3) unconscious acquisition
无意识习得
1.
In the present study,the author,by using a quantitative approach,investigated the differential effectiveness of conscious learning and unconscious acquisition of simple and complex English rules by 120 junior middle school students.
四组中的其中两组为无意识习得组,另外两组为有意识学习组。
4) intentional learning
有意学习
1.
By analyses the advantages and disadvantages of the two ways respectively and the problems confronting Chinese non-English majors , this article points out that vocabulary intentional learning should be given first consideration in terms of deepening students’ vocabulary knowled.
在外语环境下,词汇有意学习应成为主要的词汇获取方式。
2.
Since the 1990s, there have been numerous studies on the development of Interlanguage system involving such notions as explicitness, implicitness, consciousness, subconsciousness, intentional learning, unintentional/incidental learning, and interface.
近十余年来,二语习得研究领域对中介语系统知识的获得方式进行了大量研究,由此引出了“显性”与“隐性”及“意识”、“潜意识”、“有意学习”、“无意学习/伴随性学习”、“接口”等相关概念。
3.
Based on the Depth of Processing Theory, this thesis investigated, by means of experiments, the different effects of English vocabulary teaching and learning by adopting three different presentation modes under intentional learning condition.
本文以加工深度理论为基础,通过实验,测试了在有意学习条件下三种不同的词汇呈现方式下对中国中级英语水平学习者所产生的不同的词汇学习与记忆效果。
6) meaningful learning
有意义学习
1.
A Study of Using Concept Mapping Tool to Improve Distance Learner’s Meaningful Learning;
利用概念图工具促进远程学生有意义学习初探
2.
Teachers Monitoring of Meaningful Learning in High School Mathematics;
高中数学有意义学习的教师监控
3.
Ausubel s theory systematically expatiates on discovery learning,acceptance learning,meaningful learning and mechanic learning as well as how an individual person learns great deal of meaningful material from textual presentations.
奥苏伯尔有意义学习理论系统阐述了发现学习与接受学习、有意义学习与机械学习区别与联系。
补充资料：焦虑习得反应理论
焦虑习得反应理论
learned response theory of anxiety
焦虑习得反应理论(learned respo”setheory of anxiety)焦虑的一种理论模式。此理论将重点不是放到个体的内心冲突上，而是着重阐述个体如何通过学习的历程将焦虑同某种情境联系起来。根据这个理论，焦虑是一种习得的反应。某种情境引起创伤性体验，这会使得一些人将两者联系起来;此后每当想到此情境或刺激时便立刻焦虑起来。由此可见，这是一种条件反射式的学习历程，焦虑是一种条件反应。有时候，人们采用逃避或回避的方式借以减少焦虑，即逃离或事先避开所怕的刺激情境。逃避和回避减少了焦虑体验，焦虑体验的减少反过来又强化逃避和回避行动。这样一来，焦虑者就没有机会来细心探查原先的那个刺激情境是否真的值得焦虑，是否有什么办法对付它。一些成年人一直回避那些在其童年时代诱发过焦虑的情境或刺激物，这种童年期习得的焦虑很难消退，其原因便是回避行为。这一理论得到一些临床观察的支持，对焦虑症的治疗有指导意义。 (梁宝勇撰牟丈博审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条