1) First Language Vocabulary Acquisition
母语词汇习得
1.
Because of the existence of various differences between First Language Vocabulary Acquisition and Foreign Language Vocabulary Acquisition, the problem of how to deal with vocabulary in foreign language teaching becomes a subject which needs to be treated seriously.
由于母语词汇习得与外语词汇习得之间存在种种差异 ,外语教学中词汇的处理问题就显得尤为重要。
2) child word acquisition of L1
儿童母语词汇习得
1.
On the basis of an investigation into the Southern Mandarin speaking children aged 2 to 4 years old,the paper mainly studies whether mutu- al exclusivity assumption will influence child word acquisition of L1 and discusses the influences of age and gender in applying this principle.
此文基于对2～4岁中国南方汉语儿童的调查,主要研究儿童母语词汇习得制约条件中互斥假设原则在习得物体新名词中的作用,并探讨儿童的年龄和性别对运用互斥假设原则是否有影响。
2.
Different researchers put forward different theoretical explanations about child word acquisition of L1.
关于儿童母语词汇习得,不同的研究者提出了不同的理论解释。
3) L2 vocabulary acquisition
二语词汇习得
1.
A reflection of the current empirical research on L2 vocabulary acquisition in China—A survey of the pertinent papers published in China s 9 major linguistic journals in the past 12 years;
对我国二语词汇习得实证研究现状的思考——基于9种外语类核心期刊12年(1995-2006)的统计与分析
2.
In the past thirty years, L2 vocabulary acquisition has become one of the hottest areas of SLA.
三十多年来,二语词汇习得研究成为二语习得研究中最热点的下属领域之一。
3.
This study explores the role of reading in L2 vocabulary acquisition, and the effect of different vocabulary instructional techniques on the vocabulary learning of Chinese university ESL students of different levels.
二语词汇习得过程主要涉及两种不同的方法:直接学习和间接学习。
4) second language vocabulary acquisition
二语词汇习得
1.
Starting with the model of the three stages of second language vocabulary acquisition in psycholinguistics,a pilot test is carried on,and the cause of Chinglish is explored on the study of three typical phenomena,which are false friends, collocation errors and cryptomorphic unauthentic phenomenon.
从心理语言学中成人二语词汇习得三阶段模型入手,进行先导实验,对"伪友词"、搭配错误、"隐形不地道现象"这三个典型现象展开研究,探析中式英语的成因。
2.
The transfer of L1 in the process of second language vocabulary acquisition is unavoidable.
母语迁移是影响二语词汇习得的一个重要因素。
3.
The present study investigates native language transfer in Chinese college students second language vocabulary acquisition.
本文试从联结论的角度，探究中国高校非英语专业学习者在二语词汇习得过程中的母语迁移现象，并且通过实证研究检验联结模式对中国二语词汇习得者母语迁移现象的解释力。
5) English vocabulary acquisition
英语词汇习得
1.
Closely connected with human cognition, conceptual metaphor provides reasonable explanations for language innovation as well as development, and offers a new angle for English vocabulary acquisition.
本文采用实例论证的方法,以经验主义的认知观,即概念隐喻为理论基础来讨论英语词汇习得,全文除引言和结语外共分三章。
6) L2 lexical acquisition
二语词汇习得
1.
The integration of form with meaning by L2 learners in learning L2 words is referred to as form-meaning mapping in L2 lexical acquisition(L2FM),which is uniquely complicated due to the special nature of L2 acquisition.
二语学习者如何将二语词语的形式与意义联系起来达到二者的一体化,这被称作二语词汇习得的“形式-意义映射”。
补充资料：焦虑习得反应理论
焦虑习得反应理论
learned response theory of anxiety
焦虑习得反应理论(learned respo”setheory of anxiety)焦虑的一种理论模式。此理论将重点不是放到个体的内心冲突上，而是着重阐述个体如何通过学习的历程将焦虑同某种情境联系起来。根据这个理论，焦虑是一种习得的反应。某种情境引起创伤性体验，这会使得一些人将两者联系起来;此后每当想到此情境或刺激时便立刻焦虑起来。由此可见，这是一种条件反射式的学习历程，焦虑是一种条件反应。有时候，人们采用逃避或回避的方式借以减少焦虑，即逃离或事先避开所怕的刺激情境。逃避和回避减少了焦虑体验，焦虑体验的减少反过来又强化逃避和回避行动。这样一来，焦虑者就没有机会来细心探查原先的那个刺激情境是否真的值得焦虑，是否有什么办法对付它。一些成年人一直回避那些在其童年时代诱发过焦虑的情境或刺激物，这种童年期习得的焦虑很难消退，其原因便是回避行为。这一理论得到一些临床观察的支持，对焦虑症的治疗有指导意义。 (梁宝勇撰牟丈博审)
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