1) phonological acquisition theory
语音习得理论
1.
The study on Chinese children s phonological acquisition has made a positive research attempts in the following aspects: comprehensive use of children s phonological acquisition theory,theory in skepticism of non-continuity,elaboration of continuity and sequentiality in phonological acquisition,and explanation of the causes of sequentiality in phonological acquisition.
指出汉语儿童语音习得研究在综合运用儿童语音习得理论、质疑非连续性理论、阐释语音习得的连续性与顺序性以及解释语音习得顺序性的成因等几个方面做出了积极的探索,为中国的儿童语言学研究走向世界迈出了坚实有力的步伐。
2) phonological acquisition
语音习得
1.
This paper will take a comprehensive review to the involved researches on phonological acquisition of Putonghua-speaking children as well as contrasting with the situation of phonological acquisition of English-speaking children.
普通话儿童的语音习得即普通话儿童在自然交际中潜意识地掌握普通话语音系统的过程。
3) phonetic acquisition
语音习得
1.
The article,combined with empirical study,discusses memetic musicality plays a certain role in the phonetic acquisition of learners.
本文结合实证调查,论述音乐模因在英语(非母语)语音习得中起到一定的积极作用。
4) language acquisition theory
语言习得理论
1.
Combining with reading lessons in college foreign language teaching,this paper discusses the application of language acquisition theory in reading teaching.
依据语言习得理论与大学外语教学的阅读课结合,探讨和分析了阅读课教学中的语言习得理论的体现和应用。
5) SLA theories
二语习得理论
1.
Based on the learning theories of constructivism and SLA theories,the task-based translation teaching model is a suitable model for "the Task Age" and the reality of our translation teaching.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今"任务时代"潮流和我国翻译教学实际的一种模式。
2.
This paper,based on SLA theories and the current situation of college English teaching,explores the necessity of creating English language environment,the operating principles and the specific means.
本文以有关二语习得理论为依据,结合当前大学英语教学现状,阐述了创建英语语言环境的必要性,设立原则和具体实施策略。
3.
With the help of SLA theories, we try to get the solution for problems in college English education in China.
本文拟运用二语习得的监控理论、二语习得环境理论、输出理论、自治学习理论等探讨如何完善和提高我国的大学英语教学效果的问题,将我国英语教学实际状况与二语习得理论结合起来,以语言习得的科学规律为指导,来研究我国的大学英语教学的实际状况,找出当前的大学英语教学效果不尽如人意的关键原因,并提出解决该问题的方案。
6) Second Language Acquisition
二语习得理论
1.
Enlightenment of the Second Language Acquisition Theory of Krashen on College English Reform
克拉申的二语习得理论对大学英语教改的启示
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