1) mother tongue acquisition
母语习得
1.
The author of this article ana- lyzes different stages of children s mother tongue acquisition,sums up the differences and similarities between mother tongue acquisition and foreign language acquisition,points out some common errors made by children and proposes some constructive ideas.
在分析儿童习得母语不同阶段不同特点的基础上,总结了母语习得与外语习得的区别和共性。
2.
Therefore,it is suggested to learn from mother tongue acquisition the successive factors with a purpose to better our foreign language learning and teaching.
对比幼儿母语习得与外语教学之间的差异发现,幼儿和外语学习者在学习目的、学习动机、所接触的语言文化环境和对待语言文化及错误的情感因素上都存在差异;同时发现学习语境中教授者的合作性和对待偏误的态度也存在差异。
2) L1 acquisition
母语习得
1.
UG which was originated from L1 acquisition study aims to set up a language acquisition model adopted by young learners in different language environment.
普遍语法以儿童母语习得为载体研究不同语言背景条件下具有共性的习得模式。
2.
Under the Framework of Universal Grammar this article discusses the difference between L1 acquisition of children and foreign language learning of adults in terms of L1 and L2, the learners, the initial state, process and the final state of acquisition; It is hoped that this will bring inspiration for foreign language teaching and learning.
本文在普遍语法框架下探讨了儿童母语习得与成人外语学习在母语和外语 ,学习者本身语言习得的初始状态、习得过程和最终状态方面的差异 ,希望对外语教学有所启示。
3) First language acquisition
母语习得
1.
It is very helpful in first language acquisition(FLA) and explains reasonably many practical problems.
乔姆斯基的普遍语法理论主张从大脑内部机制研究语言习得问题,对母语习得研究有很大的启发和推动作用,合理解释了习得过程中的许多实际问题。
2.
This paper discusses the positive relevance between Grammaticalization and First Language Acquisition in two factors: 1)children s acquisition of function words in their first language;2)the grammaticalization features in the process of children s first language acquisition with regard to their linguistic structures.
从儿童母语的虚词习得和儿童母语习得中语言结构的语法化过程特征两个方面研究语法化与母语习得在过程上的正相关,从而证明母语习得实际上是语言发展过程的重演。
3.
Based on the assumption that learners internal mental development is the determinant factor in the course of learning,to put foreign language teaching in a solid theory framework,a clear understanding of the differences between child first language acquisition and adult foreign language learning is a must.
学习中起决定作用的是学习者自身的心理内在发展和心智能力,要使外语教育建立在坚实的理论基础上,就必须回答外语学习过程与儿童母语习得的异同。
4) language acquisition
母语习得
1.
This paper tries to interpret the development and features of children′s native language acquisition from the angle of native language acquisition and its development.
从母语习得与发展的角度描述儿童习得母语的过程及特点,并对母语习得与外语学习在年龄、认知能力、心理因素、社会因素及母语干扰几方面的异同进行探讨,最后提出母语习得对外语教学的启示。
2.
This paper aims at studying bilingual teaching from psycholinguistic perspective by employing some principles in children language acquisition.
本文从心理语言学的角度出发,运用儿童母语习得中的部分原理来研究双语教学。
5) Native Language Acquisition
母语习得
1.
Some Ideas about Native Language Acquisition and Foreign Language Teaching;
浅谈母语习得与外语教学
2.
Based on analysis of the theory of native language acquisition and comparison of the differences between first language acquisition and foreign language learning,this paper discusses the enlightenment of native language acquisiton on foreign language learning,and emphasizes that prominence should be given to the cultivation of learners\' linguistic competence in foreign language teaching.
通过对母语习得理论的解析,以及对母语习得与外语学习之间差异的对比分析,探讨母语习得对外语学习的启示,强调在外语教学中要注重培养学习者应用语言的能力。
6) idiom acquisition
习语习得
1.
The research is to verify by experiment the effectiveness of cognitive approach inidiom acquisition in textbooks for English majors.
此项研究的目的是通过实验验证英语习语习得的认知方法的有效性。
补充资料：焦虑习得反应理论
焦虑习得反应理论
learned response theory of anxiety
焦虑习得反应理论(learned respo”setheory of anxiety)焦虑的一种理论模式。此理论将重点不是放到个体的内心冲突上，而是着重阐述个体如何通过学习的历程将焦虑同某种情境联系起来。根据这个理论，焦虑是一种习得的反应。某种情境引起创伤性体验，这会使得一些人将两者联系起来;此后每当想到此情境或刺激时便立刻焦虑起来。由此可见，这是一种条件反射式的学习历程，焦虑是一种条件反应。有时候，人们采用逃避或回避的方式借以减少焦虑，即逃离或事先避开所怕的刺激情境。逃避和回避减少了焦虑体验，焦虑体验的减少反过来又强化逃避和回避行动。这样一来，焦虑者就没有机会来细心探查原先的那个刺激情境是否真的值得焦虑，是否有什么办法对付它。一些成年人一直回避那些在其童年时代诱发过焦虑的情境或刺激物，这种童年期习得的焦虑很难消退，其原因便是回避行为。这一理论得到一些临床观察的支持，对焦虑症的治疗有指导意义。 (梁宝勇撰牟丈博审)
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