第一語言習得 的英文怎麼說
中文拼音 [dìyīyǔyánxíde]
第一語言習得
英文
first language acquisition-
Covers the major results in the study of first language acquisition concentrating on the development of linguistic structure, including sentence structure and morphology
本學科涵蓋第一語言習得研究的重要成果，著重於語言結構發展，包含句構和語態學。A brief talk on children ' s first language acquisition and adults ' second language acquisition
淺談兒童第一語言習得與成人第二語言習得It also points out its tendency : laying stress on the cognitive interpretation of language acquistion, paying close attention to the similarities between the firist language acquisition and second language learning
其趨勢是，重視對語言習得的認知解釋，關注第二語言學習與第一語言習得的共性。The paper makes a survey of the second language acquisition researches in light of the difference between first and second language acquisition and then offers a chomsky ' s analysis of second language acquisition theories
摘要從第一語言習得和第二語言習得的區別出發，結合二語習得研究的歷史，從喬姆斯基的語言學理論角度對第二語言習得進行了透視。To have a better understanding of call, the thesis first reviews its history and development of different phases and the study at home and abroad, which will help us comprehend what have done in this field, what theories have been applied, and what problems still remain unsolved. the thesis explains the constructivism theory and teaching principle coming from it. it also describes the current situation of modern english teaching in our country in which development of multimedia computer technology provides a lot of facilities and wide development space for college english instruction
此間，計算機輔助語言學習共經歷了三個階段:第一階段是依據行為主義理論研發的句型和操練系統，計算機成為學生呈現材料的工具;第二階段是從70年代末至80年代末，這一時期的理論基礎是認知主義學習理論;第三階段是90年代至今，以建構主義作為理論支撐，這一時期的計算機輔助語言學習得到了蓬勃的發展。Sla is viewed as a process of creative construction, in which a learner constructs a series of internal representations that comprises the learner ' s interim knowledge of the target language, known as inter - language, that is, the language that a learner constructs at a given stage of sla
第二語言習得是一個創造性構建過程，在這一過程中，學習者構建了一系列內在的表達方式，這種表達方式組成了學習者對目的語的過渡性知識，此種知識被稱為語際語，即學習者在第二語言習得的某一階段所說的語言。Acquisition refers to the gradual and subconscious development of ability in the first language by using it naturally in daily communicative situations
習得指的是日常交際環境中通過自然的運用第一語言能力而逐步地、下意識地發展這種能力。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。From the theoretical perspective of acquisition / learning hypothesis, input hypothesis and affective filter hypothesis in sla ( second language acquisition ), the importance of teaching games is further proved
其次，以第二語言習得中的習得與學習假設、輸入假設、情感過濾假設為理論依據，進一步說明游戲的重要性。This paper, based on the critical period hypothesis ( cph ) and empirical research, offers two suggestions : first, the initial english program should be begun in elementary school rather than in junior high ; second, the optimal timing for the program is not the earliest possible, grade 3 is a possible starting point, but grade 4 or 5 may be more preferable
本文根據語言習得關鍵期假說和實證調查，提出兩點建議：第一，基礎階段英語教育應從小學開始，不宜推遲到初中；第二，小學開設英語課不是越早越好，三年級可以作為英語課程的起點，但四、五年級作起點可能更好。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Based on krashen ' s second language acquisition theory, this essay in addition to the discussion on the relation between the input hypothesis and the affective filter hypothesis of the theory and college english streaming teaching shows the guidance and elicitation of this theory in order to explore its great potential and push college english teaching to a new stage
摘要從克拉申第二語言習得理論出發，探討了該理論中輸入假設和情感過濾假設與大學英語分級教學的關系，並指出該理論對大學英語分級教學的指導和啟發作用，旨在發掘大學英語分級教學的巨大潛力，把大學英語教學水平推向一個新臺階。Many issues intersect in the controversy over second language acquisition, such as teaching method, cultural background, and individual learners ' differences
在關于第二語言習得的爭論中，很多問題交叉在一起，比如教學法，文化背景，學生的個別差異等等。分享友人