1) relationship between first and second language acquisition
母语与二语习得之间的关系
2) Second Language Sense and Second Language Acquisition
二语语感与习得
3) 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。
4) 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。
5) 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。
6) 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。
补充资料：再保险合同与原保险合同之间的关系
再保险合同与原保险合同之间的关系
【再保险合同与原保险合同之间的关系】再保险合同是以原保险合同为基础的合同，同时又是脱离原保险合同的独立合同。 1.再保险合同是以原保险合同为基础的合同。再保险合同是以原保险合同的存在为前提的，主要表现在以下两方面: (1)再保险合同的责任、保险金额和有效期均以原保险合同的范围和有效期为限; (2)原保险合同解除、失效或终止，再保险合同也随之解除、失效或终止。 2.再保险合同在法律上是独立的合同。虽然再保险合同源于原保险合同，但并不是原保险合同的从属合同，两者在法律上是各自独立的合同。 我国《保险法》第二十九条指出:“再保险接受人不得向原保险的投保人要求支付保险费。 原保险的被保险人或者受益人，不得向再保险接受人提出赔偿或者给付保险金的请求。 再保险分出人不得以再保险接受人未履行再保险责任为由，拒绝履行或者迟延履行其原保险责任。” 由此可以看出，再保险合同有自己的双方当事人即原保险人和再保险人;原保险合同中的一方当事人被保险人并不是再保险合同的主体。在权利与义务对价方面，原保险合同的被保险人不能直接向再保险合同的再保险人请求保险金赔偿，他们之间不直接产生权利义务关系;反过来，再保险人也不得向原保险合同投保人请求交付保险费。原保险人不得以再保险人不履行再保险给付义务为由，拒绝或延迟其对被保险方赔付或给付义务。
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