论文代写：学生词汇量学习
第一个学习成果是提高学生的语篇意义。一些更一般的文本意义是提高词汇量，但更进一步，这项工作试图使学生根据上下文、短语在日常活动中应用词汇，并检查短语结构和量刑。在第一个活动中，一个基于上下文的词汇学习是教给孩子的。孩子学习如何使用词汇，以便应用于特定的科学语境。大多数使用的词都是基本的，如“阳光”。学生们会在不同的环境中使用它们，而不知道他们在一个环境中使用它。“雪”、“劳伦斯”和“怀特”(2009)这个词的概念，是通过曝光来发展词汇和学术语言技能的。学生重复接触同一个单词，但在不同的语境中，会使他们流利地使用同一个词。他们学习如何在一个语言学科或科学科目中恰当地应用这个词。研究表明，孩子们在表达科学主题和推理方面往往受到限制(MacWhinney,2004)。这些形式的早期语言素养活动将帮助孩子。
论文代写：学生词汇量学习
The first learning outcome was to improve the textual meaning making skills of the student. Some of the more general textual meaning making is to improve on vocabulary, but taking it a step further, this work attempts to make the student apply vocabulary based on context, phrases as applicable in their day to day activities and checking for structure of phrases and sentencing. In the first activity, a context based learning of words is taught to the child. The child learns how to make use of words so as to apply to specific scientific contexts. Most of the words that are used are basic ones, such as that of “sunshine”. Students would have used them in different contexts before not knowing they were using it in a context. The concept of word generation as Snow, Lawrence and White (2009) present it, is one that focuses on developing vocabulary and academic language skills by exposure. Repeated exposure of students to the same word but in different contexts, makes them fluent with it. They learn how to apply the word properly in a language subject or a science subject with the same fluency. Research studies note that children are often limited when it comes to expressing science subjects and reasoning in their own words (MacWhinney, 2004). These forms of early language literacy activities would help the child.
