認知語用學 的英文怎麼說

中文拼音 [rènzhīyǔyòngxué]
認知語用學 英文
cognitive pragmatics
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 知 : Ⅰ動詞1 （知道） know; realize; be aware of 2 （使知道） inform; notify; tell 3 （舊指主管） admin...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 用 : Ⅰ動詞1 （使用） use; employ; apply 2 （多用於否定: 需要） need 3 （敬辭: 吃; 喝） eat; drink Ⅱ名...
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 認知 : [心理學] cognition; -gnosis
  1. 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

    採用o 』 malley和chamot ）的學習策略體系，詳細介紹了各種策略（包括認知策略、元認知策略、社會與情感策略）的內容並結合小學生的心理特點和認知特點論述了在英語學習中運用學習策略的重要性口第五章是實驗報告。
  2. 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

    對閱讀策略的分類，作者參照《英語課程標準》的要求，考慮了中學生閱讀的實際情況，也參考了其他學者的研究，並對o 』 malley chamoto ）的分類作了調整，提出8種元認知策略：計劃安排、預先組織、集中注意、選擇注意、自我管理、自我監控、自我評價、自我鼓勵； 10種認知策略：利用上下文情境、利用目標語資源、演繹、推測、拓展、遷移、翻譯、記筆記、利用圖象聲音、總結。
  3. When the conception is introduced, the form process should be shown as much as possible. according to the congnition ability, scientific and fine mathematics language should be used to explain the conception. the students are asked to express the conception so the teacher can check if the conception in their mind is consistent with the conception definition

    在引入概念時，要盡量展現概念的形成過程，根據學生的認知水平，用科學、精煉的數學語言講授概念，並要求學生會表述概念，以便教師檢查學生頭腦中的概念與概念定義是否一致。
  4. Mainly by using the historically comparative experience method, and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development, this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy, etc. and finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching "

    在對我國小學語文識字教學歷史經驗進行回顧的基礎上，分析其中的合理性與局限性，找出問題的癥結所在，探索如何將漢字構字規律與學生的認知規律有機結合起來，提高識字教學水平，是本文的主要研究目的。本研究主要運用歷史經驗比較法，借鑒漢語言文字學、布魯納的結構主義和現代認知心理學的有關理論，在論述我國小學語文識字教學的學科結構和兒童的認知特點的基礎上，反思我國小學語文漢字教學的實踐，提出識字教學必須處理好幾對矛盾：識字教學與小學語文教學體系、識字的階段性與識字方法的多樣性、拼音是識字教學的手段還是目的、識字的主要方法與次要方法等，結合新課程標準的基本精神，提出「教是為了不教」是識字教學的最終目標，也是我國小學語文教學改革的努力方向。
  5. This paper reveals a topic that shows problems of the current english software, which may contribute to the students " distresses in a small advanced level of english study due to the communication breakdowns and technical difficulties in a lan - based environment. this study further enhances the understanding of the instructional design issues, pedagogical and learning theories, and communication practices on net that can improve lan - based educational software design in english study. in the paper, we discuss the guiding learning theories, which will be the key concern in the instructional design of english educational software and point out the theoretical change from stimulinresponse theory to constructivism

    在基於對當前指導英語教育軟體設計的各種理論的研究的基礎上，其中包括對建構主義，刺激反映理論，教學設計理論，局域網及虛擬課堂建構理論，及軟體設計理論等分析，本文試圖從認知角度分析學習理論對軟體設計的重要指導作用，著重強調了英語教育軟體的教學理論由刺激反映理論向針對以學生為中心，激發學生的創造力，探索能力，與問題解決能力的建構主義學習理論的過渡。
  6. Based on reading teaching, this paper focuses on paralleling and analyzing the two theories, and finding out their common feature - cognition, in an attempt to construct a reading teaching theory which links psychology with pragmatics, and to apply the two theories to the guide of reading teaching practice and improvement of reading efficiency

    本文立足於閱讀教學這一具體使用環境，將這兩種理論進行時比分析，找到其共通點認知，並以此為聯結點，構建一個心理學與語用學相結合的立體的閱讀教學理論，使這二者相結合更好地指導具體閱讀教學實踐，有效提高閱讀效率。
  7. Integrating cognitive linguistic theories into the design of textbook exercises

    運用認知語言學理論編寫教材練習
  8. With the view of meaning and understanding in cognition, this paper puts forward the teaching principle and methods in listening comprehension to deal with the confusion and difficulties that the american students have in learning chinese

    摘要運用認知心理學「意義」和「理解」的理論來探討漢語聽力理解的過程，並針對美國學生在學習中存在的問題，提出對外漢語聽力教學的原則與方法。
  9. The theories of cognitive and developmental psychology are frequently adopted in educational studies. abnormal and clinical psychology plays an extremely important role in psychiatry, amongst other branches in medicine. the development of linguistics and artificial intelligence has been influenced by cognitive psychology, while the research findings in this area have been employed in engineering, such as in the development of human - machine interface design

    很多應用的學科也跟心理學有很大的關系，社會工作極為倚靠發展心理學及輔導心理學的理論，教育學經常借用認知心理學及發展心理學的理論，醫學院的精神科學跟變態及臨床心理學有不可分割的關系，語言學及人工智慧受到認知心理學的發展所影響，工程學也絕不能忽視實驗心理學的研究成果，例如人機介面的設計。
  10. Different from other researches, autoore uses the proposed java semantic model as input data, and gives a tree - liked, hierarchical structured and semantic cluster set. the clustering method is based on a minimum spanning tree that represents the software system. the clustering objective function is designed according to the software modularization metric and cognition psychology theory

    抽象是autoore的核心，它首次採用對象系統的語義關系抽取數據為輸入，利用基於mst表示的、聚集目標結合了程序認知心理學理論的軟體聚集方法，得到一個具有豐富語義的、組織為樹狀的、分層的聚集集合。
  11. Metaphor analysis in cognitive pragmatics

    認知語用學框架下的隱喻分析
  12. Tentative reflections on cognitive pragmatics

    認知語用學的焦點問題探索
  13. Cognitive pragmatics is a new approach to the study of natural language use and its framework is in development

    摘要認知語用學是近年來國內外語言學研究中涌現出來的一個新的研究方向與趨勢。
  14. This paper analyzes reading comprehension from the perspective of relevance theory, which is one of the most important theories in cognitive pragmatics

    摘要本文運用認知語用學的一個重要理論關聯理論來分析閱讀理解教學。
  15. There are three key points need to be considered in language structure : firstly, words built up, from its static ' s point of view, it includes the words accumulated and understanding, grammar rational knowledge, and practical rational knowledge etc. ; secondly, language ability and practice process, thinking about the movement including the psychology and process of listening, speaking, reading and writing, and perceptual experience use of language ; thirdly, chinese attainments, which is from one - way to unanimity, from the interaction of movement to static and then comes to the character of synthetical mother language, which is consist of emotion, evaluation, aesthetic interest and human spirits. the language structure in chinese teaching has been analyzed in this essay. the writer thinks that the real aim for chinese education and teaching is to make learners master the language structure

    語言結構包含三個維度：語料儲備（從靜的角度理解，包含語言詞匯的積累和認知、語法的理性把握和認知、語用理性把握和認知等）語言能力及實踐過程（從動的角度理解，包含聽、說、讀、寫的心理狀態和過程、言語運用的感性經驗等）語文素養（單向的、不斷趨同的、由動與靜的因素相互作用而折射出的綜合性母語品質，包含情感態度、價值觀念、審美情趣及人文精神等）本文還對語言結構在語文教學中的特徵進行分析，進而我們提出：建構學習者個體的語言結構才是語文教育教學的終極追求。
  16. Under the direction of modern cognitive psychology, the author designs some basic knowledge tests of chemical experiments, self - regulation tests of chemistry learning and chemical experimental problems, and discusses the mental mechanism of chemical experiment problem - solving with the methods of questionnaire measurement, verbal protocol and activity operation by group test and case study respectively

    本文以現代認知心理學為指導，在理論研究的基礎上，作者設計了化學實驗基礎知識測試材料和化學學習自我監控測試材料以及化學實驗問題任務，採用團體測試和個案研究相結合，綜合運用問卷測量、口語報告以及活動操作等方法對高中學生解決化學實驗問題的心理機制進行了初步的實證研究。
  17. 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
  18. 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
  19. Based on meaningful learning theory of the cognitive psychology, this paper attempts to probe into the role of etymology in teaching and learning english vocabulary : on the one hand, by analysing the morphological structure of words, students can recognize the connections of the words with the same morphemes, and in this way students can : 1. draw inferences about other words from one instance ; 2. have a better grasp of the form and its meaning ; 3. reduce the spelling mistakes and distinguish the similar words efficiently ; on the other hand, by analyzing its cognitive motivation, students can get a deeper understanding of the meaning

    摘要本文以認知心理學的意義學習理論為依據，探討了詞源教學在英語詞匯教學中的重要作用： 1 .舉一反三，擴大詞匯量； 2 .加深對單詞意義的理解和記憶； 3 .有效減少常見的拼寫錯誤，辯清易混淆的詞；對詞匯從認知過程方面進行分析，則可以揭示詞義的演變過程，有助於學生詞義的掌握。
  20. On the basis of the previous findings on relevant topics, the paper defines the definite bridging reference and categorizes it into three main syntactic forms and seven semantic relations

    摘要根據國內外專家與學者在認知語用領域的研究理論，界定確定性橋接參照及其特點，歸納參照標示語的三大句法形式及七種語義關系。
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