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language acquisition theory中文是什么意思

  • 語(yǔ)文學(xué)習(xí)理論

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  • 例句與用法
  • Second language acquisition theory and visual - audio - oral teaching
    第二語(yǔ)言習(xí)得理論與外語(yǔ)視聽(tīng)說(shuō)教學(xué)
  • Language acquisition theories and the second foreign language learning models
    語(yǔ)言習(xí)得理論與第二外語(yǔ)學(xué)習(xí)模式
  • Language acquisition theories of generative grammar and cognitive grammar
    生成語(yǔ)法與認(rèn)知語(yǔ)法的語(yǔ)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(yǔ)言習(xí)得理論對(duì)外語(yǔ)教學(xué)的啟示
  • Introduction to the special issue : reconsideration of some assumptions in language acquisition theory
    對(duì)語(yǔ)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(yǔ)言習(xí)得和第二語(yǔ)言習(xí)得的區(qū)別出發(fā),結(jié)合二語(yǔ)習(xí)得研究的歷史,從喬姆斯基的語(yǔ)言學(xué)理論角度對(duì)第二語(yǔ)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(yǔ)習(xí)得理論的角度,歸類(lèi)了大學(xué)生寫(xiě)作錯(cuò)誤的類(lèi)型,分析了產(chǎn)生錯(cuò)誤的原因,探討了一些對(duì)大學(xué)英語(yǔ)寫(xiě)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(yǔ)習(xí)得理論和建構(gòu)主義評(píng)估理論為基礎(chǔ),強(qiáng)調(diào)以學(xué)生為中心,引導(dǎo)學(xué)生積極參與整個(gè)教學(xué)過(guò)程,用閱讀促進(jìn)聽(tīng)說(shuō)寫(xiě)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(guò)介紹二語(yǔ)習(xí)得理論中關(guān)于第一語(yǔ)言和第二語(yǔ)言語(yǔ)言水平發(fā)展的異同的相關(guān)研究,闡明了語(yǔ)言習(xí)得/學(xué)習(xí)過(guò)程是一個(gè)包含語(yǔ)言,認(rèn)知,情感和社會(huì)交往等多重范疇的過(guò)程.在很大程度上,第一語(yǔ)言和第二語(yǔ)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(dòng)機(jī),學(xué)習(xí)策略,社會(huì)環(huán)境等)決定了第一語(yǔ)言和第二語(yǔ)言在語(yǔ)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(yǔ)言和第二語(yǔ)言語(yǔ)言水平發(fā)展的差異性對(duì)于外語(yǔ)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(guò)介紹二語(yǔ)習(xí)得理論中關(guān)于第一語(yǔ)言和第二語(yǔ)言語(yǔ)言水平發(fā)展的異同的相關(guān)研究,闡明了語(yǔ)言習(xí)得/學(xué)習(xí)過(guò)程是一個(gè)包含語(yǔ)言,認(rèn)知,情感和社會(huì)交往等多重范疇的過(guò)程.在很大程度上,第一語(yǔ)言和第二語(yǔ)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(dòng)機(jī),學(xué)習(xí)策略,社會(huì)環(huán)境等)決定了第一語(yǔ)言和第二語(yǔ)言在語(yǔ)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(yǔ)言和第二語(yǔ)言語(yǔ)言水平發(fā)展的差異性對(duì)于外語(yǔ)教學(xué)的啟示作用
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