESULTS:The score of phonological comprehension and recognition test reached normally in the two patients. One patient presented the difficulty in all spoken output tasks(corrective rate 54%to 75%),but the short memory capacity was normal(memory span 3 to 8).
     结果:两例患者在语音理解和再认测验中的成绩均达到正常水平,其中1例在所有口语输出任务中都存在认知缺陷(正确率为54%~75%),但短时记忆正常(记忆广度值为3~8)。
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  oral production
Oral production of linguistically complex sentences with meaning relationships of time
      
The relationship between auditory discrimination and oral production of Spanish sounds in children and adults
      
Specific variables investigated were the auditory discrimination and oral production of Spanish sounds.
      
Two test were constructed: (1) The auditory discrimination test used minimal pairs of Spanish sounds, and (2) the oral production test used words that differed in only one sound.
      
This study looks at how coreference is expressed under various oral production conditions and at various stages of development.
      
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This paper points out the importance of oral English in the present society as well as presents the problems of oral English in College English teaching and learning. By investigation, the author analyzes the influences of such factors as language anxiety, self-esteem, attitude, motivation and personality influencing on oral English learning and teaching. It is suggested that creating a good learning environment and decreasing students' classroom language learning anxiety are the key to motivate students' oral...

This paper points out the importance of oral English in the present society as well as presents the problems of oral English in College English teaching and learning. By investigation, the author analyzes the influences of such factors as language anxiety, self-esteem, attitude, motivation and personality influencing on oral English learning and teaching. It is suggested that creating a good learning environment and decreasing students' classroom language learning anxiety are the key to motivate students' oral English, advancing their self-confidence and thus improve the quality of oral English teaching and learning.

 论述了英语口语在当今社会的重要性及大学英语教学中口语教学存在的问题,分析了焦虑、自尊、态度、动机、个性等情感因素对学生口语输出的影响,指出创设良好的教学环境,降低学生的课堂语言学习焦虑,是调动学生学习口语的积极性,增强学习自信心,从而提高口语教学质量的关键。

AIM:To explore the characteristics and theories of repetition deficits,based on investigating the causes of repetition deficits of two Chinese patients with conduction aphasia,and provide more rich objective proof for clinical diagnosis and rehabilitation therapy. METHODS:Two patients with repetition deficits were required to administrate three typical cognitive tests.The tests were phonological comprehension,recognition test,spoken output test, and short memory test,which investigated the patients' capacity...

AIM:To explore the characteristics and theories of repetition deficits,based on investigating the causes of repetition deficits of two Chinese patients with conduction aphasia,and provide more rich objective proof for clinical diagnosis and rehabilitation therapy. METHODS:Two patients with repetition deficits were required to administrate three typical cognitive tests.The tests were phonological comprehension,recognition test,spoken output test, and short memory test,which investigated the patients' capacity of phonological inner processing,phonological production and short memory,respectively. RESULTS:The score of phonological comprehension and recognition test reached normally in the two patients.One patient presented the difficulty in all spoken output tasks(corrective rate 54%to 75%),but the short memory capacity was normal(memory span 3 to 8).And another patient was severely deficited in repeating non-words(corrective rate 62%) and short memory capacity(memory span 1 to 2),but cognitive limitation in other phonological output tasks was not obvious(corrective rate 92%to 100%). CONLUSION:Many different origins exist in repetition deficits.The origins of the deficits of these two patients in the current study are the impairment at later phonological processing stage,and breakdown for short memory capacity,respectively.

目的:通过探讨两例汉语传导性复述障碍者的病因,来进一步揭示复述障碍的特点及其理论,从而为其临床诊断和康复治疗提供更丰富的客观依据。方法:以两例复述障碍个案为研究对象,采用了3组典型的认知测验:语音理解和再认测验、口语输出测验和短时记忆测验,分别考察患者的语音内部加工、语音产生和短时记忆能力。结果:两例患者在语音理解和再认测验中的成绩均达到正常水平,其中1例在所有口语输出任务中都存在认知缺陷(正确率为54%~75%),但短时记忆正常(记忆广度值为3~8)。而另外一例的非词复述(正确率为62%)和短时记忆能力(记忆广度值为1或2)都严重受损,但在其他口语输出任务中缺陷不明显(正确率为92%~100%)。结论:复述障碍存在不同类型的起因;本文报道的两例个案的发病原因分别为语音输出后期的加工缺陷和短时记忆缺陷。

The reform and development of college English teaching have gone through many years.But one problem remains,it is difficult for our students to speak English frankly and fluently.After analyzing the present situation.this paper attains to put forward some good and rationalization methods to speak English well.

口语能力的培养在现今大学英语教学中的地位日显重要。但在具体教学实践中,如何培养口语能力却做法不一。我们认为在口语教学中,首先应明确交际任务,其次要引导学生参与口语活动的积极性,再次要正确对待学生在口语训练中的错误,最后要科学评价学生的口语输出

 
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