affective strategy 中文意思是什麼
affective strategy
解釋
感性戰略-
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。 -
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。 -
( 5 ) this research was chosen to explore the increase in understanding that results from conceptualizing human responses to aggressive events as a combined function of causal attribution. this essay is a discussion of these concepts individually and a description of how features of each combine to explain perception of responsibility, affective response, and reactive strategy regarding aggressive behavior
（ 5 ）驗證性因素分析結果表明，原因知覺、情感反應、責任判斷以及期望水平是行為應對策略的重要預測源，責任判斷受到情感反應的直接影響，希望水平不僅受制於穩定性的歸因，而且同時還受到生氣和責任判斷的影響，行為應對策略的選擇決定於生氣的情感反應、責任判斷以及期望水平的大小。 -
There are 350 subjects in this research sampled from middle school in wuhan city. the study tool is a questionnaire compiled by us, and it is derived from national and international researches. we investigate and analyze the difference between students and teachers on causal attribution, affective response and reactive strategy after aggressive behavior
本研究是在韋納等人發展起來的責任歸因理論的基礎上，以武漢市的350名中學師生為研究對象，以研究者根據國內外研究進行自編的情境問卷作為研究工具，運用近年來採用較多的結構方程軟體lisrel ，調查並分析了中學師生在攻擊行為上的原因知覺、情感反應及行為應對策略等一系列因果關系。 -
The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level. compensation strategy, metacognitive strategy and cognitive strategy received relatively higher level of usage, while memory, affective and social strategy were reported to be used less frequently. to find out whether there is any difference in strategy use among high, middle and low proficiency students, anova was employed to analyze the variance of learning strategies among groups of different proficiency
在比較高中低分組策略運用和高考成績之間的關系時，我們發現高考成績高分、中分和低分組的學生在使用認知、補救、元認知、社會策略時有顯著差異，英語成績高的學生在使用這些策略的頻率上顯著高於低成績組的學生，而在記憶策略和情感策略的運用頻率雖無顯著差異，但也是高分組高於低分組。 -
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 -
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。 -
Unfortunately, task and relationship conflict typically go together. based on two dimensions of concern for self and for others, the styles of handling interpersonal conflict are classified to dominating, compromising, integrating, obliging and avoiding. an effective conflict management strategy should minimize affective conflicts at various levels, attain and maintain a moderate amount of substantive conflict, select and use appropriate conflict management strategies
但是在高層管理團隊運行的過程中，兩種沖突總是混合在一起，甚至相互轉化，要想把他們截然分開是根本不可能的，因此本文提出高層管理團隊組織沖突的解決方案，用權變的方式看待沖突，根據兩個維度:關心自己和關心他人，處理沖突策略分為競爭、妥協、整合、退讓和逃避五種方式。
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