词汇习得是学好英语的基本要素之一。
Vocabulary acquisition is one of the basic elements in learning English well.
探讨了语言习得中词汇习得的顺序问题。
探讨该理论与词汇习得的关系是本文的要旨。
How to apply the theory to lexical acquisition is discussed.
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.
在英语阅读中不同阅读目的是否影响伴随性词汇习得？
Do different reading purposes affect college English learners 'incidental vocabulary acquisition in L2 reading?
然而同时比较这两种任务对词汇习得效果的研究寥寥。
Thus the need of making such a comparison and investigating the underlying reasons comes into being.
从认知的角度探讨词汇习得中词汇知识理解的三个阶段。
And it looks into the relationship between vocabulary size and word knowledge types I.
三个实验考察词汇习得年龄和频率在词汇识别中的作用。
Three experiments were made to investigate the effects of the rated age of word acquisition (AoA) and word frequency on the identification of Chinese double character words.
在词汇习得研究中，词汇既指单词，也指短语、成语等语段。
In vocabulary acquisition researches, vocabulary does not only refer to single words but also the "chunks" such as phrases and idioms.
提出词汇习得认知机制，即：语义变化、隐喻思维和语境效应。
It also puts forward the cognitive mechanism that learners should be encouraged to apply semantic meaning, metaphorical thought and context in word acquisition.
基于这些研究成果，提出了该研究对二语词汇习得的教学启示。
This paper first reviews the empirical studies on second language incidental vocabulary acquisition both at home and abroad, focusing on the research content and result.
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。
Different researchers put forward different theoretical explanations about child word acquisition of L1.
其主要原因是因为传统的词汇习得致使语义习得不完整、不真实。
The main reason for this obstruction is that the semantic implications of the traditional vocabulary acquisition is not complete and real.
本文对非英语专业大学生英语高频词汇习得情况进行了描述和分析。
This paper presents the resuhs of an investigation of the acquisition of English high-frequency words by Chinese non-English major college students.
利用概念获得模式组织教学有助于提高大学生的积极词汇习得能力。
Adopting concept attainment model is helpful to improve college students 'acquisition ability of active vocabulary.
本研究旨在调查显性教学法和隐性教学法在词汇习得方面的教学效果。
This study aims to investigate the effects of explicit and implicit instructions on intermediate EFL learners acquisition of vocabulary.
有些学者另辟蹊径，从词汇附带习得角度对二语词汇习得进行了研究。
Some researchers find a special Angle and begin to study on incidental vocabulary acquisition.
从这一分类我们不难看出词汇习得是语言习得中的一个重要组成部分。
From this classification, we could see that vocabulary acquisition is really a significant component in the whole language acquisition.
二语词汇习得的自动化程度对二语的阅读和其他能力起着重要的影响作用。
The automatic degree of vocabulary has a great influence on the reading comprehension and other abilities.
词汇习得是英语学习的关键，但词汇习得又是一个相当复杂、困难的过程。
Vocabulary enlargement is one of the keys in English learning, and a complex and difficult process as well.
本文从词形和词义两大方面对影响词汇习得的词内因素作了尝试性的研究。
This paper has made a tentative study on the intralexical factors affecting the acquisition of vocabulary in terms of two major categories:form and meaning.
本文从词形和词义两大方面对影响词汇习得的词内因素作了尝试性的研究。
This paper attempts to make an analysis of the formations of English signifier-compounds, their internal lexical construction and their psychological reality.
克拉申的语言输入理论被应用于词汇习得，词汇附带习得理论也因此而产生。
Krashen's Language Input Hypothesis is applied in vocabulary acquisition and thus incidental vocabulary acquisition theory comes into being.
该假设认为“任务引发的投入量”越高，该任务对附带词汇习得的效果越好。
The hypothesis claimed that the higher the involvement load, the better the retention of the target words.
本文通过实验对合作学习和大学英语词汇习得效果的关系进行了实证性研究。
This thesis reports an empirical study that examines the relationship between cooperative learning and achievement on college English vocabulary learning through experiments.
换句话说，在听或读这个认知过程中词汇习得仅仅是个副产品而不是主要目的。
In other words, it is a by-product, not the target, of the main cognitive activity, reading or listening.
在二语词汇习得领域，什么是教授词汇的最佳方法这个问题仍然没有确切答案。
In the field of second language vocabulary acquisition, there are still no definite answers about how vocabulary can best be taught or learned.
词汇习得是语言中不可或缺的一部份，研究二语学习者如何掌握词汇无疑是必要的。
Since vocabulary acquisition is an indispensable part in language acquisition, it is undoubtedly necessary for us to make efforts on studying how individual words are acquired by EFL learners.
语言输出可以促进词汇习得，但关于何种输出可以更有效促进习得的对比研究甚少。
Studies have shown that comprehensible output can improve vocabulary acquisition, but it is less clear which kind of output would be more effective.
主要根据第二语言词汇习得的研究成果，提出了英汉双语心理词典表征结构的新模式。
The paper mainly explores the lexical representations in bilingual mental lexicon based on the current studies with reference to second language vocabulary acquisition.
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