1) incidental vocabulary learning
伴随性词汇学习
1.
Based on Qian Xu-jing, this paper employes her reading material to conduct a research on 19 foreign students of PKU about incidental vocabulary learning.
本文在钱旭菁研究的基础上,再次使用钱文调查用的阅读文章对北京大学对外汉语教育学院19名中级以上水平的留学生做了有关伴随性词汇学习的调查。
2.
This study investigated the effects of exposure frequency (1 exposure, 3 exposures or 6 exposures ), marginal gloss type (single and multiple -choice marginal glosses), and learner proficiency (low, middle, and high level ) on Korean learners incidental vocabulary learning by Chinese reading.
本文主要探讨了汉语作为第二语言的韩国学习者在汉语阅读过程中词语的出现频次(在文章中出现一次、三次和六次)、边注形式(一对一边注和一对多边注)以及学习者的语言水平(低、中、高)对伴随性词汇学习的影响。
2) incidental vocabulary acquisition
伴随性词汇习得
1.
The Effects of Captions on Chinese EFL Students’Incidental Vocabulary Acquisition;
字幕对伴随性词汇习得的影响
2.
This empirical study was designed to test and develop the involvement load hypoth- esis by examining the impact of three reading tasks on the L2 incidental vocabulary acquisition.
本文通过考查不同投入量的任务对第二语言伴随性词汇习得的影响,检验并进一步丰富任务投入量理论。
3.
This paper clarifies the definition of incidental vocabulary acquisition,illustrates its importance and reviews the research development.
在明确伴随性词汇习得的概念,阐述其意义的基础上,本文回顾了第二语言附带性词汇性习得的一些实证研究,总结出其存在的局限性,并指出了今后第二语言附带性词汇习得研究发展的新趋势。
3) unintentional/incidental learning
伴随性学习
1.
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。
4) incidental learning
伴随学习
1.
(2) Style of pinyin labeled influences children s incidental learning.
在合适的阅读材料条件下 ,儿童能很好地理解故事 ,并能从独立阅读中伴随学习到一定数量的词汇。
2.
It also probes into the influential factors,the most disputable problem in incidental learning.
本文介绍了关于伴随学习的三个理论假说及其理论依据 ,回顾了国内外有关研究的发展进程 ,并针对有关伴随学习争论最多的问题 ,即影响因素 ,做出探讨。
3.
In the field of SLA, research about incidental and intentional vocabulary learning has received much attention abroad and has found the superiority of the incidental learning over intentional learning.
二语习得研究领域，词汇伴随学习和有意学习在国外备受关注，国外的许多研究证实了在词汇记忆方面伴随学习比有意学习更具有优越性。
5) vocabulary learning
词汇学习
1.
Intentional Attention and Vocabulary Learning;
故意注意与外语词汇学习
2.
An analysis of vocabulary learning strategies for adult learners;
浅析成人英语词汇学习策略
6) word learning
词汇学习
1.
It s necessary to discuss the common problems such as the depth and width of word learning,the learning strategies so as to improve the efficiency of word learning.
词汇学习是大学英语学习的瓶颈问题。
2.
The purpose of the study is to know the influence of Student-Teams-Achievement Divisions(STAD) Cooperative Learning on college English word learning.
本研究的目的主要是了解STAD型合作学习对大学英语词汇学习的影响。
3.
The article attempts to expound the importance of semantic meaning in word learning from the angle of the semantic relation of word.
词汇学习和记忆是学习语言的最基本的手段，也是运用语言的先决条件。
补充资料：部分学习与整体学习
部分学习与整体学习
part learning and whole learning
部分学习与整体学习(part learningand whole learning)在运动学习和记忆学习中，根据对学习内容的处理方式可以分成部分学习和整体学习。部分学习就是将材料分成几个部分，每次学习一个部分:整体学习就是每次学习整个材料。一般来讲，整体学习的效果优于部分学习。但是，课题复杂彼此没有意义联系的材料，用部分学习的效果好:课题简短或具有意义联系的材料，用整体学习的效果好。在进行学习时，可以将部分学习与整体学习结合起来，先进行整体学习再进行部分学习，或者相反。这种相互结合的学习方式叫做综合学习，效果更好些。 (周国帕撰成立夫审)
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