language learning strategy 中文意思是什麼

language learning strategy 解釋
語言學習方法
  • language : n 1 語言；（某民族，某國的）國語；語調，措詞。2 （談話者或作者所使用的）言語，語風，文風，文體。3...
  • learning : n 學，學習；學問，學識；專門知識。 good at learning 善於學習。 a man of learning 學者。 New learn...
  • strategy : n. 1. 戰略（學）。2. 策略，作戰方針 〈cf. tactics 〉。
  1. Rebecca oxford ' s strategy inventory for language learning was employed to study six types of learning strategies : memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy and their effects on the reading, listening, writing, cloze, grammar and oral test performance of nmet

    研究結果表明，在各項策略中，補救策略、元認知策略、認知策略使用頻率相對較高，而記憶策略、情感策略和社會策略使用頻率較低。學習策略與高考成績有顯著的正相關。
  2. Recasts : an important feedback strategy in second language learning

    第二語言學習中的重要反饋方式
  3. With the review of literatures on learning strategies in second language acquisition, o ' malley & chamot ' s ( 2001 ) system of learning strategy definitions and classifications stands out with a clear arrangement and a powerful framework for considering development issues in second language acquisition

    本文作者在對二語學習策略的研究進行回顧后，發現o ' malley & chamot （ 2001 ）的學習策略分類層次清楚，包容性強，可以用來發展各種語言任務的學習策略框架。
  4. Listening comprehension strategy is one of the necessary strategies for second language learning ; it refers to some specific techniques used by students for comprehending or processing new information

    摘要聽力策略是外語學習中必不可缺的學習策略之一，它指聽者在聽力理解過程中獲取或處理信息的方法。
  5. According to the modern education theory, we should adopt the following tactics in teaching the concept of chemistry : 1. use the vivid visual image to let the students gain the knowledge of the concept ; 2. create the atmosphere and let the students take part in the formation of the concept of chemistry ; 3. revise the old knowledge while learning the new one to realize the assimilation of concept ; 4. proceed step by step, lead the students deepen and develop the concept ; 5. give prominence to the understanding of the key words of the concept, get deeper understanding ; 6. pay attention to the relation between the concepts ; 7. optimize the study strategy and enhance the cognition standard, i. e. in the teaching of the concept of chemistry, we must pay great attention to the usage of various kinds of teaching method, including visual experiment, visual language and cai courseware, in order to help the students to understand the concept ; use the question to stimulate students " thoughts, give free rein to students " corpus, and let the students take part in the teaching process actively ; guide the students to remember new concepts and the help of their old knowledge ; pay attention to the levels of the concept, deepen and develop the concept continuously, use various ways to strengthen the meaning of the key words, help the students to master the concepts connotation, and give a clear extension, guide the students to found the concept system

    也就是說，在化學概念的教學中，要注意充分運用各種直觀教學手段，包括實驗直觀、語言直觀和cai課件直觀，幫助學生理解概念；注意運用問題啟動學生思維，發揮學生的主體性，使學生積極參與教學過程；要指導學生利用原有認知結構中適當的概念圖式來學習新概念；注意概念教學的層次性，不斷深化和發展概念；注意通過各種方式強化概念中關鍵字、詞的意義，幫助學生準確把握概念的內涵，清晰界定概念的外延；注意引導學生在應用中建立概念系統，形成合理的概念結構。同時在概念教學中還要注重學習方法的傳授和學習策略的形成，進行適當的元認知訓練，優化學生的學習策略，提高其元認知水平。根據化學概念的教學策略，化學概念的基本教學程序為:創設問題情境，引入概念;組織問題解決，建立概念;引導知識整理，概念系統化;指導練習應用，概念具體化。
  6. In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research, then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive, associative and autonomous stages of learning

    首先用心理語言學的理論和認知理論解釋語言理解和語言輸出的實質並說明進行學習策略研究的必要性。然後用認知理論分析學習策略，指出學習策略屬於人們的認知技巧，可以通過認知、聯絡和自動無意識三個階段獲得並由陳述性知識變為人們頭腦中的程序性知識。
  7. Results showed that the memory category was the most frequently employed language learning strategy in this study, followed by affective strategies, metacognitive strategies and cognitive strategies, with compensation and social strategies the least used. the relationship between language learning strategies and gender was investigated using anova. results showed no significant differences by gender in the overall strategy use, but more metacognitive and social strategies by girl students at the level of specific strategies

    多重比較（ posthocmultiplecomparisons ）的結果顯示，我國中學生的總體策略使用情況是：最常用的學習策略是記憶策略，其次是情感策略、元認知策略和認知策略，最不常用的是補償策略和社交策略；對性別和學生運用英語學習策略的關系採用方差分析（ anova ）進行了探討，結果表明，我國中學生在整體學習策略運用上沒有顯著的性別差異，但在個別學習策略的選擇上，女生比男生更經常運用元認知策略和社交策略。
  8. This thesis aims to study the language learning strategies deployed by a sample of chinese secondary students, with the hope of finding certain pattern of language learning strategy use for chinese secondary students and hence making strategy training and english learning and teaching more effective

    本文旨在調查研究中國中學生學習策略的運用情況，以期探索出中國中學生所運用的語言學習策略模式，從而能更有效地進行策略培訓和促進英語教學。
  9. Language learning strategy

    語言學習方法
  10. Implications of learning strategy on second language teaching

    論學習策略對外語教學的啟示
  11. Talking sense : a research study of language skills management in major companies was commissioned by the learning and skills council as part of its support for implementation of the uk governments national strategy for languages for

    一項名為「說話的意義：有關主要公司語言技巧管理的研究」的專題研究是受英國學習和技術委員會委託進行的。
  12. Nowadays, combined with concrete disciplines, the study on learning strategy in disciplines has already become a general interest in applied research on learning strategies. the existing learning strategy research mainly concentrates on study of the second language, mathematics, reading and so on, while rarely on chinese, which indeed is a basic course in elementary and junior high school, let alone the systematization of chinese learning strategy research

    今天，與具體學科相結合的學科學習策略研究正成為學習策略應用研究的熱點。已有的學科學習策略研究主要集中在第二語言的學習、數學學習及閱讀等方面，相對而言，對語文學科學習策略的研究非常少，更不成系統。
  13. 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
  14. 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
  15. In all there are 42 items in the language learning strategy questionnaire, of which 9 for the affective strategy, 11 for the managing and evaluating strategy, 17 for the cognitive strategy and 5 for the communicative strategy

    問卷題目（見附錄）共42項，其中涉及情感策略9項、管理與評價策略11項、認知策略17項、交際策略5項、問卷採用5分等級制記分。
  16. Over the last twenty years the english teaching in middle schools has made great progress : the scale of teaching is expanded constantly, and the teaching level is improved continuously, teachers " quality is increased substantially etc. but we should also realize that the development of our english teaching ca n ' t meet the demand of the economical and social development, such as : we pay too much attention to the teaching of knowledge about language and neglect the training of language skills etc. cooperative instruction is a magic tool in english teaching, which is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject

    二十多年來，我國中學英語教學取得了巨大進步，教學規模不斷擴大，教學水平不斷提高，教師的素質已有了長足進步等等。但同時也應看到我國現有的英語教學方式和水平與我國社會經濟發展對人才的需求之間，依然存在不小的矛盾和差距，如：過分注重詞匯、語法等語言知識的講授，忽視語言的應用能力的培養等等。現代社會里，人們對人才的合作意識、語言的交際能力等方面的要求越來越高。
  17. The language transfer in foreign language learning and teaching and the strategy

    英語學習與教學中的語言遷移現象及對策
  18. The contents of instructional design involves defining learning objective, describing learner ' s characteristics, designing the contents of special subject, evaluating sslw and organizing instructional exercises and so on. the purpose of system design is to exhibit the result of instructional design which takes the form of sslw, including the system construction and function design of the website, the design of the navigation strategy, interactive design and interface design etc. making means to compile the website with program language. there are four phrases such as composing script, development, testing and modification and evaluation

    教學設計的對象是專題知識內容，其設計過程的要素包括學習目標確定、學習對象特徵描述、專題知識結構設計、評價診斷與教學活動建議等，並說明教學設計中應注意的一些實際問題；系統設計的目的是將教學設計的結果以專題學習網站的形式呈現，包括網站的功能結構設計、導航策略設計、交互設計、界面設計等；製作與開發是指用程序語言與腳本語言完成專題學習網站的編寫工作，使之包能夠運行子網路環境，大致分為四個階段：編寫製作腳本、製作階段、測試修改階段與評價階段。
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