产出性词汇知识,productive vocabulary knowledge英语短句,例句大全

产出性词汇知识,productive vocabulary knowledge
1)productive vocabulary knowledge产出性词汇知识
1.Both receptive and productive vocabulary knowledge was studied.根据以往的研究，我们设计了三份测试卷，分别测试学生的接受性词汇知识、产出性词汇知识和词汇深度知识。
2.Many problems have emerged in college non-English majors’vocabulary learning, such as small vocabulary size, the students’receptive vocabulary and productive vocabulary knowledge do not develop in a balanced way and their productive vocabulary size lags far behind the receptive vocabulary size.本研究对来自江西师范大学113名非英语专业二年级学生进行了调查,其目的主要有:1、调查学生学习策略运用的基本模式;2、调查学生接受性词汇量与产出性词汇量的大体状况;3、调查各类学习策略与学生产出性词汇知识的关系。
3.By administering a battery of vocabulary tests,collecting empirical data,and making statistical analyses,the following results were attained: 1) College students\' receptive and productive vocabulary knowledge developed in their first two years of English study.运用综合性的词汇测试方法,对四个年级的160名非英语专业大学生的英语词汇能力进行测试,得出学生接受性词汇知识比产出性词汇知识发展快,两者之间的差距随着词汇知识的增加而扩大;在二年级结束以后,大学生的接受性词汇知识和产出性词汇知识的增长趋于停滞;大学生的词汇运用能力四年来提高不明显。

英文短句/例句

1.A Study of Acquisition of Receptive and Productive Knowledge of Highly Familiar Polysemous Words;多义熟词的理解性和产出性词汇知识的习得
2.An Investigation into Non-English Major Students' Vocabulary Learning Strategies and Their Productive Vocabulary Knowledge非英语专业大学生词汇学习策略和产出性词汇知识的调查研究
3.The Effect of Depth of Word Knowledge on the Acquisition of Productive Vocabulary词汇知识深度对产出性词汇习得的影响
4.A Study of English Learners Development of In-depth Knowledge on Productive Vocabulary;英语学习者产出性词汇深度知识发展的研究
5.The Depth of Vocabulary Knowledge and College Students' Productive Ability of Vocabulary in English Learning大学生的英语词汇深度知识及产出性能力研究
6.The Research into Depth of Productive Vocabulary Knowledge in the Compositions of Non-English Majors非英语专业学生作文中的产出性词汇深度知识研究
7.Active and Productive Vocabulary, Passive and Receptive Vocabulary: The Same or Different?;主动词汇与产出性词汇—被动词汇与接受性词汇的异同
8.Correlations Between Vocabulary Memory Strategies and Vocabulary Knowledge;英语词汇记忆策略与词汇知识之间的相关性
9.A Study of Vocabulary Knowledge and Reading Comprehension;英语词汇知识与阅读理解相关性研究
10.Productive Vocabulary Development, English Vocabulary Learning Strategies and Correlation Analyses;产出性词汇发展，词汇习得策略及相关分析
11.Structural Representation of Mental Lexicon and the Development of L2 Learners Productive Vocabulary Ability;心理词汇结构表征与二语产出性词汇能力发展
12.The Effect of Depth of Word Knowledge on L2 Vocabulary Acquisition;词汇知识深度对二语词汇习得的影响
13.Word Association Knowledge and Vocabulary Retention;词汇联想义知识与词汇记忆(英文)
14.On word knowledge in L2 lexical acquisition;第二语言词汇习得中词汇知识的研究
15.A Correlational Study of Chinese Senior High School Students Vocabulary Learning Strategies and Their English Vocabulary Knowledge;高中生英语词汇学习策略与英语词汇知识的相关性研究
16.Relation of Depth of Vocabulary Knowledge and Vocabulary Learning Strategy in Middle School Students;中学生词汇深度知识与词汇学习策略的相关性研究
17.Fossilization in L2 Productive Vocabulary and Teaching Strategy;二语产出性词汇石化现象与教学策略
18.A study of Chinese English learners’ productive vocabulary development;中国英语学习者产出性词汇发展研究

相关短句/例句

Productive and Receptive Vocabulary Knowledge产出性和接受性词汇知识
3)receptive and productive vocabulary knowledge接受性和产出性词汇知识
4)productive vocabulary knowledge retention产出型词汇知识保持
5)productive vocabulary产出性词汇
1.This is the report of a tentative empirical research in Chinese ESL learners productive vocabulary.　本文报告的是一项对中国大学生产出性词汇能力的尝试性实证研究的结果。
2.Researches into L2 learners productive vocabulary are scarce.　第二语言学习者产出性词汇能力研究在二语习得研究领域还是一个薄弱环节。
3.Fossilization in second language productive vocabulary acquisition is caused by various factors: lack of motives in learning,poor quality of language input,lack of positive feedback and improper use of learning strategies.造成二语产出性词汇石化的原因有很多,缺乏学习动机,输入质量不高,缺乏积极的反馈,以及策略使用不当都可能导致产出性词汇的石化。
6)receptive vocabulary knowledge接受性词汇知识
1.The growth rates of receptive vocabulary knowledge and productive vocabulary knowledge in individuals were different,with the former increasing faster than the latter.运用综合性的词汇测试方法,对四个年级的160名非英语专业大学生的英语词汇能力进行测试,得出学生接受性词汇知识比产出性词汇知识发展快,两者之间的差距随着词汇知识的增加而扩大;在二年级结束以后,大学生的接受性词汇知识和产出性词汇知识的增长趋于停滞;大学生的词汇运用能力四年来提高不明显。