产出性词汇评估是词汇习得研究的一个重要方面。
Assessing productive vocabulary is an important dimension of vocabulary acquisition research.
接受性词汇量、产出性词汇量与词汇深度知识在不同的学习阶段均有显著相关。
Correlation relationship is found to exist among receptive vocabulary, productive vocabulary and depth of vocabulary knowledge.
接受性词汇量、产出性词汇量与词汇深度知识在四个学习阶段均有不同程度的显著相关。
Receptive vocabulary size, productive vocabulary size, and depth of vocabulary knowledge correlated with each other significantly at the four different learning stages.
本研究对英语学习过程中学生已学过的词汇深度知识及产出性词汇能力进行详细的调查。
Moreover, the study also made an attempt to explore the subjects in-depth vocabulary knowledge.
本文旨在探讨产出性词汇量与词汇运用对写作质量的影响，并找出影响写作质量的词汇因素。
This article explores the relationship between the metadiscourse and writing quality through examining the use of metadiscourse devices with longitudinal design and textual analysis.
产出性词汇学习方法更有助于促进我国大学英语学习者对目标词五方面产出性词汇知识的习得；
The productive vocabulary learning was more conducive to Chinese college English learners'five aspects of productive knowledge gains than that of the receptive learning;
以词频为基础设计出的词汇统计软件程序—RANGE为产出性词汇的自动评估提供了一个有效的手段。
Based on word frequency, RANGE, a program for vocabulary statistics, provides an effective way of automatically assessing productive vocabulary.
第二章介绍了本文所选取语料的收集、整理和标注，并简要说明了在产出性词汇提取过程中出现的一些情况。
The second chapter introduces the process of the corpus 'collection, arrangement and dimension, in addition, it also shows some phenomenons during the process of achieving the productive vocabularies.
为了达到语言学习的这一终极目的，增加产出性词汇量，把语法知识熟练地应用于话语产出中就变得尤其重要。
In order to achieve this final aim, productive vocabulary and fluent usage of all grammatical rules in sentences making become especially important in learning a foreign language.
当前随着对外交流的日趋频繁，对于中国学习者来说，英语作为一种交流工具也显现出它在产出性词汇习得上的严重不足。
Now with the increasing communication with foreign countries, English as a communicative tool for Chinese learners has shown its serious deficiency in productive vocabulary acquisition.
该研究提出了教授科技英语词汇的W-R方法，旨在帮助科技英语（特殊用途英语的一类）学习者提高科技英语产出性词汇能力。
The study aims to help learners of EST (English for Science and Technology), a branch of ESP, improve their EST productive vocabulary via the W-R method.
在即时后测中，我国大学英语学习者在产出性词汇学习方法下学得的词汇知识显著多于在接受性词汇学习方法下学得的词汇知识；
Chinese college English learners gained significantly more knowledge in all 10 tests from the productive learning task than from the receptive learning task in the immediate testing;
在即时后测中，我国大学英语学习者在产出性词汇学习方法下学得的词汇知识显著多于在接受性词汇学习方法下学得的词汇知识；
Chinese college English learners gained significantly more knowledge in all 10 tests from the productive learning task than from the receptive learning task in the immediate testing;
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