詞匯指導 的英文怎麼說

中文拼音 [cíhuìzhǐdǎo]
詞匯指導 英文
bec
  • 詞 : 名詞1 （說話或詩歌、文章、戲劇中的語句） speech; statement; lines of play 2 （一種韻文形式 起於唐...
  • 匯 : Ⅰ動詞1 （匯合） converge 2 （聚集; 聚合） gather together 3 （通過郵電局、 銀行把款項劃撥到別處）...
  • 指 : 指構詞成分。
  • 導 : 動詞1. （引導） lead; guide 2. （傳導） transmit; conduct 3. （開導） instruct; teach; give guidance to
  • 詞匯 : [語言學] （語匯） vocabulary; words and phrases
  • 指導 : guide; direct; guidance; conduct; direction
  1. 8th joint symp. computational linguistics, nanjing, 2005, pp. 217 - 220. 54 wang j b, du c l, wang k z. study of automatic abstraction system based on natural language understanding

    國內研究者探索了基於實例無指導學習方法互信息計算詞匯向量空間基於依存分析與貝葉斯分類模型結合等各種方法。
  2. The study of english vocabulary guided by constructivism

    以建構主義指導英語詞匯教學
  3. It aims at specifying the potentials of the theory in english reading learning by analysis and exemplification

    本文通過分析、舉例論證等方式，說明了詞匯銜接理論對英語閱讀學習的指導意義。
  4. National standards of english course ( experimental edition ) explicitly indicates : the focus of reform of english course is to change the situation of putting more emphasis on grammar and lexical explanations, and of the tendency of overlooking learners " language performance on actual occasions. the reform advocates experience, practice, participation, collaborative and communicative learning style and task - oriented approach based on learners " interests, life experience and cognitive level, aiming at developing learners " comprehensive abilities

    國家《英語課程標準（實驗稿） 》明確指出： 「此次英語課程改革的重點就是要改變英語課程過分重視語法和詞匯知識的講解與傳授、忽視對學生實際語言運用能力的培養的傾向，強調課程從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑，發展學生的綜合語言運用能力。 」
  5. Guided by this theory, great emphasis is placed on the lexical similarities between sounds, forms and meanings in english vocabulary teaching so as to foster students ' ability to draw inferences about other cases from one instance

    在英語詞匯教學中，以相似論為指導，抓住詞與詞之間音、形、義的相似點，以培養學生舉一反三、觸類旁通、由此及彼的能力。
  6. One year, we decided to use chinese new year to improve relationships with our professor, a westerner. we picked up the skill of making the skin for boiled dumplings from fellow students from mainland china and bought expensive live prawns and vegetables from chinatown to prepare steamboat. we even learnt by heart english terms on chinese new year customs in anticipation of questions from him

    有一年決定借中國年跟洋老闆指導教授啦打好關系，我們早早跟來自中國大陸的同學學習搟水餃皮的技術，還狠心到中國城采買昂貴的活蝦及茼蒿菜下火鍋，為了怕被洋教授考倒，事先也背誦了許多關于年俗的英語詞匯，如此大張旗鼓的仗陣，至今成為我們在倫敦最溫暖而難忘的春節回憶。
  7. Activities include : literacy, numeracy, phonics, songs, art & craft, story - telling, mini - workshop, team work as well as gross motor and fine motor activities

    于課程完畢后孩子應能掌握如何服從導師指示，培養閱讀興趣及掌握日常用基本詞匯。
  8. The markedness theory has proved useful to the teaching of russian as regards antonyms, the masculine / feminine gender of animate nouns, the full and short form adjectives, tenses of verbs and word order

    在俄語詞匯與語法教學中，標記理論對于部分反義詞、動物名詞的陽性和陰性、長尾及短尾形容詞、動詞的時間以及句子的詞序等內容的教學有一定的指導作用。
  9. Vocabulary size has always been a big concern for the english learners. it is also one of the most important parameters to measure ones english level. english learners make every effort to build up their vocabulary. in this paper, one aspect of vocabulary, that is word association knowledge has been proved to facilitate vocabulary retention, to enlarge ones vocabulary size. therefore, both the width and depth of vocabulary should be integrated into vocabulary teaching

    詞匯量的大小一直是英語學習者所關心的，也是衡量英語學習者英語水平高低的重要指標之一，所以英語學習者也嘗試各種方法來擴大詞匯量.本文討論的是詞匯的一個方面，即詞匯聯想義知識在詞匯記憶、擴大詞匯量方面的作用.通過實驗證明詞匯聯想義知識與詞匯量的相關性較高，因此，詞匯教學過程中應該引導學生同時開發詞匯的深度及廣度
  10. Conducting a study to clarify clients ' needs, learning vocabulary related to computer equipment and setting up an appointment

    指導一次培訓明確客戶的需求，學習有關電腦設備的詞匯安排一次約會。
  11. This paper, based on the contrastive linguistics of english and chinese, tries to make a contrastive study on the two chinese versions of the scarlet letter respectively rendered by hu yunhuan and jia zongyi from the following three perspectives, i. e. differences on lexicon, syntax and culture between english and chinese

    摘要以英漢對比語言學為理論指導，從以下三個方面對胡允桓先生和賈宗誼先生的《紅字》譯本進行對比研究：一是英漢詞匯差異；二是英漢句法差異；三是英漢文化差異。
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