1)  communication education
交际语言教育
2)  communication
交际
1.
The Application of Pre-suppositional Theory to the Improvement of Information-Seeking Capability in Communication;
运用前提理论提高交际中获取信息的能力
2.
On principles and methods of family s language communication;
试论家庭交际中的语言原则和方法
3)  interaction
交际
1.
F-moves in interaction:inside and outside classrooms;
课堂内外言语交际中的后续步分析(英文)
2.
In order to achieve good results in interaction, people should follow not only the cooperation principle but also the politeness principle.
人们在交际中不仅要遵循合作原则 ,同时也要遵循礼貌原则 ,这样才能达到更好的交际效果 。
3.
It has expounded Krashen s input hypothesis(1982)and Long s interaction hypothesis(1996)and made them as the theoretical basis of this method.
本文通过Krashen(1982)的"语言输入假设"(Input Hypothe-sis)和Long(1996)的"交际假设"(Interaction Hypothesis)阐述了此教学实践的理论依据和实际效益,以及把母语为汉语的非教学人员带进汉语课堂的教学结果。
4)  communicate
交际
1.
A Discussion on the Cultivation of the Middle School Students Oral Ability to Communicate;
试论中学生口语交际能力的培养
2.
It is suggested that foreign language learners should have contextual as well as linguistic knowledge in order to communicate effectively and to understand discourse in context.
探讨了语境中的共有知识对会话含义的影响 ,并提出外语学习者除具备语言知识以外 ,还必须具有一定的语境知识 ,才能在语境中正确理解话语 ,进行有效的交
3.
English teacher must combine the culture of English–speaking countries with English teaching, thus the students can really understand and master English , they can express themselvest ruthfula nd communicatew ith othersp roperly.
英语教师只有把有关的文化知识融入到英语教学之中去,才能让学生真正理解和掌握英语,才能用英语得体有效地表达思想,进行交际。
5)  intercommunication
交际
1.
It analyzes the main four pragmatic functions of English euphemism,including taboo,politeness,refinement and positiveness,and points out that using English euphemism,when necessarily and properly,is an effective method to realize the anticipated communication results and to achieve the aim of harmonious intercommunication.
从英语委婉语在社会生活中的应用这个角度出发,探讨了委婉语的起源和定义,着重分析了英语委婉语的四个主要语用功能:避讳功能、雅化功能、礼貌功能和积极功能,指出恰当使用英语委婉语是实现预期交际效果,达到和谐交际目的的有效交流方式。
2.
Practical and effective functional writing capacity could be formed and fulfilled eventually through such following ways as redefining concepts of writing and functional writing after the exploration of the origin of the cognitive theory of Carrol,using traditional writing strategies in functional writing teaching and teaching in the context of intercommunication.
从卡鲁尔认知理论出发,重新理解“写”及“功能性写作”概念,经过功能性写作的“传统”策略运用及在交际情境中进行功能性写作教学,最终可达致实用有效的功能性写作能力的实现。
3.
In modern society, intercourse equals to intercommunication.
近年来,交往问题一直是国内外哲学探究的热点,人们之所以关注这个自明的话题,是因为随着文明的进展,"交往"愈加显示出其危机与异化的态势,在现代社会,交往几乎等同于交际。
6)  communicative
交际
1.
And it emphasizes that only when there prepositions are used properly can the communicative aim be reached.
本文详细辨析了俄语中表示时间意义的前置词,指出每个前置词的意义以及意义相近的前置词在实际使用中的区别,并强调只有准确使用这些前置词才能达到语言交际的目的。
2.
This article attempts to study Pragmatic Ambivalence (hereafter PA) from a cognitive & communicative perspective.
本文从认知交际视角对语用模糊现象作了探讨。
3.
The fourth is communicative competence and the influence of native dialects.
从地理上的差异、时间是主要的原因、北方常受外族入侵和国内战争、动乱引起的民族大迁移、交际和乡土根性等四个方面分析南方方言更接近古汉语的原
参考词条
补充资料：全语言教育

全语言教育（whole language）


目录

  • 1 英语的全语文
  • 2 中文的全语文
  • 3 外部链接
  • 4 参见

[编辑] 英语的全语文

全语言教育的教育目的在改进语文教学。在英语教学中通常会字母拼读法(phonics)一起被讨论，视為两个相异的教学方式。

虽然全语文教学的运动，在北美可以视為是对字母拼读法教学的反思。但当全语文概念传入中文的语文教学时，其内涵及意义上都有一定程度的改变。

根据全语言的理念，教导语言时，不该将语言分割成不同的技能，然后分别教授，而应该将语言视為是一个整体的沟通系统，让学习者够过亲身的经验来学习。

在英语的教学上，全语言的理念鼓励儿童去猜测发音，而非著重在教导学生见字发音的能力，或是记忆单字的能力。全语言运动中，一篇重要的论文标题即是reading is a psycholinguistic guessing game(Goodman, 1967)


The components of a whole language literacy program include

  • literate classroom environment
  • reading to and with students
  • individualized instruction
  • independent reading
  • students as authors
  • integrating literacy skills into curriculum across disciplines
  • increased parent involvement

Critics of "whole language" maintain that it is less effective than the traditional phonics-based approach. Proponents maintain that it does incorporate phonics. It has also been noted that non-alphabetic languages can only be taught "whole language", one pictogram or character at a time.

It also has been noted, that although people really do read on whole language principles, some believe that you first must learn how to read phonetically before naturally progressing to reading whole words and concepts rather than letters and sounds, which happens to almost all effective readers. In contradiction to the pictographic point of above, some have made the simile that teaching a phonetic language using Whole Language is like teaching people to read chinese without teaching them how to write the letters, which would hamper a person's ability to remember and distinguish between letters.

[编辑] 中文的全语文

[编辑] 外部链接

  • Whole Language in an Elementary School Library Media Center. ERIC Digest.

[编辑] 参见

  • Reading recovery
说明：补充资料仅用于学习参考，请勿用于其它任何用途。