chamot造句
例句與造句
- The teenage striker sublimely controlled david beckham ' s pass , raced away from world - class defenders jose chamot and roberto ayala and powered his shot beyond goalkeeper carlos roa
歐文很好的控下了貝克漢姆的直傳，然后連續(xù)突破了查莫特和阿亞拉的防守，并將球打進(jìn)羅阿把守的大門。 - The teenage striker sublimely controlled david beckham ' s pass , raced away from world - class defenders jose chamot and roberto ayala and powered his shot beyond goalkeeper carlos roa
歐文很好的控下了貝克漢姆的直傳，然后連續(xù)突破了查莫特和阿亞拉的防守，并將球打進(jìn)羅阿把守的大門。 - The study is developed from o ' malley & chamot ' s framework of learning strategies , in which metacognitive strategies , cognitive strategies and social / affective strategies are included
本研究圍繞o ' malley和chamot的學(xué)習(xí)策略框架展開，將學(xué)習(xí)策略分為元認(rèn)知策略、認(rèn)知策略和社會(huì)情感策略三個(gè)層次。 - With the review of literatures on learning strategies in second language acquisition , o ' malley & chamot ' s ( 2001 ) system of learning strategy definitions and classifications stands out with a clear arrangement and a powerful framework for considering development issues in second language acquisition
本文作者在對(duì)二語學(xué)習(xí)策略的研究進(jìn)行回顧后，發(fā)現(xiàn)o ' malley & chamot ( 2001 )的學(xué)習(xí)策略分類層次清楚，包容性強(qiáng)，可以用來發(fā)展各種語言任務(wù)的學(xué)習(xí)策略框架。 - The researcher adopts the scheme of learning strategies given by o ' malley and chamot ( 1990 ) to illustrate the significance of using learning strategies in english learning , mainly in listening and speaking activities which are dominant in english classes at the preliminary stage of primary school . various metacognitive , cognitive , social and affective learning strategies are presented in this chapter
采用o ’ malley和chamot ）的學(xué)習(xí)策略體系，詳細(xì)介紹了各種策略（包括認(rèn)知策略、元認(rèn)知策略、社會(huì)與情感策略）的內(nèi)容并結(jié)合小學(xué)生的心理特點(diǎn)和認(rèn)知特點(diǎn)論述了在英語學(xué)習(xí)中運(yùn)用學(xué)習(xí)策略的重要性口第五章是實(shí)驗(yàn)報(bào)告。 - It's difficult to find chamot in a sentence. 用chamot造句挺難的
- The classification of reading strategies is based on o ' malley & chamot ' s ( 2001 ) strategy framework , with reference to other related researches and consideration of the reading practice of senior students . the thesis mentions 8 metacognitive strategies : arranging and planning , advance organization , directed attention , selective attention , self - management , self - monitoring , self - evaluation , and self - reinforcement ; 10 cognitive strategies : contextualization , resourcing , deduction , inferencing , elaboration , transfer , translating , note - taking , applying images and sound , summarizing
對(duì)閱讀策略的分類，作者參照《英語課程標(biāo)準(zhǔn)》的要求，考慮了中學(xué)生閱讀的實(shí)際情況，也參考了其他學(xué)者的研究，并對(duì)o ’ malley chamoto ）的分類作了調(diào)整，提出8種元認(rèn)知策略：計(jì)劃安排、預(yù)先組織、集中注意、選擇注意、自我管理、自我監(jiān)控、自我評(píng)價(jià)、自我鼓勵(lì)； 10種認(rèn)知策略：利用上下文情境、利用目標(biāo)語資源、演繹、推測(cè)、拓展、遷移、翻譯、記筆記、利用圖象聲音、總結(jié)。