1) vocabulary meme teaching
词汇模因教学
1.
Beginning with utilizing the concept of language memetics,the author explores the relationships between language memetics and English teaching,the existing hypothesis and the relative modes,and then tries to draw some conclusions in accordance with vocabulary meme teaching in listening,speaking,writing and mental lexicons.
从语言模因论概念的界定入手,探讨了语言模因论与英语语言教学的关系、语言模因论存在假设及相应模型的理论,并重点探究了如何从听、说、写、心理词汇等四方面作好英语词汇模因教学。
2) vocabulary meme
词汇模因
1.
The present study focuses on how vocabulary memes in Chinese language come into being.
受前人研究的启发，本研究试图从模因论的角度分析汉语中丰富的词汇模因是如何形成的。
3) lexical teaching
词汇教学
1.
Traditional lexical teaching method stresses the literal meaning of the word and neglects the actual meaning of the word in particular contexts,and translation and contrast approaches are mainly used,which can not help students to have a better understanding of literal or implied meaning of the word in a particular context.
词汇是语言的建筑材料 ,词汇教学是英语教学的重要内容之一。
2.
Traditional way of lexical teaching is obviously characterized with certain deficiencies,such as uninterestingness,low class participation of language learners,unfirmness of learners memory.
为了改善这种传统的词汇教学方法,本文依据现代认知语言学理论架构起一种全新的语言词汇教学方案。
3.
In lexical teaching,according to the basic theory of psychological linguistics,teachers should strengthen it by means of plot memory and association,cultivate their learning motive and stimulate their interests to promote the effect and efficiency of it.
在词汇教学中,教师应根据心理语言学基本理论,利用情节记忆、联想等方法来加强词汇教学,并注重学习动机的培养,激发学习兴趣,以提高词汇教学的效果和效率。
4) vocabulary teaching and learning
词汇教学
1.
The use of metaphor in university English vocabulary teaching and learning will help students to develop deeper understanding of knowing words, train students thinking ability and deepen the understanding of different cultures.
通过实例探讨隐喻理论在大学英语词汇教学中的作用:发展学生的深层词汇知识;培养学生的隐喻思维能力;加深学生对不同文化的理解。
2.
As a result,three innovative ways of vocabulary teaching and learning are suggested: 1) Incorporating learner divergences into production dictionaries;2) Making good use of corpus-based materials;3) Applying DDL.
基于语料库的中介语对比分析法对词汇教学颇有启示。
3.
As vocabulary poses one of the obstacles to English teaching and learning,this paper tries to apply theories and approaches from corpus linguistics to vocabulary teaching and learning in the hope of improving effectiveness.
本研究是积极利用语料库语言学理论与方法进行词汇教学的一次实践探索。
5) Vocabulary teaching
词汇教学
1.
Vocabulary acquisition theory and English vocabulary teaching;
词汇习得理论和英语词汇教学
2.
English Vocabulary Teaching Methods;
英语教学中的词汇教学方法初探
3.
The application of the situational context to the vocabulary teaching;
情景语境在英语词汇教学中的运用
6) vocabulary instruction
词汇教学
1.
This paper attempts to study vocabulary instruction for English majors at the founda-tion stage from the cognitive perspective.
本文从认知角度对英语专业基础阶段的词汇教学进行了探讨。
2.
Text-based vocabulary instruction can make vocabulary teaching and learning more effective.
以篇章为依托进行词汇教学有助于提高词汇教与学的成效。
3.
Puting it to work in vocabulary instruction, we can find there are some defects in traditional methods.
据此可以对传统词汇教学进行分析 ,找出其不足 ,并寻求正确的词汇教学策
补充资料：凹模、凸凹模工作型面加工工艺过程
1)备料。 n
2)锻造。锻成长方形的坯料(每件留长工艺夹头)。 n
3)热处理。退火。 n
4)铣(刨)削。铣(刨)削六面成长方形模块。 n
5)磨削。磨削上、下两端面及相邻两侧面，用90。角尺测量相邻两面的垂直度。 n
6)钳工加工。用平板和划线盘按图划线，并打样冲眼；用钻头钻螺纹底孔；用圆柱销孔的预孔；用钻头钻挡料销让位孔；用钻头在中心处钻穿丝孔等；正、反面孔口倒角；凸凹模用钻头孔扩，保证刃口高度；攻螺纹；铰孔。n
7)铣削。平口钳装夹工件；用的立铣刀铣削型孔至尺寸，保证深度。 n
8)热处理。凹模工件淬硬至HRC60～64，凸凹模工件淬硬至HRC58～62。 n
9)平磨。磨上、下两端面及相邻两侧面，用90。角尺测量相邻两面的垂直度至图要求；退磁。 n
10)线切割。按图编制线切割程序，切割模型孔成形，留单面研磨余量0.005 mm。 n
11)钳工加工。研光线切割面： n
12)检验。 n复合冲裁模的装配应选择凸凹模作为装配基准件，先装下模部分，后装上模部分
2)锻造。锻成长方形的坯料(每件留长工艺夹头)。 n
3)热处理。退火。 n
4)铣(刨)削。铣(刨)削六面成长方形模块。 n
5)磨削。磨削上、下两端面及相邻两侧面，用90。角尺测量相邻两面的垂直度。 n
6)钳工加工。用平板和划线盘按图划线，并打样冲眼；用钻头钻螺纹底孔；用圆柱销孔的预孔；用钻头钻挡料销让位孔；用钻头在中心处钻穿丝孔等；正、反面孔口倒角；凸凹模用钻头孔扩，保证刃口高度；攻螺纹；铰孔。n
7)铣削。平口钳装夹工件；用的立铣刀铣削型孔至尺寸，保证深度。 n
8)热处理。凹模工件淬硬至HRC60～64，凸凹模工件淬硬至HRC58～62。 n
9)平磨。磨上、下两端面及相邻两侧面，用90。角尺测量相邻两面的垂直度至图要求；退磁。 n
10)线切割。按图编制线切割程序，切割模型孔成形，留单面研磨余量0.005 mm。 n
11)钳工加工。研光线切割面： n
12)检验。 n复合冲裁模的装配应选择凸凹模作为装配基准件，先装下模部分，后装上模部分
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