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language acquisition theory in Chinese

Pronunciation:
How to pronounce "language acquisition theory""language acquisition theory" in a sentence

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  • 語文學(xué)習(xí)理論

Examples

  • Second language acquisition theory and visual - audio - oral teaching
    第二語言習(xí)得理論與外語視聽說教學(xué)
  • Language acquisition theories and the second foreign language learning models
    語言習(xí)得理論與第二外語學(xué)習(xí)模式
  • Language acquisition theories of generative grammar and cognitive grammar
    生成語法與認(rèn)知語法的語言習(xí)得理論探討
  • Implication of krashen ' s second language acquisition theory on foreign language teaching
    克拉申第二語言習(xí)得理論對外語教學(xué)的啟示
  • Introduction to the special issue : reconsideration of some assumptions in language acquisition theory
    對語言獲得理論的一些假設(shè)的再思考
  • The paper makes a survey of the second language acquisition researches in light of the difference between first and second language acquisition and then offers a chomsky ' s analysis of second language acquisition theories
    摘要從第一語言習(xí)得和第二語言習(xí)得的區(qū)別出發(fā)，結(jié)合二語習(xí)得研究的歷史，從喬姆斯基的語言學(xué)理論角度對第二語言習(xí)得進(jìn)行了透視。
  • So in light of communicative language teaching theories and second language acquisition theories , this article makes a catalogue of errors , analyses sources of the errors and gives some implications for teaching college english writing
    本文從交際法理論和二語習(xí)得理論的角度，歸類了大學(xué)生寫作錯誤的類型，分析了產(chǎn)生錯誤的原因，探討了一些對大學(xué)英語寫作教學(xué)的啟示。
  • Based on constructivism , second language acquisition theories and the assessment theories of constructism , the new teaching model for postgraduate students ' reading classes is student - centered , which involves the students throughout the learning process
    摘要閱讀課主體參與教學(xué)模式以建構(gòu)主義學(xué)習(xí)理論、二語習(xí)得理論和建構(gòu)主義評估理論為基礎(chǔ)，強調(diào)以學(xué)生為中心，引導(dǎo)學(xué)生積極參與整個教學(xué)過程，用閱讀促進(jìn)聽說寫譯等其它應(yīng)用能力。
  • Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language , this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic , cognitive , affective , and social domains . to a large extent , the uniqueness of " first " and " second " language acquisition / learning ( e . g . , age , cognitive capability , motivation , learning strategy , and social environment ) determines the differences of developing " first " and " second " language proficiency . in view of this , this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
    通過介紹二語習(xí)得理論中關(guān)于第一語言和第二語言語言水平發(fā)展的異同的相關(guān)研究,闡明了語言習(xí)得/學(xué)習(xí)過程是一個包含語言,認(rèn)知,情感和社會交往等多重范疇的過程.在很大程度上,第一語言和第二語言習(xí)得/學(xué)習(xí)的特殊性(如年齡,認(rèn)知能力,學(xué)習(xí)動機,學(xué)習(xí)策略,社會環(huán)境等)決定了第一語言和第二語言在語言水平的發(fā)展上存在很大的差異性.鑒于此,本文也深入探討了第一語言和第二語言語言水平發(fā)展的差異性對于外語教學(xué)的啟示作用
  • Abstract : based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language , this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic , cognitive , affective , and social domains . to a large extent , the uniqueness of " first " and " second " language acquisition / learning ( e . g . , age , cognitive capability , motivation , learning strategy , and social environment ) determines the differences of developing " first " and " second " language proficiency . in view of this , this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
    文摘:通過介紹二語習(xí)得理論中關(guān)于第一語言和第二語言語言水平發(fā)展的異同的相關(guān)研究,闡明了語言習(xí)得/學(xué)習(xí)過程是一個包含語言,認(rèn)知,情感和社會交往等多重范疇的過程.在很大程度上,第一語言和第二語言習(xí)得/學(xué)習(xí)的特殊性(如年齡,認(rèn)知能力,學(xué)習(xí)動機,學(xué)習(xí)策略,社會環(huán)境等)決定了第一語言和第二語言在語言水平的發(fā)展上存在很大的差異性.鑒于此,本文也深入探討了第一語言和第二語言語言水平發(fā)展的差異性對于外語教學(xué)的啟示作用
  • More examples：  1  2
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