1) procedural pragmatic knowledge
程序性语用知识
1.
The present study sets out to investigate the development of Chinese EFL learners pragmatic competence in the foreign language classroom setting within the theoretical framework (Faerch & Kasper, 1984) in which a distinction is made between declarative pragmatic knowledge and procedural pragmatic knowledge.
在Faerch and Kasper(1984)提出的陈述性语用知识与程序性语用知识的理论框架下，本文试图研究课堂外语学习环境下学习者语用能力的发展模式。
2) Procedural knowledge
程序性知识
1.
Features of the teaching of the procedural knowledge inthe vocational education;
论职业教育中程序性知识教学的特点与规律
2.
Application of "Procedural Knowledge" in the Computer Teaching
“程序性知识”在计算机教学中的应用
3.
The Example and Strategy in Understanding the Procedural Knowledge of Mathematic Analysis
例谈促进数学分析中程序性知识理解的教学策略
3) procedure knowledge
程序性知识
1.
Learning English is a skill-learning following the principle of procedure knowledge representation.
英语学习是语言技能学习,应该遵循程序性知识的表征规律。
4) operation-procedural knowledge
运算性程序知识
1.
Procedural knowledge could be divided into association-procedural and operation--procedural knowledge.
以程序性知识进一步区分为联结性程序知识与运算性程序知识为前提，对样例与运算性程序知识学习迁移的关系进行探讨。
5) declarative pragmatic knowledge
陈述性语用知识
1.
The present study sets out to investigate the development of Chinese EFL learners pragmatic competence in the foreign language classroom setting within the theoretical framework (Faerch & Kasper, 1984) in which a distinction is made between declarative pragmatic knowledge and procedural pragmatic knowledge.
在Faerch and Kasper(1984)提出的陈述性语用知识与程序性语用知识的理论框架下，本文试图研究课堂外语学习环境下学习者语用能力的发展模式。
6) pragmatic knowledge
语用知识
1.
Only by combining grammar teaching with pragmatic knowledge can we achieve the goal of learning phonetics and practising grammar.
通过实例探讨了语用含义与语法结构之间的关系 ,指出语用含义必须依靠严密规范的语法结构来表达 ;而外语语法教学也离不开对特定语境和语用含义的分析 ,只有把语法教学与语用知识相结合 ,才能达到学习语言和操练语法的真正目
2.
The result partially proves that it is feasible and important to teach pragmatic knowledge in the classroom.
Trosborg对道歉策略的分类以及其调查数据与贾玉新对道歉策略的调查数据作对比分析为基础,采用语篇补全测试(D iscourse Comp letionTest)的问卷形式对学过多年英语的非英语专业的学生和不懂英语的操汉语者进行道歉策略选择的对比分析,以证明课堂教学对语用知识传授的可行性和重要性。
3.
With the development of the researches in pragmatics and second/foreign language(SL/FL) teaching,scholars begin to incorporate pragmatics into the teaching of SL/FL and explore the teachabilty of pragmatic knowledge and teaching approaches.
随着语用学及二语/外语教学研究的发展,人们开始把语用学纳入到二语/外语教学中来,并开始探讨语用知识的可教性和教学方法等问题。
补充资料：陈述性／程序性知识
陈述性／程序性知识
declarative-procedural knowledge
陈述性程序性知识(d eelarative一proeeduralknowledge)现代认知心理学所划分的两种基本的知识类型。陈述性知识指知道是什么，即关于事实的知识;程序性知识指知道怎么做，即关于技能的知识。大部分陈述性知识能够用语言表述，而程序性知识却很难被意识到。例如，大多数人知道怎样骑自行车，但不能用语言清楚地表述出来;而3 X4二12则能用语言表述。前者是程序性知识，后者是陈述性知识。认知心理学主要关心这两类知识在头脑中是怎样被表征的。一般认为，陈述性知识有言语、意象和命题三种表征方式，而程序性知识则是由一套产生式系统来表征的。 (谭立海撰粤藕铃审)
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