efl 中文意思是什麼

efl 解釋
射極跟隨七輯
  1. Problems in teaching english literature to esl efl students

    的文學教學所面臨的幾個問題
  2. This paper fundamentally presents a challenge for efl learners of all walks to cope with their psychological incompetence in se learning so as to help them find some extricable approaches to precipitate the incorrigible obstruction in se institutionalization

    本文主要討論英語學習者們怎樣認識和克服心理上的困難，以幫助他們找到有效的方法，解決學習口語過程中最關鍵問題，以提高口語能力。
  3. The key to successful use of technology in language teaching and learning lies not in hardware or software but in humanware. to conclude, call has much potential, but it has a long way to go before it can claim empirical success in efl classrooms

    我國傳統外語教學總是趨于把教學過程看作是「教師- - -學生」的線性的單一的過程，教師是整個教學過程的主體，是唯一的信息源，而學生則是客體，是被動的信息接受者。
  4. This thesis will rely on previous studies of instructions on the general rules and language functions, and modification of teacher talk to carry on a multi - layer study on junior middle school teachers " instructions with aspect of linguistic forms and language functions in chinese efl classrooms. after study on the transcriptions of 30 lectures ( 10 lectures are given by in - service teachers, 10 lectures are given by pre - service teachers and 10 lectures are given by the winners in fine - quality classroom competitions ) of efl classroom of junior middle schools in china, the major findings are : ( 1 ) the teachers likely use some devices with respect to prosody ( temporal variables ), lexis, syntax and discourse to simplify and clarify the complex instructions to match the requirement of junior middle school students " listening comprehension. ( 2 ) there are about three factors that cause the ineffective instructions

    本文在前人的關于教師語言的調整，指令語及其表達功能的研究基礎上以何安平教授建立《中學英語教育語料庫（ mstm ） 》中的近17 . 7萬字的子語庫《英語課堂教學語料庫（ msee ） 》為研究語料，選擇了其中30節初中英語課為研究對象，對教師指令語的言語形式及其語言功能進行了較為深入的描述分析，發現： （ 1 ）在音律層面，中國中學英語教師習慣川停頓來放慢語速或在一些難詞之前做停頓以便達到讓學生理解的要求：詞匯層面，教師慣用一些表達方式來給指令語；句法層面，教師也是盡量用簡單句來簡化指令語；語篇層面，初中英語課堂上教師常用一些信號詞來起始解釋性指令語，並少用宏觀語篇標記詞來幫助學生理解，但卻常用微觀語篇標記詞來吸引學生的注意力。
  5. Metonymy and its impact on efl teaching

    轉喻與外語教學
  6. 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。
  7. In this paper, the author first proves the necessity and feasibility of the experiment and then reports the procedures and findings of the study on the integrative approach in teaching efl reading in high schools

    文中，作者論述了中學英語閱讀整體教學法的必要性、可行性，並展示了實驗的具體過程和在實驗中的發現。依據外語閱讀教學理論的有關文獻，作者已進行了英語整體閱讀教學模式的有關實驗。
  8. The advisory council for english language schools established under the auspices of the irish department of education science to control standards in efl schools

    愛爾蘭英語學校管理委員會是在愛爾蘭教育部的贊助下成立的，監管英語學校的各項標準。
  9. All the data were analyzed by analysis of variance of spss, and it turned out some surprising and unexpected findings, which deviated from the original hypothesis : ( 1 ) chinese non - english - majored efl learners showed multiple perceptual learning modalities, which was the similar tendency with those in traditional classroom ; ( 2 ) although there was a slight decrease of the means of six instructional learning styles, there was no statistically change of the visual, tactile, kinesthetic, individual and group learning ; ( 3 ) however, there was a significant negative shift on auditory learning style of chinese non - english - majored efl learners, which was contrary to the originally hypothesis ; ( 4 ) after being analyzed as a moderator variable, gender played a significant part in the choice of instructional learning styles among chinese non - english - majored efl learners ; ( 5 ) within the group of female or male learners, it produced significant change in auditory, kinesthetic and group learning in female students while there was no significant change of all the six learning styles in male students

    而長期以來，研究者都是從理論的角度，對學習方式和計算機輔助教學進行研究，從實證角度的研究乏善可陳，基於此，本文運用定量研究的方法，著眼于調查研究計算機輔助教學對大學英語學生學習方式影響.本文以重慶大學來自8個專業的353名學生為研究對象，根據他們接受計算機輔助教學的時間長短分為三個組，進行問卷調查，對數據進行整理和分析，得出以下結論：大學英語學生傾向于多種學習方式；在六種學習方式中，有五種學習方式並沒有隨著在計算機輔助教學的環境而呈現顯著的變化；但在聽覺型學習方式上，出現了下降；從對性別的比較中，男生和女生在幾種學習方式上具有顯著的差別;而計算機輔助教學環境對男生學習方式沒有明顯的作用，卻對女生的聽覺型，體驗型和小組型學習方式有顯著影響。
  10. This is followed by the suggestion that actively borrowing of theoretical insights in cognitive linguistics and bringing to the student ' s consciousness the systematicity, non - arbitrariness and motivations of linguistic structures will facilitate efl teaching and learning

    積極借鑒認知語言學的相關理論，使學生有意識關注語言結構的系統性、非任意性和理據對于促進英語教學和英語學習具有重要意義。
  11. ( 3 ) as to the study on the organizational function, the findings are : a ) the in - service teachers and the pre - service teachers " underlying attitude towards the students are comparatively imperious than that of the prizewinners in fine - quality classroom competitions ; b ) the relationship between the prizewinners and the students are comparatively equal, but their underlying attitude towards the students is so polite that they lose the real attitude towards the students as they do in the real situation of efl classroom, c ) the prizewinners " language range seems richer than the other two kinds of teachers

    （ 3 ）就指令語所表達的語言功能而言，實習教師和擰洶教師對沁。們兒態度較優質課教師的態度要「專制」些；然而，盡管憂質課教vllj 『 j 。 j 『生的關系較為平等，在課堂上他們給予學生更多亡由選抒的機全，但是他們對學生的態度似乎過于禮貌，從而出左了真實課堂教於， nj氣氛。
  12. Textbooks suitable for the english conversation laboratory classes in taiwan are like a vast open sea that bewilders almost all efl teachers and students alike

    摘要英語聽講實習課程有關之課本浩瀚如海，常令人莫所適從。
  13. Self - concept, english pronunciation and efl learning

    自我概念與外語語音學習假設
  14. The effects of conjunctions on chinese efl learners ' writings of cet - 6 - from the college english learners ' corpus

    從語料庫看連接詞在中國學生六級作文中的作用
  15. Cultural barriers of chinese efl learners in english reading

    中國學生英語閱讀中的文化障礙
  16. Celta / tesol plus minimum 3 years efl teaching experience and previous supervisory experience. diploma tefl and previous experience teaching in china preferred. excellent spoken and written english essential

    劍橋英語教學證書或英語教師職業資格證書，至少三年英語教學經驗和管理工作經驗。最好有英語外語教學學位和在中國的教學經驗。具備良好的英語口語及書寫能力。
  17. Acquisition of english articles by chinese efl learners - a corpus - based study

    一項基於中國學習者英語語料庫的研究
  18. Action research on promoting learner autonomy in an efl class

    在英語課堂教學中提高學習者自主性的行動研究
  19. Any review of the literature on the teaching of reading techniques to efl students has to include the seemingly infallible aphorism that reading is an interactive and interpretive process ( williamson, 1988 : 7 )

    因為閱讀不僅有利於語言的習得，有利於擴充學生的詞匯量和促進寫作技巧，而且有利於提高更高水平的閱讀能力和技巧。閱讀是讀者和作者進行交流的一種交互解釋的過程。
  20. A corpus - based study of the use of discourse markers in chinese efl learners ' spoken english

    中國學生英語口語中話語標記語的使用研究
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