In a structurally-oriented language course,__________.
A: language behaviour is conceived of as a matter of projecting knowledge
B: language is brought in to fit the schemata
C: language is never taught in association with situations
D: the focus is on the schemata
A: language behaviour is conceived of as a matter of projecting knowledge
B: language is brought in to fit the schemata
C: language is never taught in association with situations
D: the focus is on the schemata
A
举一反三
- In a functionally-oriented language course,__________. A: language use is presented as matter of selecting ready-made solutions to fit into the right situational slots B: how linguistic competence can be drawn upon as a communicative resource is not shown C: situations are brought to a service the presentation of the language D: the focus is on linguistic competence
- The writer is arguing in favor of__________ A: functionally oriented language courses B: notionally oriented language courses C: structurally oriented language courses D: none of the above
- The language styles taught in this module include the formal language, the ( ) language and the efficient language.
- Following a chronological order, the three steps of task-based language teaching are respectively . . A: language focus, task cycle, and post-task B: language focus, pre-task, and task cycle C: pre-task, language focus, and task cycle D: pre-task, task cycle, and language focus
- The structural view of language is that language is a system of structurally related elements for the transmission of meaning. ( )
内容
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The language knowledge of UG related to a particular language is known as .
- 1
The language styles taught in this module include the formal language, the ( ) language and the efficient language. A: accurate B: cautious C: repetitive D: colloquial
- 2
Foreign language learners will subconsciously use their L1 knowledge in learning the foreign language and this is called language t____.
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Human capacity for language has a _______ basis, but the details of language have to be taught and learned
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Sapir-Whorf hypothesis furthered people’s knowledge of the relationship between language and thought, language and culture, by drawing attention to the influence of culture on language and the influence of language on thought.