language acquisition theory造句
例句與造句
- 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 - It's difficult to find language acquisition theory in a sentence. 用language acquisition theory造句挺難的
- 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，歸類了大學(xué)生寫(xiě)作錯(cuò)誤的類型，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 - 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
摘要通過(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。 - Based on krashen ' s second language acquisition theory , this essay in addition to the discussion on the relation between the input hypothesis and the affective filter hypothesis of the theory and college english streaming teaching shows the guidance and elicitation of this theory in order to explore its great potential and push college english teaching to a new stage
摘要從克拉申第二語(yǔ)言習(xí)得理論出發(fā)，探討了該理論中輸入假設(shè)和情感過(guò)濾假設(shè)與大學(xué)英語(yǔ)分級(jí)教學(xué)的關(guān)系，并指出該理論對(duì)大學(xué)英語(yǔ)分級(jí)教學(xué)的指導(dǎo)和啟發(fā)作用，旨在發(fā)掘大學(xué)英語(yǔ)分級(jí)教學(xué)的巨大潛力，把大學(xué)英語(yǔ)教學(xué)水平推向一個(gè)新臺(tái)階。