1) vocabulary acquisition
词汇习得
1.
An experimental research on second language vocabulary acquisition;
二语词汇习得的一项实验研究
2.
Impacts of different teaching methods on students English vocabulary acquisition;
教学方法对学生英语词汇习得的影响
2) lexical acquisition
词汇习得
1.
Schema theory and foreign language lexical acquisition;
图式理论与外语词汇习得
2.
Then it proposes the strategies of lexical acquisition.
目前人们已经普遍认识到文化背景知识对语言学习的影响,因此,可以从语言与文化的关系着手,探讨词汇学习过程中文化差异对词汇的认知、理解和运用所产生的影响,以及在外语教学中词汇习得的策略。
3.
Cognition examines the lexical acquisition mechanism from both the subjective and the objective aspects.
词汇习得是单词音形义的习得,认知论从认知主、客体两大方面来考察词汇习得机制。
3) vocabulary learning
词汇习得
1.
English vocabulary learning on the basis of metaphor theory;
基于隐喻的英语词汇习得
2.
Experimental Study on Positive Transferability in English Vocabulary Learning of Chinese College Students;
中国大学生英语词汇习得中的正迁移性实证研究
3.
Inevitably, the English vocabulary learning by Chinese children is also influenced by the Chinese language.
语言迁移是外语学习过程中的普遍现象,中国儿童在词汇习得过程中难免受到汉语的影响。
4) adverb acquisition
副词习得
1.
The preference order of adverb acquisition in early children:A case study of adverbs acquisition of a Beijing Mandarin-speaking child;
早期儿童副词习得的优先序列——北京话早期儿童副词习得个案研究
2.
The results show that:negative adverb is most frequently used in children\'s early adverb acquisition,and the second is the adverb of degree.
文章认为,儿童早期副词习得与语言输入及儿童的认知心理发展程度有关。
5) chunk acquisition
词块习得
1.
The purpose of this empirical research is to study the effect of Focus-on-form on chunk acquisition and spoken English proficiency in college task-based English teaching.
通过教学实验考察任务型教学中"聚焦于形"对大学生词块习得与英语口语水平的作用。
6) misuse of articles
冠词误用
1.
It seems that the misuse of articles by Chinese learners mainly follows three patterns: omission of articles, oversuppliance of articles and confusion of articles.
本文用语料库方法研究了中国学习者英语语料库 (CLEC)大学英语学习者作文子语料库中出现的冠词误用现象 ,发现冠词误用有一定规律性和变异性 ,按其特点可分三大类 :冠词省略、冠词冗余和冠词混用 ,而且前者比后两者更普遍。
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