1) vocabulary receptive ability
词汇接受能力
2) receptive vocabulary
接受性词汇
1.
This article attempts to address three key issues in this area: measurement of productive vocabulary, relationship between productive vocabulary and receptive vocabulary, as well as ways to improve vocabulary production.
分析了词汇产出能力研究的三个关键问题:产出性词汇的测量、产出性词汇与接受性词汇的关系以及促进产出性词汇习得的手段,指出了今后应着重进行的两类研究。
2.
The paper reports a quantitative study by using the questionnaire and vocabulary tests to show the relationship between English vocabulary learning strategies and receptive vocabulary learning and productive vocabulary learning of sophomore non-English majors.
本文运用定量研究的方法,通过问卷调查和词汇测试,探讨了非英语专业大学二年级学生的词汇策略与接受性词汇学习和产出性词汇学习之间的关系。
3.
Two vocabulary levels tests—the Vocabulary Levels Test(Schmitt,Schmitt and Clapham,2000) and the Productive Levels Test(Laufer and Nation,1999)—were employed in the study to measure the postgraduates productive and receptive vocabulary.
研究结果表明,我国非英语专业研究生能够掌握大多数高频词和学术类词汇的基本含义,但由于他们对中低频词尤其是低频词的认知率较低,在今后的学习中仍有可能面临词汇上的困难;研究生的产出性词汇量要远低于其接受性词汇量,且大部分产出性词汇仍属于高频词;尽管学生对学术类词汇的认知率较高,但他们在该词频上的产出性词汇量仍有待进一步提高。
3) lexical competence
词汇能力
1.
A Research into High School Students Lexical Competence;
高中生词汇能力的调查研究
2.
Based on this theory, the article concludes that classroom teaching of vocabulary should follow its principles and in the meantime suggests some ways to apply this theory to classroom practice so as to develop students lexical competence.
它表现在学习者词汇能力中接受性能力和产出性能力的均衡发展。
3.
It shows the essence of lexical competence and the rule of its development through the discussion of various definition of lexical competence and the distinction between lexical knowledge and lexical competence as well as the illustration of the three stages of lexical development in L2.
通过讨论词汇能力的不同定义和词汇能力与词汇知识的区别以及二语词汇发展的三个阶段揭示了词汇能力的本质及其发展规律。
4) vocabulary ability
词汇能力
1.
This article explores the negative ef- fects of"baby-sitting"vocabulary list for vocabulary ability.
在阅读过程中利用语境等相关线索,灵活处理生词的能力是体现第二语言学习者语言能力水平的重要指标,但在实际的教学中过于详尽的词汇表的设置严重阻碍了学生词汇能力的发展。
2.
The process of the development of L2 vocabulary ability is L2 vocabulary acquisition from native language system to target language system,first transferring from the concept of sematics system of L1, with the increasing of positive transference,forming L2 semantic representation system.
二语词汇能力的发展过程是二语词汇得从母语系统向目的语系统的发展过程 ,首先是通过迁移部分一语语义系统中的概念节点来发展 ,并随正迁移的加强 ,形成二语语义表征系统。
3.
Since theories in the field of linguistics alone are not sufficient to address this issue successfully, this research attempts to apply the theoretical findings of cognitive metaphor to the investigation of EFL learners vocabulary ability, including learners assigning ability and reasoning in term.
运用认知隐喻的相关理论研究关于培养和提高我国外语学习者词汇能力的论著仍寥寥无几。
5) vocabulary competence
词汇能力
1.
The Relationship among Dictionary-Use Patterns,English Proficiency and Vocabulary Competence
词典使用倾向与英语水平及词汇能力之间的关系
2.
Based on forgetful theory, this paper explores the actual efficacy of repetitive memory strategy for the development of vocabulary competence proficiency.
以遗忘理论为基础,研究词汇滚动记忆策略对词汇能力发展的效用,结果表明:滚动记忆策略能有效地降低遗忘率,滚动记忆与词汇的巩固率呈正相关。
3.
From the perspective of the Task-based Learning theory,this paper reviews the characteristics of Chinese English learners vocabulary competence and then discusses the relationship between speaking and L2 vocabulary acquisition with an attempt to explore the teaching model which develops L2 learners vocabulary competence through oral tasks in college English class.
从任务型教学理论出发,回顾中国英语学习者的英语词汇能力特点,阐述“说”和二语词汇习得关系,探讨如何在大学英语课堂中以口语任务来促进词汇能力的习得。
6) receptive vocabulary knowledge
接受性词汇知识
1.
The growth rates of receptive vocabulary knowledge and productive vocabulary knowledge in individuals were different,with the former increasing faster than the latter.
运用综合性的词汇测试方法,对四个年级的160名非英语专业大学生的英语词汇能力进行测试,得出学生接受性词汇知识比产出性词汇知识发展快,两者之间的差距随着词汇知识的增加而扩大;在二年级结束以后,大学生的接受性词汇知识和产出性词汇知识的增长趋于停滞;大学生的词汇运用能力四年来提高不明显。
补充资料：充电接受能力
分子式：
CAS号：
性质：相当于蓄电池的充电效率(charge efficiency)，即充电时用于活性物质转化的电能与所消耗的总电能(包括耗于副反应的能量)之比，一般用百分数表示。它与蓄电池的种类、电液浓度、温度、充电方法，特别是使用情况有关。对于常见的铅酸蓄电池、镉/镍蓄电池等，以10～20h率的充电接受能力最高。作为一项蓄电池的技术要求，为测量简便，各国常规定在额定容量约50％的放电情况下，在0℃±1℃时，用恒定电压充电时的电流Ica(A)或/Ica与Ce/20之比值来表示充电接受能力(Ce为20h率的实际容量)。例如，铅酸蓄电池的单体充电电压恒定在2.4V时，电解液中的水在正、负两极分别电解出氧和氢的副反应得到抑制，此时的充电电流足以代表该电池的充电接受能力。
CAS号：
性质：相当于蓄电池的充电效率(charge efficiency)，即充电时用于活性物质转化的电能与所消耗的总电能(包括耗于副反应的能量)之比，一般用百分数表示。它与蓄电池的种类、电液浓度、温度、充电方法，特别是使用情况有关。对于常见的铅酸蓄电池、镉/镍蓄电池等，以10～20h率的充电接受能力最高。作为一项蓄电池的技术要求，为测量简便，各国常规定在额定容量约50％的放电情况下，在0℃±1℃时，用恒定电压充电时的电流Ica(A)或/Ica与Ce/20之比值来表示充电接受能力(Ce为20h率的实际容量)。例如，铅酸蓄电池的单体充电电压恒定在2.4V时，电解液中的水在正、负两极分别电解出氧和氢的副反应得到抑制，此时的充电电流足以代表该电池的充电接受能力。
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