1) passive vocabulary knowledge
被动词汇知识
1.
Setting from the widely-accepted belief that learners normally have a larger passive vocabulary than an active one, the present study investigated the active and passive vocabulary knowledge of third-year English majors, hoping to get more information about the gap between these two types of vocabulary knowledge and to detect possible ways to narrow it.
本文正是基于此而对英语专业三年级学生的主、被动词汇知识进行探讨的,希望能够对这两种词汇知识之间的差距获得更深的认识,从而进一步寻求缩短这一差距的可能方法。
2) active vocabulary knowledge
主动词汇知识
3) lexical knowledge
词汇知识
1.
After reflection on some common assumption in English teaching and learning,the article probes such terms as vocabulary size and lexical knowledge,the common practice and weaknesses in college English teaching and learning.
探讨了词汇量,词汇知识的定义。
2.
<Abstrcat>This paper explores three phases of understanding lexical knowledge from a cognitive point of view in vocabulary learning.
从认知的角度探讨词汇习得中词汇知识理解的三个阶段。
3.
The author holds that too much emphasis has been put on the vocabulary enlargement, while the deepening of lexical knowledge is comparatively neglected.
英语专业词汇教学中存在着一个误区 ,即过度强调个人词汇量的扩大 ,忽视已知词汇知识的深化。
4) vocabulary knowledge
词汇知识
1.
However,owing to an insufficient understanding of vocabulary knowledge,college English learners have failed to devote enough attention to the study of high frequency words.
但是,由于对词汇知识内涵的认识还不足,大学英语学习者没有充分重视高频词(使用频率较高的词)的学习。
2.
This study examines the role of vocabulary knowledge in oral communication,focusing on three essential aspects of word knowledge components: pronunciation,lexical meaning and collocation.
本研究旨在调查词汇知识在口语交际中的作用。
3.
Based on the theory of Vocabulary Pragmatics and other research, this paper first analyzes vocabulary knowledge, including the form, the pronunciation, the meaning, the collocation, the function, and the association of words.
因此,学习者应运用多种词汇学习策略,提高词汇学习效率,扩大词汇量,同时提高词汇知识深度,并且结合词汇运用,通过语境阅读、口语交际、写作等训练,加深、扩展词汇知识,同时训练用外语听、说、读、写的能力,有效达到语言习得的目标。
5) word knowledge
词汇知识
1.
Related research on the use of vocabulary strategies and level of word knowledge;
词汇策略的使用与词汇知识水平的相关探究
2.
And it looks into the relationship between vocabulary size and word knowledge types(i.
调查课堂环境下词汇深度或二语词汇知识习得的发展途径和具体特征,以及词汇量和词汇知识(如意义、词性、词缀和联想)的关系,通过横向调查法对三组不同水平的受试者进行了词汇量及词汇知识的产接能力的测试。
3.
With the analyzing the subjects oral production, the results manifested three diversity: (1) the results of sub-indices of word richness consistently increased, while the result of sub-index of word knowledge(phonological errors) took on an increasing tendency.
对英语专业学生产出性词汇进行了为期一年的实证调查,分析了受试三次口语样本的各类词汇指标,结果表明:(1)词汇丰富度的亚指标(词类词标)的结果都有不同程度的发展;(2)词汇知识亚指标发音的错误呈上升趋势;(3)产出策略的频率呈正态分布。
6) passive vocabulary
被动词汇
1.
It is found that for non-English majors,both passive vocabulary and controlled active vocabulary progress,but free active vocabulary does not progress apparently.
本研究通过对新疆师范大学汉语言文学专业2005级82名学生进行为期一年的词汇跟踪测试,试图探索在课堂环境下,非英语专业学生被动词汇与主动词汇的发展变化情况。
2.
Laufer put forward a method of dividing SLA learners vocabulary into passive vocabulary,controlled active vocabulary and free active vocabulary.
Laufer提出了被动词汇、控制主动词汇、完全主动词汇的划分标准。
3.
However,the results of some surveys suggest the college English majors acquire much more passive vocabulary than active vocabulary.
但调查结果表明高校英语专业学生的主动词汇量远远少于被动词汇量。
补充资料：被动
①待外力推动而行动（跟‘主动’相对）：工作要主动，不要～。②不能造成有利局面使事情按照自己的意图进行（跟‘主动’相对）：由于事先考虑不周，事情搞得很～。
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