language acquisition theory中文是什么意思

• 语文学习理论

• "language"中文翻译    n. 1.语言；(某民族，某国的)国语；语调，措词。 2 ...
• "acquisition"中文翻译    n. 1.取得，获得；习得。 2.取得物，获得物[人]。 ...
• "theory"中文翻译    n. 1.理论，学理，原理。 2.学说，论说 (opp. ...
• "child language acquisition theory" 中文翻译 :    儿童语言习得理论
• "language acquisition" 中文翻译 :    语言获取; 语言习得
• "first language acquisition" 中文翻译 :    第一语言习得; 母语习得
• "lad language acquisition device" 中文翻译 :    语言捕获装置
• "language acquisition device" 中文翻译 :    语言习得装置; 语言学习机; 语言掌握装置,语言获得装置
• "language acquisition device lad" 中文翻译 :    语言习得机制; 语言习得装置
• "language acquisition model" 中文翻译 :    语言习得模式
• "language acquisition of animals" 中文翻译 :    动物学习语言
• "language acquisition system" 中文翻译 :    获取语言系统
• "markedness and language acquisition" 中文翻译 :    语言标记性和语言习得
• "process of language acquisition" 中文翻译 :    语言获得过程
• "second language acquisition" 中文翻译 :    二语习得; 和第二语言习得
• "language theory" 中文翻译 :    语言理论
• "acquisition cost theory" 中文翻译 :    取得成本学说
• "schema theory and lexical acquisition" 中文翻译 :    图式理论与词汇习得
• "deterministic language theory" 中文翻译 :    确定性语言理论
• "formal language and automata theory" 中文翻译 :    形式语言与自动机理论
• "formal language theory" 中文翻译 :    形式语言理论
• "genetic theory of language" 中文翻译 :    语言天赋论 语言天赋论
• "ho theory of language" 中文翻译 :    共同呼应说共同呼应说
• "parsing language theory" 中文翻译 :    语言理论剖析
• "production language theory" 中文翻译 :    实际执行资料库; 语言理论生产

• Second language acquisition theory and visual - audio - oral teaching
  第二语言习得理论与外语视听说教学
• Language acquisition theories and the second foreign language learning models
  语言习得理论与第二外语学习模式
• Language acquisition theories of generative grammar and cognitive grammar
  生成语法与认知语法的语言习得理论探讨
• Implication of krashen ' s second language acquisition theory on foreign language teaching
  克拉申第二语言习得理论对外语教学的启示
• Introduction to the special issue : reconsideration of some assumptions in language acquisition theory
  对语言获得理论的一些假设的再思考
• The paper makes a survey of the second language acquisition researches in light of the difference between first and second language acquisition and then offers a chomsky ' s analysis of second language acquisition theories
  摘要从第一语言习得和第二语言习得的区别出发，结合二语习得研究的历史，从乔姆斯基的语言学理论角度对第二语言习得进行了透视。
• So in light of communicative language teaching theories and second language acquisition theories , this article makes a catalogue of errors , analyses sources of the errors and gives some implications for teaching college english writing
  本文从交际法理论和二语习得理论的角度，归类了大学生写作错误的类型，分析了产生错误的原因，探讨了一些对大学英语写作教学的启示。
• Based on constructivism , second language acquisition theories and the assessment theories of constructism , the new teaching model for postgraduate students ' reading classes is student - centered , which involves the students throughout the learning process
  摘要阅读课主体参与教学模式以建构主义学习理论、二语习得理论和建构主义评估理论为基础，强调以学生为中心，引导学生积极参与整个教学过程，用阅读促进听说写译等其它应用能力。
• Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language , this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic , cognitive , affective , and social domains . to a large extent , the uniqueness of " first " and " second " language acquisition / learning ( e . g . , age , cognitive capability , motivation , learning strategy , and social environment ) determines the differences of developing " first " and " second " language proficiency . in view of this , this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
  通过介绍二语习得理论中关于第一语言和第二语言语言水平发展的异同的相关研究,阐明了语言习得/学习过程是一个包含语言,认知,情感和社会交往等多重范畴的过程.在很大程度上,第一语言和第二语言习得/学习的特殊性(如年龄,认知能力,学习动机,学习策略,社会环境等)决定了第一语言和第二语言在语言水平的发展上存在很大的差异性.鉴于此,本文也深入探讨了第一语言和第二语言语言水平发展的差异性对于外语教学的启示作用
• Abstract : based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language , this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic , cognitive , affective , and social domains . to a large extent , the uniqueness of " first " and " second " language acquisition / learning ( e . g . , age , cognitive capability , motivation , learning strategy , and social environment ) determines the differences of developing " first " and " second " language proficiency . in view of this , this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
  文摘:通过介绍二语习得理论中关于第一语言和第二语言语言水平发展的异同的相关研究,阐明了语言习得/学习过程是一个包含语言,认知,情感和社会交往等多重范畴的过程.在很大程度上,第一语言和第二语言习得/学习的特殊性(如年龄,认知能力,学习动机,学习策略,社会环境等)决定了第一语言和第二语言在语言水平的发展上存在很大的差异性.鉴于此,本文也深入探讨了第一语言和第二语言语言水平发展的差异性对于外语教学的启示作用