1) Letter Knowledge
字母知识
1.
The Interrelations Among Preschooler s Phonological Awareness, Letter Knowledge and Oral Vocabulary;
学前儿童英语语音意识、字母知识及口语词汇之间关系的研究
2.
The study explored the developmental characteristics of preschoolers English phonological awareness,letter knowledge,and oral vocabulary.
该研究以北京市两所普通幼儿园3-6岁共122名儿童作为被试,运用测验法对学前儿童英语语音意识、字母知识和口语词汇的发展特点进行了考察,结果发现:(1)学前儿童的语音意识、字母知识和口语词汇知识表现出了显著的年龄差异;(2)学前儿童的字母命名知识出现两个明显的发展水平,小班和中班处于较低的水平,大班的发展水平相对较高;(3)在学前期的每一个年龄阶段上,接受性词汇的发展水平都显著高于表达性词汇的发展水平。
3.
With Chinese children as subject, the present study re-examined the relationship between English spelling and phonological awareness, letter knowledge, and Chinese Pinyin skills.
本研究以汉语儿童为被试,探讨早期英语语音意识、字母知识及汉语拼音水平与英语单词拼写能力之间的关系。
2) letter-name knowledge
字母名称知识
1.
Through a series of classic tests, this study was devoted to examining the influence of letter-name knowledge, letter-sound knowledge and phonological awareness upon early literacy ability concerning Chinese English learners and the further contributions of the components of letter-name and letter-sound knowledge to early literacy ability.
本研究采用字母测试、语音意识测试、读写能力测试等实验范式,考察了中国英语学习者的字母名称知识水平、字母语音知识水平、语音意识水平等三种因素与早期单词读写能力的相关性,并分别探讨了字母知识的各内在组成成分对早期单词读写能力的预测作用。
3) letter-sound knowledge
字母发音知识
1.
The results were as follows:(1) English phonological awareness and rapid naming speed had an important influence on English vocabulary reading skills;(2) proficiency in Chinese pinyin indirectly influenced the reading skills through English phonological awareness;(3) letter-sound knowledge directly influenced the reading skills,and English phonological awareness indirectly influenced it.
结果表明:(1)英语语音意识和快速命名能力对单词朗读技能具有重要影响;(2)汉语拼音水平可以通过英语语音意识对单词朗读技能产生间接影响;(3)字母发音知识对单词朗读技能具有直接影响,也可以通过英语语音意识对单词朗读技能产生间接影响。
4) L1 knowledge
母语知识
1.
This paper first briefly discusses the positive contribution of learners L1 thinking and L1 knowledge in L2 learning and then makes a preliminary study of the correlation of L1 learning and L2 learning from both theoretical and practical perspectives.
本文对母语思维和母语知识在L 2学习中的积极作用作了粗略的梳理和回顾,并着重从理论和实证两个方面对母语学习与L 2学习的相关性问题作了初步的探讨,最后本文强调在L 2教学中教师应将学生的母语知识和技能作为一种学习资源,引导学生合理利用母语知识和母语思维,以促进L 2的学习。
5) knowledge parent
知识母体
补充资料：阿拉伯字母
阿拉伯文的字母，共二十八个。因伊斯兰教的影响流传很广。
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