詞匯聯想 的英文怎麼說

中文拼音 [cíhuìliánxiǎng]
詞匯聯想 英文
wordassociation
  • 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）...
  • 聯 : Ⅰ動詞（聯結; 聯合） unite; join Ⅱ名詞（對聯） antithetical couplet
  • 想 : 動詞1 （思索） think; ponder 2 （推測; 認為） suppose; reckon; consider; think 3 （希望; 打算） w...
  • 詞匯 : [語言學] （語匯） vocabulary; words and phrases
  • 聯想 : associate; connect in the mind
  1. Secondly, it presents five ways of the schematic vocabulary processing : 1 ) typical member presentation ; 2 ) activation of the lexical items for the concepts ; 3 ) formulaic series of activities in event scripts ; 4 ) stereotypic word association ; 5 ) roles and props. it introduces how to operate the five ways

    其次具體呈現了五種圖式詞匯加工方式： 1 ）呈現某一范疇里的典型成員； 2 ）激活概念及概念中的詞項； 3 ）描述事件圖式中已定型的系列活動； 4 ）程式化的詞匯聯想； 5 ）角色與角色支持物。
  2. This paper discusses the similarities and dissimilarities of connotation between chinese and english colour terms from four correlated angles, and summarizes the lexical importance of the comparative study

    本文從文化語言學、及翻譯學的角度探討了英漢色彩詞聯想意義的共性與個性，分析了造成這些特點的民族文化心理，總結了英漢色彩詞對比研究的詞匯學重要性。
  3. Comparison of the associative meanings between chinese and english vocabularies

    漢英詞匯聯想意義之對比
  4. Contrasting the association meaning of animal vocabulary between chinese and english and tracing to its origin

    漢英動物文化詞匯聯想意義比較及其差異溯源
  5. Vocabulary learning is one of the most important aspects of the language learning and a word has associative meaning besides conceptual meaning

    摘要詞匯學習歷來是語言學習的重點，詞匯不僅有概念意義而且有聯想意義。
  6. English vocabulary teaching from the viewpoint of association method

    從聯想法看英語詞匯教學
  7. The associative ideas of body metaphors on the pragmatics research of cross - cultural communication

    跨文化交際語用中的身體隱喻詞匯聯想
  8. 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
  9. Based on the analysis of the origins of associative meanings of animal - related words from the perspective of cognitive metaphor, this paper concludes that these associative meanings are the result of mapping of animals ' individual features and cultural backgrounds and that human cognition is a course of recognizing things by means of metaphor from a new perspective on the basis of their experiences

    本文從認知隱喻的角度探討了英漢動物詞匯聯想意義的淵源，歸納總結出動物詞匯聯想意義主要是動物特性映射、文化背景映射的結果，反映出人類認知是在已有經驗域基礎上，通過隱喻思維聯想范疇化，以新的視角認識事物的過程的理論。
  10. Thirdly, it contains detailed descriptions of the experiment and data analysis, which includes three parts : 1 ) vocabulary test comparison for the experimental class and the control class ; 2 ) comparison of investigation into schematic association before and after the experiment for the two classes ; 3 ) comparison of high and low score students with their investigation scores before and after the experiment

    數據分析和討論共分三個層次： 1 ）實驗班與控制班詞匯前測與詞匯后測成績對比； 2 ）實驗前後兩個班對詞匯進行圖式聯想記憶的調查成績對比； 3 ）實驗后高成績與低成績學生和他們的圖式詞匯聯想記憶調查成績對比。
  11. Part six reports the conclusion : 1 ) compared with classroom rote repetition, the classroom schematic word presentation is significantly different in textbook new word retention, extra new word increase and old word consolidation ; 2 ) the difference of the post investigation on schematic association for the experimental class is reported much greater than for the control class ; 3 ) the more schematic the subjects associate words, the higher they score in post word test. part seven is the implications and limitations of this study. also some suggestions for further study is given

    基於以上分析與討論，本文得出以下結論： 1 ）教師課堂口授圖式聯想詞匯方式與課堂進行詞匯表背誦方式相比，圖式詞匯聯想方式在課本新詞匯學習方面、課外詞匯擴大方面和舊詞鞏固方面，都比詞匯表背誦學習具有顯著差異，尤其在舊詞鞏固方面差異更顯著； 2 ）控制班在實驗前後的圖式詞匯聯想調查成績無顯著差異，實驗班在實驗前後的圖式詞匯聯想調查成績差異顯著，表明圖式詞匯聯想教學能提高詞匯測試成績； 3 ）實驗后，圖式詞匯聯想調查成績越高的學生，詞匯測試成績也越高
  12. Part two contains schema, the schema theory and schemata with one ' s vocabulary memory concerned : 1 ) the inference of schema in one ' s memory ; 2 ) the typical and atypical members of a category ; 3 ) role concepts and props ; 4 ) event scripts ; 5 ) the associative character of schema. part three contains different previous vocabulary processing and classification with semantic or schematic way concerned

    第二部分主要介紹圖式理論並從五個方面闡述圖式儲存詞匯和推測詞義的作用： 1 ）根據物體的上層集合和物體屬性的價值； 2 ）根據某一范疇的典型成員； 3 ）根據角色概念、角色及角色支持物； 4 ）按定型的事件的各個部分組織起來的事件圖式； 5 ）根據圖式的聯想特徵。
  13. Cultural connotation differences between english and chinese words contain vacancy, image difference, literacy quotation, value difference and so on. a deep research will facilitate better language teaching and cultural communication

    摘要英漢詞匯文化內涵的差異包括詞匯空缺、詞義聯想和文化意象的差異、習語與典故的差異和語義和文化內涵的不等值等。深入研究和探討，有助於外語教學和對外文化交流。
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