外语教学词汇翻译

　　acquire 习得

　　active L vocabulary 积极外语词汇

　　bilingual 双语的

　　classification 分类

　　communicative ability 交际能力

　　communicative function 交际功能

　　a communication-oriented activity 以交际为中心的活动

　　comparison and contrast 比较和对照

　　cross lingual technique 跨语言(教学)法

　　equivalent expression 相对应的表达

　　FLT(foreign language teaching) 外语教学

　　free interpretation 自由口译

　　functional equivalent 功能对应的表达

　　grammar formula 语法公式

　　initial 首字母缩写词

　　L proficiency 外语水平

　　language proficiency 语言水平

　　plural noun 复数名词

　　privacy 隐私

　　reference system 参照系统

　　similarities and differences 异同点

　　style 风格

　　taboo 禁忌

　　target culture 目标语文化

　　teaching/learning technique 教/学方法

　　third person singular 单数第三人称

　　word list 单词表

　　Conversion drill 转换练习

　　Decode 解码

　　Demonstration：示范

　　Encode 编码

　　Information gap 信息沟

　　Inhibition 约束，抑制

　　Interaction 交互作用，互动

　　Mechanical drills 机械操练

　　Motivation 动力

　　Nonverbal 非言语的

　　Pantomime 哑剧，用手势表达

　　Participation 参与

　　Receptive 接受性的

　　Scenario 剧本

　　Stimulate 激发

　　Stimulus 刺激，促进因素

　　Substitution drills 替换练习

　　Target language 目标语，指要学习的语言

　　UNPRedictability 不可预见性

　　Cluster Sampling 整群抽样

　　Cohort Design 类似群体设计

　　Control Variable 控制变量

　　Criterion Group Design 标准组设计

　　Dependent Variable 依变量

　　Expectancy Effect 期望效应

　　Experimental Mortality 实验死亡率

　　External Change 外部变化

　　External Validity 外部效度

　　History 历史

　　Independent Variable 自变量

　　Instability 不稳定性

　　Instrumentation 手段

　　Interaction of Several Factors 因素的交互组合

　　Internal Change 内部变化

　　Internal Validity 内部效度

　　Interrupted Time Series Design 间断时间次序设计

　　Maturation 成熟

　　Moderator Variable 调节变量

　　Non-Designs 前实验设计

　　Nonequivalent Dependent Variables Design 非等值依变量设计

　　Observational Techniques 观察技巧

　　one-group posttest-only design 一组实验后测试设计

　　one-group pretest-posttest design 一组实验前后测试设计

　　Operational Definition 操作定义

　　Outcome Variable 结果变量

　　posttest-only control group design 只有实验后测试的控制组设计

　　Prestest-posttest control group design 实验前后测试的控制组设计

　　Pretesting 前测试

　　Quasi-Experimental Designs 准实验设计

　　Questionnaire 问卷调查

　　Quota Sampling 定额抽样

　　Random Sampling 随机抽样

　　Repeated Treatment Design 反复处理设计

　　Research Hypothesis 研究假设

　　Selection 选择

　　Statistical Regression 统计回归

　　Systematic Sampling 系统抽样

　　True Experiment 真正的实验

　　Untreated Control Group Design with Pretest and Posttest

　　language learning objective 语言学习目标

　　curriculum 课程目标

　　action and interaction 作用和相互作用

　　examination prescription 考试指南

　　philisophy of teaching 教学观念

　　practicality 实用性

　　pragmaticality 实效性

　　motivational drive 动力驱动

　　reality 现实性

　　learning strategy 学习策略

　　terminal objective 结果目标

　　enabling objective 过程目标

　　evaluation 评价

　　formative assessment 形成性测试

　　assignment 作业布置

　　language acquisition 语言习得

　　individual difference 个体差异

　　auditory 听觉

　　scientificity 科学性

　　variety多样性

　　flexibility 灵活性

　　creativity 创造性

　　learner-centered 学生中心

　　awareness of syllabus 大纲意识

　　contextualized setting 语境

　　affirmative answer 肯定回答

　　allocation of roles 角色分配

　　assessment 评估

　　assessor 评估者

　　bilabial 双唇音

　　brainstorm 集思广益/大脑风暴

　　Chinese Pinyin 汉语拼音

　　closed pairs 练习式结对活动

　　designing 设计

　　communicative ability 交际能力

　　communicative function 交际功能

　　content feedback 内容反馈

　　consonant clusters 辅音连缀

　　compulsory course 必修课

　　classroom teaching 课堂教学

　　demonstration 示范，演示

　　demonstrator 示范者，演示者

　　diphthong 双元音

　　elicitation 诱导，引出

　　evaluation 评价

　　exponents 范例

　　feedback 反馈

　　form feedback 形式反馈

　　falling tone 降调

　　fluency practice 流利度训练

　　group work 小组活动

　　information gap 信息沟

　　instructor 指导者

　　intensive reading 精读

　　interactional language 交际性语言

　　intonation 语调

　　indoor activities 室内活动

　　jazz chants 爵士乐

　　jigsaw games 拼图游戏

　　language units 语言单位

　　language input 语言输入

　　language proficiency 语言熟练度

　　manners of articulation 发音方法

　　mime 模拟, 模仿

　　monitor 监督者，监督者

　　nasals 鼻音

　　noughts and crosses 拼字游戏

　　open pairs 演示性接对活动

　　organizer 组织者

　　outdoor activities 室外活动

　　pair work 结对活动

　　participation 参与

　　places of articulation 发音部位

　　practice stage 实践阶段

　　procedure 步骤

　　prompts 提示性语言

　　pronunciation practice 语音练习

　　quiz 知识小测验

　　remedial measures 补救性措施

　　rhyme 韵律

　　rhythm 节奏

　　rising tone 声调

　　received pronunciation 标准语音

　　role plays 角色扮演

　　safety coefficient 安全系数

　　scan 略读

　　skim 快读

　　supplementary form 补充形式

　　supervisor 督促者

　　stress 重音

　　structure practice 结构练习

　　teaching syllabus for full-time secondary schools 全日制中学教学大纲

　　tongue twisters 绕口念

　　vocal organs 发音器官

　　vocabulary practice 词汇练习

　　alphabet chart 字母表

　　authentic printed material 原文材料

　　flip chart 浏览图表

　　grammar chart 语法图表

　　JEFC 初中英语

　　model 模型

　　object visual 实物教具

　　phonetic chart 语音图表

　　picture flash card 图画卡片

　　questionnaire 问卷

　　sentence building card 组句卡

　　sentence building grid 组句表格

　　speech organ 发音器官

　　syllable wheel 音节风车

　　teaching aids 教具

　　visuals 可视教具

　　wall picture 墙画

　　wall poster 墙贴

　　word building card 组词卡

　　word flash card 单词卡片

　　word map 联想图表

　　word slide 单词滑梯

　　work card 练习卡

　　work sheet 分发材料

　　blackboard arrangement 黑板布局

　　board writing 板书

　　dynamic person 动态人物画

　　full cursive 草体

　　inanimate object 静物

　　main board writing 主板书

　　minor board writing 副板书

　　printing style 印刷体

　　simple blackboard drawing 黑板简笔画

　　simple cursive 简单草体;行体

　　simple picture 简笔画

　　static image 静物画

　　stick figure 简笔人物画

　　writing style 书体，字体

　　web 网状图形

　　active listening积极聆听

　　agenda议程

　　attention span注意力

　　automatic reaction机械反应

　　classroom interaction课堂互动

　　classroom routine课堂常规

　　communicating style传播风格

　　communication model交际模式

　　consultant咨询者

　　cyclical (sequence)循环次序

　　facilitator协助者

　　follow-up跟踪练习

　　group work activities小组活动

　　half dialogue补全对话

　　information gap信息沟

　　instructor指导者

　　linear sequence线性次序

　　loss of control(课堂)失控

　　motivation动机

　　questioner提问者

　　remedial teaching纠错教学

　　rhetorical devices修辞手法

　　pair work activities结对活动

　　personalizing个体化

　　prompts提示

　　repetition dialogue重复对话

　　substitution dialogue替换

　　sequencing次序安排

　　supervising监督，管理

　　the need to communicate交际需求

　　transmission model传授模式

　　whole class work activities全班活动

　　allophonic : 音位变体的，语音变体的。

　　articulation: 发音动作，发音。

　　consonant clusters 辅音

　　content words 实词

　　contraction: 缩略形式。

　　discrimination: 辨别。

　　form words 虚词

　　homophones: 同音异形词

　　inflection: 变音;转调;语音的抑扬变化。

　　jingle: 叠韵的诗句。

　　lateral consonant 边辅音

　　linking of souds 音的连读

　　mimicry 模仿

　　minimal pair: 最小对立体。

　　nasals 鼻音

　　ongoing 持续的

　　oral cavity 口腔

　　phoneme：音位(语音的最小单位);音素。

　　prosodic feature: 韵律特征。

　　remedial teaching (此处为)纠音教学法

　　rhythm: 节奏。

　　segment: 单位;切分成分。

　　segmental phoneme：切分音位。

　　sight words: 同形异音词

　　soft palate 软腭

　　super segmental phoneme: 超切分音位

　　utterance: 发声，表达，话语(指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示)。

　　vibration 振动 共鸣

　　willy-nilly:不管愿不愿意。

　　anticipate 预测

　　brainstorm 集思广益

　　chunk 片语

　　coherent unity 前后一致的整体

　　command 命令句

　　competence 能力

　　compile 收集

　　comprehensive recognition 理解性认知

　　conjunction 连接词

　　context 语境，上下文

　　coordinator 协调连词

　　Creative writing 创造写作

　　cursive 手写体

　　diagram 图表，图集，文图

　　diction 语言风格

　　exclamation 感叹句

　　feedback 反馈

　　framework 框架

　　gap filling 填空

　　genre 风格，体裁

　　highlight 标明

　　incorporate 包括，纳入

　　information explosion 信息爆炸

　　interaction 交流，合作

　　interior relation 内在的联系

　　Jigsaw writing 割画写作

　　linker 连接词

　　Matching words 词组填空

　　morphology 形态

　　muddled 乱序的

　　OHP overhead projector 投影仪

　　Pattern drills 句型练习

　　Picture writing 看图写话

　　pie chart 饼型图表

　　proofread 审读

　　punctuation 标点

　　readership 读者

　　Rearranging scrambled sentences 乱句重组

　　reference注解

　　resulting text 完成稿

　　revise 校订

　　rhetorical purposes 修辞目的

　　semantic 语义的

　　Sentence chains 句子连接

　　sentence combining 句子组合

　　sentence completion 完成句子

　　Sentence judging and making 判断句子和造句

　　Sentence linking 连句成段

　　sequencer 顺序词

　　statement 陈述句

　　structurally complete 结构完整

　　substantial guidance 大量的指导

　　syntax 句法

　　transcend 超越

　　transformation 转换

　　transition 过渡连接

　　treasure hunt 寻宝

　　comprehensible input 有意义输入

　　cue 提示词

　　chain drill 链式操练

　　deductive method 演绎法

　　function 功能

　　inductive method 归纳法

　　morpheme 词素

　　multi- slot substitution 多成分替换

　　morphology 词法

　　syntax 句法

　　the Grammar Translation Method 语法翻译法

　　transformation drill 转换练习

　　single-slot substitution 单一成分替换

　　backgroud knowledge 背景知识

　　bottom-up processing 自下而上认识法

　　communicative competence交际能力

　　decode解码

　　encode编码

　　information input/output信息输入/输出

　　interactional purpose 互动目的

　　lead-in导入

　　linguistic competence语言能力

　　phatic寒暄

　　top-down processing自上而下认识法

　　transactional purpose 信息传递目的

　　code 语码

　　a system of words, letters, numbers, etc.

　　decode 解码

　　to discover the meaning of a code

　　encoding 编码

　　putting … into a code

　　decoding 解码

　　discovering the meaning of a code

　　Skimming 掠读

　　Skimming means reading quickly to get the gist, i.ethe main idea of the text

　　It is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsAfter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace

　　Scanning 略读

　　Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcThe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading

　　Top-down approach 自上而下模式

　　It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.

　　Bottom-up approach 自下而上模式

　　It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text

　　Distinguishing 辩识

　　finding the main idea from supporting details

　　Predicting 预测

　　guessing what is coming next

　　SQR Strategy SQR阅读策略

　　SQR is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.

　　The first step is to survey the material for content and organization to create a mental map of the text and selective reading;

　　The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;

　　The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;

　　The fourth step is to recite to actively make mental connections among main ideas and details;

　　Finally, review the entire chapter or article to see how the information fits together.

　　PQR Strategy PQR阅读策略

　　PQR Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing

　　The first stage is to preview the material for content and organization to create a mental map of the text and selective reading;

　　The second step is to predict questions that may be answered by the material;

　　The third stage is to carefully read the complete text, unlike SQR to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsIn this stage, reflection phase, information from the entire chapter or article is linked togetherThe reader should attempt to develop insight into the topic and make associations among the important material noted while reading

　　The fourth stage, recitation, involves summarizing the main points and supporting details of the complete text

　　In the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood

　　RAP Strategy RAP阅读策略

　　The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills

　　Read one paragraph of the text at a time;

　　Ask oneself what the main idea of the paragraph is, then;

　　Paraphrase the identified details supporting the main idea finally and record them.

　　REAP Strategy REAP阅读策略

　　The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas

　　The first step of the strategy is to read the text.

　　After reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step

　　Annotation of a text that explains and/or critique the text is made in the third stepDifferent aspects of the text are handled differently when writing annotationsAll together there're ten annotations, namely, Summary Annotation; Thesis Annotation; Question Annotation; Critical Annotation; Heuristic Annotation; Intention Annotation; Motivation Annotation; Probe Annotation; Personal View Annotation; Inventive Annotation.

　　In the fourth step the student evaluates (ponder) the annotation for accuracy and completenessThe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.

　　SNIPS Strategy SNIPS阅读策略

　　The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsThe steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someone

　　The first step is to start with questions like "Why am I looking at this visual aid?" The reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented

　　In the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsAnd activate prior knowledge as it relates to the subject

　　Identify the main idea of the graphic in the third step.

　　Plug the important matter into the chapter in the fourth stepConsider how the visual aid relates to the main ideas of the chapter or article

　　In the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.

　　PRSR Strategy PRSR阅读策略

　　PRSR stands for preview, read, self-test, and reviewText organization, paraphrasing, and self-evaluation are stressed in PRSR strategy.

　　In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textExamine the illustrations for additional informationLook at the words in italics or bold printRead the summary and then skim any review questions or discussion questions at the end of the chapter

　　In reading stage, form the headings into questions and then read with the goal of answering those questionsIdentify important points by underlining or taking notesClarify meanings further with visual imagery

　　In Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textUse summaries to organize important informationTry explaining key ideas and concepts to another person

　　For reviewing check answers to review questions against the textReconsider information that was forgotten or misunderstoodRepeat the self-test and review stages until the material is masteredThen review periodically to keep the information in long-term memory

　　PROR Strategy PROR阅读策略

　　The PROR Strategy involves pre-reading, reading, organizing and reviewing

　　In pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingRecall prior knowledge related to the subject to form more questions

　　In the second stage, read with the goal of answering the questionsAnnotate key concepts, supporting details, and examplesConsider how illustrations relate to the text

　　In organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryAnswer the questions aloudCompare the text to lecture material

　　Last, reduce the information to the bare essentialsTarget the information that was unclearTalk through the material to yourself or another student

　　PARTS Strategy PARTS阅读策略

　　The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningThe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships

　　For the perform goal setting stage, consider the reason you are analyzing the text parts.

　　In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsAnalyze one part at a timeExplain the information included in each partThen, based on one part, predict what the next part will discussAfter reading all parts, tie them together.

　　During the review big parts stage, review the introduction and summary of the textSearch for signal words, such as "the most important" or "the purpose is," that indicates the main ideasDecide what the author's main goal or purpose isRelate the new information to knowledge you have already read about the subjectParaphrase the main ideas into your own words

　　In the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionsCheck the questions at the end of the text

　　For the last stage, state relationships, consider how the text relates to other texts in the unitConsider how the text relates to the course objectives indicated on the syllabusConsider how the text relates to what you already know about the subject

　　DISSECT Strategy DISSECT阅读策略

　　DISSECT stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryIt is a word identification strategy

　　It emphasizes the systematic analysis of a word using context and word element clues

　　CSSD Strategy CSSD阅读策略

　　The CSSD strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningsSCCD stands for context, structure, sound and dictionary

　　The first step is to consider the context of the word

　　The second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixes

　　The third step is to analyze the word phonetically by breaking it into units of sound.

　　If these methods do not work, consult the dictionary in the last step

　　VOCAB game 词汇游戏

　　The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).

　　The steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.

　　The Patterned Language Approach 模式语言策略

　　The patterned language approach is to practice word identification skills with an emphasis on word meaning

　　It follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.

　　The Creative Mapping Strategy 图式阅读策略

　　The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text

　　guided reading 指导性阅读

　　Guided reading refers to timed reading conducted in class under the control and guidance of the teacher

　　pre-reading activities 阅读前活动

　　We mean tasks/activities that students do before they read the text in detail.

　　a transition device 转换方式

　　A transition device is the way to transfer information from one form to another

　　referential words 指示词

　　Referential words are words such as pronouns to refer to people or things already mentioned previously in the context

　　making inferences 推理

　　Making inferences means "reading between the lines" It requires the reader to use background knowledge in order to infer the implied meaning of the author.

　　Role-play 角色表演

　　Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.

　　subvocalization 默念

　　Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.