1) Oral English test
口语测试/口试
2) oral English
口语
1.
The cultivation of students oral English ability in English teaching;
英语教学中学生口语能力的培养
3) oral language
口语
1.
The civil documents in Dunhuang manuscripts are the precious sources not only in the research of social and political conditions, but the historical research of Chinese language also in Dunhuang area in the 9th and 10th century, as they have brought out the overview of oral language in that historical period.
从语言上看 ,敦煌世俗文献在一定程度上比较真实地反映了 9、10世纪敦煌地区口语的面貌。
2.
The purpose of oral language lesson to the teachers in the college is to make teachers master and practice the skills of the teachers professional oral language.
高师教师口语课是以培养师范专业学生掌握运用教师职业口语技能为目的的实践性很强的课程 ,搞好口语训练是教学的重点。
3.
In this paper,we find two types of functional variants in Chinese oral language by analyzing the differences of split conditions,selection and using of language essential factors and expressive patterns between formal and informal situation.
口语为适应不同的交际功能会形成不同的类型。
4) spoken English
口语
1.
According to the passive performance of students at English classes, the author studies teaching methods, teaches students in accordance with their aptitude to develop and improve students spoken English ability by various speaking training.
针对学生在口语课堂上的消极表现,作者从学生的实际出发,注意研究教学方法,因材施教,通过进行形式多样的口语训练,培养和提高学生的英语口语能力。
2.
English teachers evaluations and feedback strategies towards learner errors in their spoken English are quite different from each other due to the diverse explanations from linguists with different theoretical bases.
语言学家对学习者错误的描述向来纷繁复杂,不同理论立场使得外语教师对学生口语中的错误评价及修正策略也各不相同。
3.
The paper analyzed mariners spoken English requests in STCW78/95 and current spoken English class systematically, and gained some suggestions.
系统地分析了STCW78／95公约对海员口语能力的要求和目前海事英语口语课的情况,并且提出了改进的方法。
5) Speaking
口语
1.
Recent studies on the assessment of speaking in a second language;
第二语言口语评价研究进展
2.
The Psychology Analysis and Way of Foreign Speaking Teaching;
影响外语口语教学的心理分析及解决途径
3.
Application of CLT in Teaching Speaking in Junior High School;
交际法在初中英语口语教学中的应用
6) spoken language
口语
1.
Pondering about learning“teacher s spoken language”well;
对学好“教师口语”的思考
2.
Perspective and Solving Strategy about the Current Teaching Condition of Spoken Language Intercommunication in Chinese Middle School;
我国中学口语交际教学现状透视及应对策略
3.
Analysis on Current Situation and Countermeasure of Spoken Language of Middle School Students in Rural Areas;
农村中学生口语现状及对策分析
参考词条
补充资料：测试结果可接受性的检查和最终测试结果的确定
测试结果可接受性的检查和最终测试结果的确定
check of the acceptability of test results and determination of the final test result
C凡(3)二3.3d，时，取此3个结果的平均值作为最终侧试结果;否则取它们的中位数作为最终测试结果。。，为重复性标准差(即在重复性条件下所得侧试结果的标准差)。 在口田T 11792一1989中还对重复性和再现性条件下所得侧试结果可接受性的检查方法和最终测试结果的确定做了详细讨论和规定。(马毅林)ceshi 11叩uo kejieshCxjxing d6 iiancha he zuizhong ceshi】i闪旧de que心ing测试结果可接受性的检查和最终测试结果的确定(checkof山eac，ptability of test，ults助ddsterminationofthefi耐testresult)在商品检验中进行一次测试的情形不多见，当得到一个测试结果时，所得结果不可能直接与给定的重复性标准差作可接受性的检查。对测试结果的准确性有任何疑问时都应再进行一次测试。所以，对两个测试结果进行可接受性的检查是一般的情况。 可接受性的检查，实际上是一种统计检验。任何两个测试结果只要能通过可接受性的统计检验即可认为是一致的，均可接受。比如，在重复性条件下，所得结果之差的绝对值(下称绝对差)不超过相应的重复性限r(见重复性和再现性)的值，则认为两个结果是一致的，均可接受;如果两个侧试结果的绝对差超过r，则认为它们是不一致的，必须增加测试。 按国家标准《测试方法的精密度在重复性或再现性条件下所得测试结果可接受性的检查和最终测试结果的确定》(GBIT 1 1792一1989)，在重复性条件下，如果两个测试结果的绝对差不超过r的值，可取两个侧试结果的平均值作为最终测试结果。如果两个结果的绝对差超过r的值，并且测试费用较低，须再做两次测试。当4个结果的极差(即其中的最大值与最小值之差)不超过相应的临界极差c，瓜(4)二3.6a，时，取4个结果的平均值作为最终测试结果。如果两个结果的绝对差超过r的值，并且测试费用较高时，只须再作一次测试。当3个结果的极差不超过相应的临界极差
说明：补充资料仅用于学习参考，请勿用于其它任何用途。