第二外語教學 的英文怎麼說

中文拼音 [dìèrwàiyǔjiāoxué]
第二外語教學 英文
second language teaching
  • 第 : Ⅰ助詞（用在整數的數詞前 表示次序） auxiliary word for ordinal numbers Ⅱ名詞1 [書面語] （科第） gr...
  • 二 : Ⅰ數詞（一加一后所得） two Ⅱ形容詞（兩樣） different
  • 外 : Ⅰ名詞1 （外面） outside; external side 2 （外國） foreign country 3 （以外） besides; beyond; in ...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 第二 : 1. （序數） second 2. （姓氏） a surname
  • 教學 : 教學teach school; teach
  1. Second language acquisition and foreign language teaching

    第二語言習得與外語教學
  2. Lixing tang received his ph. d. in teaching english to speakers of other languages ( tesol ) from new york university in 1989

    唐力行， 1989年獲紐約大學英語作為外語（或第二語言）教學博士學位。
  3. In april 2000, the world ' s largest professional organization for teachers of english as a second or foreign language, tesol, held its annual meeting in vancouver, bc, canada

    摘要二000年四月，全球最大的英語為第二或外國語文教學之教師組織，在加拿大溫哥華舉行年會。
  4. He is currently professor of foreign language education and director of tesol / bilingual education / foreign language education at the steinhardt school of education new york university

    現為紐約大學外語教育教授，紐約大學教育學院英語作為第二語言教學/雙語教育/外語教育主任。
  5. In the requirement of promotion of students " individuality, the development of limes and the reformation of leaching, we can see that it ' s necessary for chinese language teaching to deal with these four aspects of listening, speaking, reading and writing properly according to this, this article raises some detailed suggestions : ( l ) study the training order of listening and speaking, improve the textbooks ; ( 2 ) f, xplore ( he content and method of listening and speaking tests, to correct the orientation ( 3 ) improve the chinese curriculums, to connect the inside - classes with the oulside - classes ; ( 4 ) make use of modern education thoroughly, to optimize teaching procedure

    第四部分，正確處理語文教學中聽說讀寫關系的建議從學生的主體發展、時代發展和教學改革對聽說讀寫的要求中，可以看出語文教學需要正確處理聽說讀寫的關系，以此作為依據，本文提出的具體建議有：一、研究聽說訓練序列，完善教材；二、探索聽說考試的內容與方法，撥正導向；三、改進語文課程的設置，課內外結合；四、利用現代教育技術，優化教學。
  6. Studies over the recent 10 years on the content, methods and theoretical foundation of the teaching of tones of chinese as a foreign language are not confined to the phonetics of chinese per se, but draw on advances in psychology, cultural studies and second language acquisition

    近十年來對外漢語聲調教學研究的主要內容、方法及所參照的理論表明，該領域的研究已經不再停留于單純的現代漢語語音的本體研究，它還借鑒吸收了大量心理學、文化學、第二語言習得等諸方面研究的成果。
  7. Second language acquisition theory and visual - audio - oral teaching

    第二語言習得理論與外語視聽說教學
  8. Pictures and short video clips of laurel ' s graduation with a ba in teaching english as a second language ( tesl ) at city university of hong kong on 14th november 2006

    這是2006年11月14日勞雷爾從香港城市大學取得第二外語英語教學文學學士學位的畢業典禮圖片和片斷。
  9. At the same time, the extension of the genre has been greatly expanded, which has not been only confined to literature but expanded to other types of discourse

    由swales提出並由bhatia完善的體裁分析已發展成為語篇分析中的一個重要而且有效的分析方法，在第二外語教學中占據日益重要的地位。
  10. The stylistic features of the corpus have made this particular genre of casual and oral features, and the degree of formality of the linguistic features are variable with the communicative functions of the genre. the author hopes that the study can not only render host ( s ) practical help to present the programs, but also help students familiarize themselves with the macrostructure of discourse so that they may speak appropriate english in institutional settings

    本項研究不僅為主持英語電視談話節目的專業人士提供了可以借鑒的方式，而且在英語口語教學中可以幫助學生熟悉各種專門用途英語語篇的構建機制，使學生更好地說出得體而又地道的英語來，從而減少因為文化差異而給第二外語教學帶來的困難。
  11. Teaching idioms has remained a challenge in the efl or sla classrooms

    摘要教授外語學習者或第二外語學習者成語，對教師來說仍是一種挑戰。
  12. During the course of foreign language study, students often reflect on why they can or ca n ' t learn one foreign language well, so many linguists take interest in the study of attribution. however, in the field of foreign language study, the history of the study of attribution is not long at all. only in recent ten years does it arouse the attention of linguists when they study the theory of language acquisition ( crookes et al, 1991 ; dornyei 1994, oxford et, al, 1994 ; schmidt et al, 1996 ; wen et al, 1997 ; wang churning 1991 ) in our country, in the field of foreign language study, only professor wang, from guangdong foreign language and trade university, and qin xiaoqing, from huzhong university of science and technology have done some research into it, only on college students

    歸因的研究源於美國心理學家weiner （ 1972 ）在19世紀70年代提出而在80年代修正的歸因理論，它是解釋學習動機最有系統的理論，歸因也是第二語言學習中的一種常見現象，第二語言習得領域對這一課題研究是近十年來的事情，但已開始受到了廣泛重視（ crookesetal ， 1991 ； dorneyei1994 ， 1998 ； oxfordetal ， 1994 ， schmidtetal ， 1996 ； wenetal ， 1997 ；王初明1994 ）國內語言學習領域對歸因的研究並不多，廣東外語外貿大學王初明教授和華中科技大學秦曉晴在這一方面有所研究，但他們研究對象是大學生。
  13. After that, further study i will give a comparative complete definition on the interaction between teachers and students in order to construct an all round theory and give an explantion on its characteristics and features. facturs and outer forms, and so on. part two - in this part in the light of former theory, combining with chinese teaching practice, i will make an active research on " the interaction " and from teachers " standpoit, i ' ll explore a new interactive teaching system, and put forward a feasible operating approach

    第一部分是理論架構，研究主要以「互動」為切入點，對其追根溯源之後，給出教育學中的「互動」之義，在此基礎上進一步研究得出比較完整的「師生互動」定義，建構全面的「師生互動」理論，對其本質特徵、功能表現、影響因素、外在表現形式等作全面解釋；第二部分將以第一部分的理論為依據，並結合語文教學實踐，對語文課堂的「師生互動」進行動態研究，並從教師的立場出發，積極探索一種「師生互動」的新的教學機制，提出一套切實可行的操作路徑；第三部分將從實例的角度緊扣第二部分的研究來分析「師生互動」的語文課堂。
  14. An adapted foreign language anxiety scale is used to measure 126 non - english major chinese university students " anxiety level, to investigate the relationship between their classroom anxieties and their english achievement, and to analyze the characteristics of the distribution of anxiety scores in every respect of their english learning. in view of chinese culture and the characteristics of chinese language learning, the causes for the anxieties and the influence of the anxieties are analyzed, and some teaching strategies are proposed based on the above analysis

    文章採用修正過的第二語言焦慮量表以測定126位非英語專業中國大學生英語課堂焦慮程度，調查英語課堂焦慮感和英語學習成績之間的相關性，以及焦慮值在他們英語學習各環節的分佈特點，並從中國人的文化背景以及中國人外語學習的特點出發，分析焦慮感產生的原因及其對英語學習的影響，並提出相應及有效的教學應對策略。
  15. Implication of krashen ' s second language acquisition theory on foreign language teaching

    克拉申第二語言習得理論對外語教學的啟示
  16. 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

    通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，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得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用
  17. 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:通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，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得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用
  18. To be a full player in the asian economy today, and to be a bridge between asia and the world s major finance markets, hong kong needs to be a city where english is spoken as readily as chinese. unfortunately, we are hearing more often that the quality is dropping. the debate has revolved around whether it s better to use english as the language of instruction or teach it as a second language. experience has shown that either can work - if the focus is on results

    在今天的亞洲經濟生活中，要想成為一個全職的參與者，成為亞洲與世界主要金融市場之間的橋梁，香港需要成為一個使用英文能像中文一樣通用的城市。遺憾的是，我們現在經常聽到：這里的英文質量在下降。爭論主要是圍繞著英語是否應作為主要教學語言還是作為第二外語。
  19. The institution be valid right after the signature of commonenglish teaching co - operation agreement. it is confidential, without being let out if no consent of both sides

    第十二條本章程從簽署「平民英語教學合作協議」后即時生效，本章程為保密章程，未經同意不得對外公布。
  20. The comparative advantages on educational demand lie in consumer preference, attraction of average income consumers, demanding habits, mass media effects, etc. the advantages could also be found in the professional educational service quality, such as these in the field of agriculture, natural science, teaching chinese as a foreign language, military affairs, chinese medicines and mass media. eventually hunan province is prospective in developing its higher education services when the advantages and disadvantages are aware and realized in the practice. through the textual analyses and illustration, this thesis presents some advice to develop hunan higher education service trade and to improve its international competition

    然後，通過境外消費等貿易形式的分析，湖南省高等教育服務貿易的比較優勢具體表現在三個方面:第一是在教育供給面體現出來的優勢，包括經濟、地理因素，高等教育服務的規模和質量，高等教育服務的價格和高校的辦學理念和組織架構等方面;第二是在教育需求面體現出來的優勢，諸如在消費者偏好、對一般收入水平消費者的吸引力、需求習慣和輿論導向等方面;第三是在高等教育服務專業服務質量的比較優勢，具體包括農業科學技術、自然科學、對外漢語教學、軍事科學技術、中醫藥研究和傳媒人才培養等方面的專業服務優勢。
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