1) 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)
2) 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。
3) 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。
4) 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。
5) 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。
6) teaching grammar
教学语法
1.
Inheriting the "Sentence-oriented" principle from Li Jinxi, Shi Cunzhi had a very high opinion of the method of sentence analysis,and insisted to improve the system of Chinese teaching grammar.
史存直先生传承黎锦熙先生的“句本位”原则,推崇句子成分分析法,坚持并完善了汉语教学语法体系。
2.
Many grammarians have contributed a lot to the teaching grammar of Chinese teaching as a foreign language.
关于对外汉语教学语法问题,很多专家有过精辟的、很有成就的研究,本文拟在前贤研究的基础上,在符合对外汉语教学原则、科学地确定教学内容的基础上,再来集中地探讨一下关于对外汉语教学语法的层级划分、项目排序等一些原则和方法问题。
3.
The paper analyzes the shortcoming of phrase classification of the teaching grammar system of middle schools.
本文分析了现行中学教学语法系统在短语分类上存在的一些不足 ,强调分类标准应该统一 ,并从内部成分结合程度、结构、功能、层次等角度探讨了短语的分类。
补充资料：《香港粤语语法研究》
见汉语方言。
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