期刊文献+
共找到4篇文章
< 1 >
每页显示 20 50 100
新词新义(五) 被引量:1
1
作者 刘川民 《语文建设》 CSSCI 北大核心 2000年第6期29-30,共2页
关键词 中国 汉语 现代 词意学
全文增补中
释“刷白” 被引量:3
2
作者 董树人 《语文建设》 CSSCI 北大核心 2000年第6期26-26,共1页
关键词 北方方言 现代汉语 词意学 文字
全文增补中
Context Awareness and Word-rendering in the Teaching of Chinese-English Translation
3
作者 范勇 《Sino-US English Teaching》 2006年第8期64-68,共5页
In the teaching of Chinese-English(C-E) translation, the cultivation of students' awareness of context is very important. As far as word-rendering in C-E translation is concerned, contextual analysis can help stude... In the teaching of Chinese-English(C-E) translation, the cultivation of students' awareness of context is very important. As far as word-rendering in C-E translation is concerned, contextual analysis can help student solve such problems as the precise comprehension of the SL(source language) words, the translation of vague words and polysemous words, the conveyance of implicature and non-correspondence of word meaning. 展开更多
关键词 Chinese-English translation context awareness word-rendering translation teaching
下载PDF
Task-Induced Involvement Load: The Accumu lation Effects on Vocabulary Acquisition
4
作者 王瑞欣 《Chinese Journal of Applied Linguistics》 2015年第2期150-165,246,共17页
College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire wo... College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire words. Thus, the purpose of this study was to examine a series of vocabulary tasks from one English learning website by revealing their induced involvement loads and the effects of the loads on learners' vocabulary acquisition. Sixty-four sophomore non-English majors were at intermediate English proficient level. They were randomly assigned to four groups representing four learning conditions doing from none to three post-reading activities, respectively. The results showed that similar increase on the retention of word meanings was observed between any two exercises. Furthermore, the significant difference was found between the first and the fourth learning conditions. This suggests that after doing three post-reading exercises, reaching five involvement loads, the EFL learners could make a difference on word gains. 展开更多
关键词 Involvement Load Hypothesis vocabulary acquisition vocabulary knowledge intentional learning
原文传递
上一页 1 下一页 到第
使用帮助 返回顶部