1) listening vocabulary
听力词汇
1.
Research into the influence of different input methods on the acquisition effect of English listening vocabulary;
不同输入方式对英语听力词汇习得效果影响的研究
2.
Based on the theories of psychology, cognitive linguistics, etc, this essay points out some learning strategies oi English listening vocabulary.
听力词汇不同于阅读词汇。
3.
One s listening vocabulary does not equal to his reading vocabulary.
学生的听力词汇量不等于阅读词汇量。
2) 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。
3) 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。
4) 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。
5) productive vocabulary ability
产出性词汇能力
1.
The productive vocabulary ability of L2 learners stops developing after reaching a certain stage.
学习者的二语产出性词汇能力到了某一阶段后出现"停滞现象",因此,为促进二语产出性词汇能力的发展,二语学习者有必要重组二语心理词汇结构并加深对单词的语义理解,不断地积累该词与其他词的语义联系。
2.
Based on the theoretical foundations of propositional analysis of semantic content and Gravitational Model of Linguistic Availability, the present study intended to investigate the effect of productive vocabulary ability on word-accuracy in C-E CI, and the possible explanations.
本文以语义命题分析以及重心语言应用模型为理论基础，探讨口译学习者产出性词汇能力对英汉连续传译中用词准确性的影响，以及产生这种影响的原因。
6) competence of lexical application
词汇应用能力
1.
We have found a very common problem in college English vocabulary teaching under the influence of the traditional college teaching:teachers neglect the development of students competence of lexical application to some degree.
受传统大学英语教学方法的影响,大学英语词汇教学中存在一个普遍现象：教师在讲解词汇时在一定程度上忽视了学生词汇应用能力的培养。
补充资料：听力
听力
指人听觉器官感受声音的能力。
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