語言水平 的英文怎麼說

中文拼音 [yǔyánshuǐpíng]
語言水平 英文
language level
  • 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
  • 水 : 名詞1 （由兩個氫原子和一個氧原子結合而成的液體） water 2 （河流） river 3 （指江、河、湖、海、洋...
  • 平 : Ⅰ形容詞1 （沒有高低凹凸 不頃斜） flat; level; even; smooth 2 （高度相同; 不相上下） on the same l...
  • 語言 : language
  • 水平 : 1. （跟水面平行的） horizontal;level2. （達到的高度） standard; level
  1. This knowledge may be enhanced by regular liaison with local chapters of approved language testing organizations, who may have developed, over time, clear indicators and profiles of english / french proficiency in that locale

    移民官可以與當地的了解本地居民的語言能力的語言考試機構溝通，以增加其對當地的語言水平的了解。
  2. The study aims at comparing the use of " lexical phrases " among learners of different proficiency levels in order to gain insight into the relationship between language proficiency, fluency, idiomaticity and the use of lexical phrases

    摘要本文通過對高級、中級和初級英語學習者口語樣本中詞匯短語使用頻率和使用類別的分析，試圖說明不同水平語言學習者詞匯短語使用與其口語流利度、語言地道性及其語言水平之間的關系。
  3. While i was intent on improving my language, i met with an english grammar (i think it was greenwood's).

    正當我致力於提高語言水平的時候，我找到了一本英語語法書（可能是格林伍德寫的）。
  4. Tkenny or, principal of smallcampus. net, believes the q9 cis is the perfect input system for primary school students. " unlike secondary school students, primary school students do not have the ability to learn keyboard - based chinese input methods such as chang jei. q9 users only need to identify the shape of the upper part a given character and do not need to learn stroke sequences or complicated input methods

    資訊小校園校長柯佳列先生表示：由於小學生與一般中學生不同，語言水平尚未達到能掌握一般如倉頡的復雜鍵盤輸入法，九方只需九鍵作輸入，並能以字型砌字，不需強記筆順或其他復雜的輸入規則，便能作文字輸入，實為在學習中文語言的學生提供一個最佳的中文輸入方法。
  5. As one of the factors that affect high school students " writing level, avoidance plays that deserves blaming in the process of writing certain part. at least two possible factors can account for the generation of avoidance phenomena : one is students " limited language ability and the other has much to do with the psychological factors involved in the process of writing

    影響學生寫作水平的因素很多，其中，寫作中的迴避現象難辭其咎，迴避現象產生的根本原因有兩種可能：一是學生的語言水平有限，不得己而求其次；二是學生語言水平能夠保證進行思想表達的需要，但由於心理上的原因，學生選擇避繁就簡、避難就易的表達方式。
  6. While i was intent on improving my language, i met with an english grammar ( i think it was greenwood ' s )

    正當我致力於提高語言水平的時候，我找到了一本英語語法書（可能是格林伍德寫的） 。
  7. The more you learn, the simpler the english you use

    一隨著語言水平的提高
  8. The role of language proficiency and information imageability in the process of information integration

    語言水平和信息抽象性在信息整合過程中的作用
  9. Detailed explanations of these cef levels are available in printed form and on this website

    關于歐共體語言教學大綱的語言水平的詳細解釋可在此網站查詢。
  10. After six years of practice, the examination has recently been included into the law of commonly - used language of prc

    無論是一般的語言測試或者是語言水平測試，都涉及語言問題。
  11. They have to meet the academic and english language requirements and prove they would be able to pay for their studies

    他們的學術和英語語言水平必須達到要求，並且他們要證明他們有能力支付學費。
  12. Account manager visits the client firstly and try to understand well their training requirement and relative target

    根據學員要求，資深客戶經理電話或上門拜訪，了解學員的現有英語語言水平及所期望的學習目標。
  13. These cef levels are increasingly used and accepted as the standard by governments, national education systems and companies

    歐共體語言教學大綱的語言水平現在越來越多地被各國政府、國家教育系統和公司所使用及接受。
  14. After reaching a sufficiently advanced level, you can prepare for the testdaf or dsh examination in a special exam preparation course

    達到較高的語言水平后您可以進入一個專門的考試準備班為testdaf或dsh進行備考訓練。
  15. To start with, the thesis mainly discusses the reading comprehension, from the definition of reading and reading comprehension to three different reading models, which shows that the most efficient reading model is interactive reading model, in which schemata knowledge is not only necessary but also important ; after the documentation, the thesis lays its foundation on schemata theory, which involves the different definitions of " schema ", the classification of schemata knowledge and its function in reading comprehension, from which the conclusion is drawn that during the reading, students can use different types of schemata knowledge according to the their language proficiency and different reading materials ; in the following part, the thesis briefly states the relationship between the reading comprehension teaching and the schemata theory, from which i gain inspiration and find out the applications of schemata theory in english reading comprehension teaching in senior high schools ; and at the same time, i offer a reading teaching model of a text, which shows how to use schemata theory in reading comprehension teaching ; in the last part of the thesis, an experiment is done between two classes using two different teaching methods, one is traditional, the other is new, that is, the teaching method that uses schemata theory, which is proved to be far better

    論文首先探討了閱讀理解，從閱讀及閱讀理解的定義到三種不同閱讀模式等方面的探討，得出有效的閱讀模式是「相互作用模式」 ，該模式的運行離不開圖式知識的運用；然後，本文介紹了圖式理論，從圖式的不同界定到圖式的分類以及不同圖式知識在閱讀理解中的不同作用，得出：在閱讀中，讀者根據自己的語言水平和文章的難易程度的不同，調用不同的圖式。在介紹完了圖式理論之後，本文還簡述了圖式理論與閱讀教學的關系，探討了圖式理論對高中英語閱讀教學的幾點啟示及其啟示下的具體運用方法，並提供了一篇課文的閱讀教學模式，具體展示了在圖式理論的指導下，如何上一堂閱讀課；在文章的最後部分，筆者在自己所帶的班級中利用將近一年的時間作了一個實驗：在兩個班分別使用不同的教學模式，一個是傳統的教學模式，另一個是圖式理論指導下的新的教學模式。實驗結果證明，新教法的教學效果要好的多。
  16. The study proposed the following hypotheses : hypothesis ( 1 ) : the communicative effectiveness of the students who receive explicit training ( experimental group ) is higher than that of the students who receive implicit training ( control group ). hypothesis ( 2 ) : the experimental group will use less reduction strategies than the control group

    目前，在就如何培養學生的策略能力上，外語教學領域有兩種不同的觀點，一是策略能力不需專門訓練，它將隨學生語言水平的提高而自然加強（ kellerman1986 ） 。
  17. But on the other hand, strategies training can make up for the lack of language level. ( kasper 1983, tarone 1983, chen siqing 1992 ). with the conviction that strategic competence and grammatical competence influence each other, this study employs an experimental design to compare two different kinds of training methods - explicit training and implicit training to find out some effective ways of improving the communication strategy competence of chinese middle school students. the independent variable of the experiment is different training method, while the dependent variable is the subjects " communicative strategy competence

    交際策略是學習者在對第二語言或外語掌握有限的情況下，為達到交際目的，彌補其語法或詞匯知識的缺乏而採用的方法（ paribakht1985 ， corder1983 ， faerch & kasper1983 ） ，從前人的研究中可以看出交際策略的運用一方面受到語言水平的影響（ tarone1973 ， eillis1983 ， bialystok1983 ） ） ，即語言水平的高低會影響策略選用的類型和效果，而另一方面，策略能力的培養和發展又可彌補語言水平的不足，即有助於語言水平的提高（ kasper1983 ， tarone1980 ，陳思箐1992 ） 。
  18. After reaching a sufficiently advanced level, you will have the opportunity to move to a special examination preparation course ( testdaf or dsh )

    達到較高的語言水平后您可以轉入一個專門的語言考試預備班（ testdaf或dsh ） 。
  19. While according to the researches by rubin ( 1994 ) and h. h stern ( 1975 ) which were based on the classroom observations of language students, high - proficiency ( hp ) learners are usually willing and accurate guessers. they are expected to perform quite well in an efl reading. therefore, the analysis on the differences between hp - and lp learners in using word attacking strategies ( wass ) becomes the main concern for this study. that is, l. do chinese high and low - proficiency efl learners use wass just as effectively

    本文試圖通過閱讀中詞匯處理策略，了解學生現有語言水平的差異是否會影響到學習策略的選擇和使用，並通過對他們習慣和態度等元認知因素的調查，進一步探討造成這種差異的原因，所以，該研究想證實的問題是： 1高水平和低水平的學生在運用詞匯處理策略上是否有同樣的效率
  20. 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
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