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   直接词汇教学 的翻译结果: 查询用时:0.025秒
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直接词汇教学     
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  “直接词汇教学”译为未确定词的双语例句
     Laufer (1992:27) pointed out in 1990, language learners study vocabulary mainly in two ways: direct vocabulary study and additional study.
     Laufer(1992:27)于1990年提出,学习者的词汇学习主要通过两种途径,即直接词汇教学和附带学习。
短句来源
     1. The reading materials of the textbooks are so literary that students have little chance to put the vocabulary that they have learned from the texts into use in their daily lives.
     1.在大学阶段,直接词汇教学仍有必要,但最好是将直接词汇教学与间接词汇教学相结合来安排课堂词汇教学。
短句来源
     Then, in this study the passive and active vocabularies of English and non-English major freshmen and sophomores are estimated and compared in order to reveal how their passive and active vocabularies develop.
     在该高校,英语专业和非英语专业一、二年级的英语教学都实行集体备课制度,各自形成了一套比较统一的教学方法:在词汇教学方面,非英语专业的大学英语词汇教学主要采用词汇讲解、听写、练习、句子翻译、写作等直接词汇教学活动,每周英语课程包括1小时的听力和4小时的精读;
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     Studies on it have proven that it is an effective way to help build vocabulary as a necessary supplementary implement of direct instruction.
     关于附带性词汇学习方法的众多研究证明这种方法是对直接词汇教学方法的一种有效且必需的补充。
短句来源
     2. The combination of direct vocabulary learning with incidental vocabulary learning is supposed to be a better way to improve students’language skills in the long term.
     2.从长远来看,词汇附带习得理论辅以直接词汇教学才能弥补学生词汇量的不足。
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  相似匹配句对
     An Analytical Study of Vocabulary Teaching
     词汇教学初探
短句来源
     3) The teaching of vocabulary: presenting cultural differences in conceptual meaning and cultural meaning of words & emphasizing the culturally conditioned association.
     3)词汇教学
短句来源
     Its efficiency is directly related to the development of the learners’communicative competence.
     词汇教学的有效性直接关系到学习者交际能力的发展。
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  explicit teaching
This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.
      
In other words, explicit teaching about the various relationships that can exist between theory and data would transform labwork towards a more critical process that involves making and justifying decisions.
      
Explicit teaching of meta-strategic knowledge in authentic classroom situations
      
Our findings show that explicit teaching of MSK had a strong effect on low achieving students.
      
Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of pho
      
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This paper constitutes an attempt to study L2 vocabulary development in the Chinese context by estimating and comparing the passive and active vocabularies of English and non-English majors. The English majors learned English vocabulary in an implicit way, while the non-English majors adopted an explicit learning mode but had limited classroom time for their vocabulary development. Their passive, controlled active and free active vocabularies were tested through (a) a modified version of the Vocabulary Levels...

This paper constitutes an attempt to study L2 vocabulary development in the Chinese context by estimating and comparing the passive and active vocabularies of English and non-English majors. The English majors learned English vocabulary in an implicit way, while the non-English majors adopted an explicit learning mode but had limited classroom time for their vocabulary development. Their passive, controlled active and free active vocabularies were tested through (a) a modified version of the Vocabulary Levels Test for Passive Vocabulary, (b) a modified version of the Productive Version of the Vocabulary Levels Test for Controlled Vocabulary Size, and (c) English Writing as processed by VocabProfile. The results showed that the subjects' passive vocabulary was always larger than their active vocabulary and that for some high-frequency words, their vocabulary development stopped at certain points. Furthermore, the English and non-English majors' vocabulary development varied due to the differences in their vocabulary learning modes and exposure time. It was also found that the subjects' passive vocabulary correlated with their controlled active vocabulary but an increase in free active vocabulary did not entail an increase in passive and controlled active vocabularies.

本文通过比较一所重点大学英语专业与非英语专业一、二年级200名学生的被动词汇量与主动词汇量,探索基于课堂教学的中国学生被动词汇和主动词汇的发展情况及其影响因素。研究中使用了三种词汇测试分别对被试的被动词汇量、控制性主动词汇量和自由主动词汇量进行估算和比较。结果表明,所有被试的被动词汇量总是大于其主动词汇量;词频级越低,主动词汇与被动词汇的差距越大;在高词频级,词汇发展到一定程度出现“停滞”现象;所有被试的被动词汇与控制性主动词汇之间都存在相关关系,但被动词汇和自由主动词汇却不相关。另外,还发现英语专业较多的课堂教学时间和多样的课程设置使得其被动词汇有较大提高,也促成了其高频词汇学习的“彻底性”;而非英语专业大量的直接词汇教学促进了其主动词汇的发展。

In English vocabulary teaching,the elements such as taking no notice of vocabulary teaching?neglecting the depth development of vocabulary knowledge?ignoring the transverse and vertical differences in studying period,superficial explanation,the defect of estimation mechanism and students subjective and conservative avoidance cause the fossilization of English vocabulary.The article discusses the causes of the fossilization of English vocabulary and points out that explicit teaching,incidental learning and independent...

In English vocabulary teaching,the elements such as taking no notice of vocabulary teaching?neglecting the depth development of vocabulary knowledge?ignoring the transverse and vertical differences in studying period,superficial explanation,the defect of estimation mechanism and students subjective and conservative avoidance cause the fossilization of English vocabulary.The article discusses the causes of the fossilization of English vocabulary and points out that explicit teaching,incidental learning and independent strategy development are the effective solutions to the fossilization of English vocabularies.

在英语词汇教学过程中,由于长期对英语词汇教学的不重视,浅表层次的讲解,评价机制的缺陷,忽视词汇知识的深度发展,忽略学习者在不同学习阶段的横向和纵向差异,加之学生主观保守地回避或曲线表达等因素造成了英语词汇能力石化现象的产生,该文就英语词汇能力石化现象的成因进行阐释,指出直接词汇教学、附带学习和独立策略发展是解决英语词汇能力石化现象的策略和有效途径。

 
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