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水平英语
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  “水平英语”译为未确定词的双语例句
     Hypothesis Two is that learners’language proficiency would affect formulaic sequences’representation, and holistic representation is much easier to be achieved in the mental lexicon of learners with higher language proficiency level.
     假设二为学习者的英语水平会影响公式化语言在二语心理词汇中的表征,并且整体储存在高水平英语学习者的心理词汇中比在低水平学习者的心理词汇中更容易获得。
短句来源
     A Corpus-Based Study of Teachers' Corrective Feedback in English Classroom Interaction
     不同水平英语教学中的教师纠正反馈语——一项基于语料库的研究
短句来源
     The research questions are:1. What are the frequency and types of SWs used by learners with different language proficiency?
     1) 同本族语学习者相比,不同语言水平英语学习者口语小品词的使用频率各有怎样的特征?
短句来源
     This paper discusses the issues of universal grammar, native language interference and second language input in second language acquisition.
     本文通过对不同水平英语学习者对英语单子句中反身代词习得的测试 ,借助相对化大主语观点 ,探讨了第二语言习得过程中普遍语法的有效性。
短句来源
     Features of oral style in English compositions of advanced Chinese EFL learners: An exploratory study by contrastive learner corpus analysis
     中国大学生英语书面语中的口语化倾向——高水平英语学习者语料对比分析
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  相似匹配句对
     5. to raise the level of English in China;
     5 .提高英语水平
短句来源
     C were measured by the method of radioimmunology.
     C的水平
短句来源
     Promote English by Reading
     从阅读提高英语水平
短句来源
     To learn English
     学英语
短句来源
     An Analysis of English Infixantion
     英语中缀
短句来源
查询“水平英语”译词为用户自定义的双语例句

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  level english
The results show that performance in school-level English is hardly correlated with academic performance, when controlling for the overall school performance.
      
At secondary level English is now the sole medium of instruction in the vast majority of schools and the percentage of all-Irish-medium secondary schools is lower than at any time since 1924.
      
A student may enroll for sopho more-level English concurrently with the second term/semester of freshman-level English.
      
At the senior level English 11, 12, Social Studies 11 and Planning 11 are taken together.
      
Beginning level English as a Second Language instruction in preparation for a vocational program.
      
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An exploratory study was under taken with college student(s=24)to determinewhetherr the low intermediate learners at university level will use knowledge of their native language idioms to help them to comprehend idioms in a foreign language. Results indicate that the subjects utilizedfour strategies to comprehend the 60 English idioms chosen for the study,namely,trausfer approach,linguistic approach,contextual approach and conceptual approach.

本文是一篇调查报告。对24名工科大学生做了一项调查,旨在了解中下水平的英语学习者是否利用母语的成语知识来理解外语的成语。结果表明,受试者采用了四种策略来理解本研究选出的60个英语成语,即,语言迁移法,语言知识法,上下文线索法、概念意义法.

The discourses in the real communication are different from materials recorded from written texts in that they entail phonological variations, redundant information and casual grammatical structures. For the classroom instruction of listening, teachers should guarantee that learners of different language proficiency have the access to authentic aural texts with the above mentioned conversational features. In this respect, it is advisable that teachers begin to grade the task, i.e. design appropriate listening...

The discourses in the real communication are different from materials recorded from written texts in that they entail phonological variations, redundant information and casual grammatical structures. For the classroom instruction of listening, teachers should guarantee that learners of different language proficiency have the access to authentic aural texts with the above mentioned conversational features. In this respect, it is advisable that teachers begin to grade the task, i.e. design appropriate listening task for a particular group of learners by considering their existing language proficiency, instead of grading the texts and selecting appropriate material for listening. This will enable learners to get well prepared for any natural communication in the real world.

真实交际场合下的话语不同于书面语式的录音材料。本文分析了真实语言材料所具有的三个方面的特征———语音系统变化大 ,冗余信息多 ,语法结构随意。为在听力课上坚持使用包含有这些特征的真实语言材料来训练学生的听力 ,教师必须改变过去依赖对听力材料进行分级(GradingtheText)而加以选材的做法 ,代之以对听力任务分级 (GradingtheTask) ,即根据所授对象的实际英文水平 ,设计出难度相当的听力任务。这样 ,不同水平的英语学习者 ,尤其是水平较低的学习者 ,就始终有机会接触真实的语言 ,为日后的正常交际准备了条件。

This article reports a case study, in which causal attribution in EFL learning, its impact on motivational behavior, and learners' conceptions of causal attribution were examined. A sample of 4 high achievers and 4 low achievers completed a 7-day's diary about their daily activities concerning English learning inside and outside English class, and subsequently they were interviewed about their causal attribution and EFL motivation. Data analysis indicated that (a) the two groups were qualitatively differentiated...

This article reports a case study, in which causal attribution in EFL learning, its impact on motivational behavior, and learners' conceptions of causal attribution were examined. A sample of 4 high achievers and 4 low achievers completed a 7-day's diary about their daily activities concerning English learning inside and outside English class, and subsequently they were interviewed about their causal attribution and EFL motivation. Data analysis indicated that (a) the two groups were qualitatively differentiated in causal attributions of learning environment, English teaching, language ability and effort; (b) higher achievers tended to have a more concordant conception of their causal attribution than their counterparts; and (c) variations in causal attribution and its conceptions accounted much for the individual differences in motivational behavior.

秦晓晴本文运用访谈法和日记法,对非英语专业二年级大学生中8名不同水平英语学习者的归因倾向对动机行为的影响,以及不同归因倾向的成因进行了个案研究。分析结果表明:(1)不同英语水平的学习者在学习环境、课堂教学、语言天赋和个人努力等方面的归因上存在着定性差异;(2)高分组在解释归因时具有较强的一致性,低分组在解释归因时则存在差异;(3)归因和归因理解上对外语学习动机产生直接影响。

 
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