1) focus on forms
语法教学法
1.
Therefore,both focus on forms and planned focus on form have their own advantages and disadvantages.
在对即时及延时两次测试的结果进行统计分析后发现,三种方法对于学生的即时记忆的影响并无显著区别,但在后任务阶段添加语法教学法形式练习及讲解的方法要优于传统形式教学以及不加入此类后任务环节的典型计划性聚焦于形式的教学方式。
2) grammar teaching
语法教学
1.
A survey of the latest developments in research abroad on grammar teaching;
国外语法教学研究的最新发展综述
2.
Raising grammar consciousness and enhancing grammar teaching—On teaching English grammar at college level;
增强语法意识,加强语法教学——谈大学英语语法教学
3.
The inductive-deductive grammar teaching approach in English;
归纳演绎教学法在英语语法教学中的应用(英文)
3) French teaching
法语教学
1.
By comparing the similarities and differences in sounds,vocabulary,grammar and culture between English and French,this article tries to promote the positive transfer and restrain the negative transfer so as to enhance the auxiliary effect of English in French teaching.
本文从两种语言的语音、词汇、语法、交际文化等层面的共同点和不同点入手,采用多种外语教学法结合的教学实践,促进英语正迁移,避免负迁移,使英语在法语教学中起到辅助作用。
2.
This paper analyzes the English interference in French teaching of pronunciation, words and grammar based on the author s teaching practice and the obstacles the students meet in their studies, and gives the author s opinion on the necessity of comparative explanation when the two languages seem the same in appearance but are different in meaning.
本文根据法英双语专业法语教学中的实际体验,从语音、词汇和语法三个方面分析了英语干扰问题,认为对法、英两种语言表面相同或近似实则不然的部分进行比较、讲解是完全必要的,这将有利于学生的法语学习,也将加深他们对两种语言的理解。
4) pedagogical grammar
教学语法
1.
Traditional English pedagogical grammar assumes that to in an infinitive has no lexical meaning and serves merely as a marker of the infinitive.
传统英语教学语法认为to在动词原形前只起不定式符号的作用,没有词汇意义。
2.
There are differences as well as connections between theoretical grammar and pedagogical grammar.
理论语法与教学语法既有区别又有联系:前者具有前瞻性、创造性和探索性的传统,属理论型的;后者则具有规定性、稳定性和功效性的特质,属应用型的。
3.
In the past many years,the studies on both the theroretical grammar and the pedagogical grammar have made rapid progress,yet there was not much success achieved in the intersection of the two.
过去的几十年中 ,理论语法和教学语法都得到了长足的发展 ,但是理论语法和教学语法的衔接问题一直解决得不理想。
5) grammar instruction
语法教学
1.
The conversion of language knowledge and cognitive grammar instruction;
语言知识转化与认知语法教学
2.
Based on such background, this paper dwells upon the linguistic theories of both implicit and explicit grammar instruction in an attempt to expl.
以形式为中心的明示语法教学被以意义为中心的暗示语法教学所取代后,随着语法教学地位的恢复,以形式为主导的明示语法教学大有复辟的趋势。
6) English grammar teaching
语法教学
1.
A Way out of Wrong Ideas in English Grammar Teaching;
正确理解中学课标精神走出英语语法教学的误区
2.
This paper,based on an analysis of present English grammar teaching situation in higher vocational colleges,proposes interactive teaching mode and its operational application in English grammar class.
结合目前高职院校的英语语法教学现状,介绍了交互式教学模式的概念,提出了生生互动、师生互动、人机互动等交互形式在课堂教学实践中的具体运用,并给出了相关的教学建议。
补充资料：语法
语法
syntax
语法【syntax;c皿“TaKe“c」，数理逻辑中的 作为纯符号系统的形式公理理论的描述和研究(与之比较，语义(se扣。niies)涉及形式理论对象的含义).在数学基础中区别语法和语义是特别重要的，数学基础所研究的形式理论的语义不是直观上明显的.在这种情形下，形式理论语法的描述和研究常借助元理论(meta一theory)中更加可靠的直觉可信的方法来实现，元理论作为基础使用，而不直接解释所研究的复杂的语义的本质特征.例如，在公理集合论(a朋matic set theory)中，熟知的G记el的选择公理的相容性可以作为语法的、有限地可证明的结论，只要Zermefo一Fraellkel形式理论和谐，则加上选择公理也和谐. 当我们不限于数学基础而考虑证明论(prooftheo-ry)时，语法和语义的区别就不是这么重要的了.有人采用所谓的半形式系统(senU一fora长d system)，其中推演概念就与某些语义约定有关.形式语言可以实质上是集合论式地用无穷长公式等来定义.另一方面，对于有界可表示的形式语言，诸如组合逻辑(com-bmtory fogic)的语言，算术语言(algoritlm血lan即-age)，创门的语义可以用该语言的纯语法的方法严格地阐述出来.
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