本文从认知角度对英语专业基础阶段的词汇教学进行了探讨。
This paper attempts to study vocabulary instruction for English majors at the foundation stage from the cognitive perspective.
从教学中的实际问题入手，运用行动研究方法探讨英语专业基础阶段的词汇教学，切实提高学生的词汇运用能力。
This paper, by the action research approach, studies vocabulary teaching for English majors at the foundation stage in order to shed some light on improvement of students' vocabulary ability.
通过问卷调查和词汇测试，运用定量研究的方法，分析了英语专业学生在基础阶段运用词汇学习策略的情况。
This paper employs a quantitative analysis of a questionnaire and a vocabulary test, centering on how the English majors make use of vocabulary learning strategies at their early stage of study.
在前人研究的基础上，笔者策划了对大学非英语专业二年级326名文理科及艺术类学生词汇学习策略的实证研究。
On the basis of the previous studies, the author carried out an empirical investigation in which 326 non-English majors in Nanjing Normal University participated.
本文在此阶段做了如下工作：在通用分词词典的基础上，加入计算机专业词汇，排除了词类歧义；
We make the following research:in lexical analysis phrase, we insert computer word list based on general segmentation dictionary, exclude word ambiguity;
本文从认知角度对英语专业基础阶段的词汇教学进行了探讨。
Text-based vocabulary instruction can make vocabulary teaching and learning more effective.
本文从认知角度对英语专业基础阶段的词汇教学进行了探讨。
Text-based vocabulary instruction can make vocabulary teaching and learning more effective.
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