語言學習課 的英文怎麼說

中文拼音 [yǔyánxuéxíkè]
語言學習課 英文
the language learning lesson
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 言 : Ⅰ名詞1. （話） speech; word 2. （漢語的一個字） character; word 3. （姓氏） a surname Ⅱ動詞（說） say; talk; speak
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 課 : Ⅰ名詞1 （有計劃的分段教學） class 2 （教學的科目） subject; course 3 （舊指賦稅） tax 4 （舊機關...
  • 語言學 : linguistics; philology
  • 語言 : language
  1. She plans to take a course in applied linguistics.

    她打算學習應用語言學課程。
  2. Celi uses the communicative approach to language learning that employs possible real life situations and authentic language is exploited in the classroom

    Celi採用互動的語言學習方法，在課堂上，學員將會在真實的環境下學習英語。
  3. The present article analyzes two extracts from college english classroom teaching, using a conversation analysis ( ca ) methodology and tries to explore the potential that teachers of efl may facilitate or increase opportunities for language learning and learner participation through their choice and use of language and the possibility that they may hinder or decrease these opportunities

    本文採用會話分析法，通過對選自大學英語課堂的兩個真實錄音片段的分析，旨在指出教師既可以通過語言的選擇和使用增加學習者語言學習和參與課堂活動的機會，也可能妨礙或減少這種機會。
  4. We all know you are one of the top students in the language lab class.

    我們都知道你是語言實習課中最好的學生之一。
  5. In september 2001 the ministry of education issued " the standard of english curriculum for middle school in china " which points out that the main purpose of learning a language is to master the language skills

    2001年9月，國家教育部頒布了普通高中《英語課程標準》 （實驗稿） 。 《英語課程標準》指出：掌握語言技能是語言學習的主要目的。
  6. It has experienced the change from the sla teaching to the sla learning and now attaches great importance to the process of acquisition and learning. for example, nowadays the sla researchers have carefully examined the differences between the acquisition in classroom and in natural environment, and probed into the characteristics and roles of different acquisition surroundings

    該研究已經歷了從「第二語言教學」到「第二語言學習」的轉變，注重習得過程和學習過程的研究，如注意區分和探討課堂環境習得與自然環境習得的特徵和作用等。
  7. According to the essence of the language learning and the inner link between the mother tongue study and second language acquisition, mother tongue thinking is helpful to second language acquisition to a certain extent, therefore in the designs of esl curriculum, we should give full play to the positive transfer of mother tongue, which involves pronunciation, vocabulary, syntax, and so on

    從語言學習的本質、母語學習對二語習得的內在聯系來看，母語思維在一定程度上有助於二語習得，因此在esl課程設計中，應充分發揮母語的正遷移作用，其中涉及到語音、詞匯、句法等多種層面。
  8. Visas will be granted for foundation courses, leading to longer, non - language study including diploma degree courses in other institutions where the applicants have disclosed their intentions initially and have satisfied the department regarding all of the above criteria including full fees, subject to the 5, 000 ceiling referred to at 3 for both courses and for the entire period of study proposed

    基礎課程簽證的發出是給予更長，非語言學習包括文憑學位課程于其他申請人開始申請時提出已的學府並且兩個課程和整個報讀學習時期均符合以上所有部門標準包括費用，如第三項提到的5 ， 000上限。
  9. Based on the study theory of constructional formation and with the regard to the students themselves, this paper proves into the efficient methods of the language learning, and puts forwards the ways for problem discussion, role played in the specific scene and researches of minor projects, which will efficiently improve the language leaning environment and stimulate the students ' study activity and initials

    摘要根據建構主義學習理論，從學生本體角度探討有效的語言學習方法，提出了問題討論法、情景角色法、小課題研究法等重構意義的學習方法，並注重改善語言學習環境，激發學生學習的主動性和積極性。
  10. No. of classroom : 24 no. of special room : 11 other : school hall, library, basketball court, cover playground, mmlc, mmlc of humanities, languages learning room, computer room, conference room

    課室24間、特別室11間、另有禮堂、圖書館、籃球場、有操蓋操場、多媒體學習中心、人文學科多媒體學習中心、學生活動中心、語言學習室、電腦室、會議室等。
  11. Learning leaguage is different from other subject

    語言學習不同於其他課程的學習。
  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. The solutions are also given from the perspectives of establishing cooperative - learning environment, setting up class routines and procedures, optimizing class desk - setting, diversifying teaching methods as well as individualizing instruction

    並從合作學習，構建互助式的語言實踐環境；明確課堂規范，注意座位編排，確保靈活有序的語言教學組織環境；豐富教學手段，營造趣味盎然的語言學習環境；大班教學中的個性化教學四個方面提出了解決的方法及對策。
  14. The abilities to elaborate, paraphrase, clarify, summarize, mediate and reach decisions, which are important aspects of successfully using different language modes, are all learned and reinforced through cooperative instruction. in a word, implementing cooperative instruction in middle school class can not only promote students " communicative competence but also lead to their advanced cognitive development

    在中學英語教學中開展合作教學能夠發展學生的綜合語言運用能力，增加學生參與課堂的機會，真正實現學生的主體地位，使得語言學習過程成為學生形成積極情感態度、自主學習能力以及提高跨文化意識的過程。
  15. The emphasis on tbl is found not only in china but also in some other countries and regions, such as the usa, canada, singapore, hong kong and so on

    目前，許多國家和地區，如美國、加拿大、新加坡、香港等地的教學大綱或課程標準都提出了「任務型」語言學習的模式。
  16. The combined use of these four classroom strategies, coupled with internet activities outside of the classroom, will assist the language student in becoming more familiar with the target language and relevant cultural information, while also ensuring an enjoyable experience in language acquisition

    此四者之綜合運用，加上課后之網際網路活動，有助於語言學習者熟悉目標語與相關之文化信息，同時確保語言學習之樂趣。
  17. We used research methods such as questionnaires and classroom observation to investigate the effectiveness of using games in the teaching process

    筆者採用問卷調查和課堂觀察法等語言學習研究方法，對游戲教學的效果進行了調查。
  18. An attempt to link classroom language learning with language activation outside the classroom

    試圖把課內的語言學習與社會的語言活動結合起來。
  19. Based on the literary review at home and abroad and new national standard for english curriculum, the author thinks that the application of this teaching approach can change the traditional ways of english teaching, which pays too much attention to the explanation of grammar and vocabulary ; and develop students " competence of language use. the method, based on students " learning interest, life experience and their cognitive levels, creates more opportunities of practice, involvement, cooperation and communication for students, develops their positive affection, facilitates their active thinking and practice, and improves their cross - cultural awareness and their autonomous learning

    通過對國內外文獻資料的研究和對英語新課程標準的學習，筆者認為合作學習這一教學策略的實施能較大程度地改變傳統英語課程過分重視語法和詞匯知識的講解與傳授的現象，同時培養學生實際運用語言的能力，強調課程從學生的學習興趣、生活經驗和認知水平出發，創造更多機會讓學生體驗、實踐、參與、合作與交流，發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程。
  20. < nationai curriculum criteria on sefc > issued in july, 2001 has made the training of students " learning strategies a key aspect in curriculum objective

    2001年7月頒布的《全日制義務教育、普通高級中學英語課程標準》 （實驗稿）中，語言學習策略的培養也是課程目標結構的一個重要方面。
分享友人
分享到 Line

分享到臉書