- 更多网络例句与学习者相关的网络例句 [注：此内容来源于网络，仅供参考]
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Therefore, this research emphasizes on the learners with personality traits and learning style, and adds knowledge creation factor to see how the learners' responses toward the external stimulators under the E-learning environments. Then this research analyzes the learners' differences on the basic existence and points out that what kind of teaching methods suits the learners best. This research has three results as following: 1.The personality traits and the learning style have the remarkable corresponding relational existence. Openness corresponds to assimilator; Conscientiousness corresponds to converger; Extraversion corresponds to accommodator; Neuroticism corresponds to diverger; Agreeableness has no remarkable correspondence relational existence.
故本研究以人格特质、学习风格等学习者个体本身对於外在环境刺激所反应出的行为，加入知识创造行为，在数位学习的学习环境下进行成效的探讨，分析学习者在根本上所存在的差异，并指出以何种方式进行教学较适合学习者本身，研究结果发现：一、人格特质与学习风格有显著对应的关系存在，聪颖开放人格对应同化型；严谨自律人格对应聚合型；外向人格对应调适型；神经人格对应於分散型；和善人格无显著对应的关系存在。
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In this learning model , in the circumstance of internet , the investigative learning activity of learner is self-antimating ,self-guiding and it must have the definite cognitive inquirment and learning direction ,and it is an internet learning behavior . A learner can search for the correct starting point ,basing on self-level and the choice of study materials ,the establishment of study goal can be made by his need .In the course of study ,the learner can have a self-reconsideration, have a self-evaluation, and can expand the free space of study activity .
WBQ（Web-based Query）学习模式是基于因特网的探究式学习，在这种学习模式下，学习者在网络环境下的探究学习活动是自我驱动、自我引导的，具有明确的认知需要和学习方向，是一种内在的学习行为，学习者根据自身的水平，寻找适当的学习行为起点，学习材料的选择、学习目标的确定由学习者根据自己的学习需要而定，在学习过程中学习者进行自我反思、自我评价，真正扩大了学习者学习活动的自由空间。
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The learning model of WBQ bases on the investigative internet study .In this learning model , in the circumstance of internet , the investigative learning activity of learner is self-antimating ,self-guiding and it must have the definite cognitive inquirment and learning direction ,and it is an internet learning behavior . A learner can search for the correct starting point ,basing on self-level and the choice of study materials ,the establishment of study goal can be made by his need .In the course of study ,the learner can have a self-reconsideration, have a self-evaluation, and can expand the free space of study activity .
WBQ（Web-based Query）学习模式是基于因特网的探究式学习，在这种学习模式下，学习者在环境下的探究学习活动是自我驱动、自我引导的，具有明确的认知需要和学习方向，是一种内在的学习行为，学习者根据自身的水平，寻找适当的学习行为起点，学习材料的选择、学习目标的确定由学习者根据自己的学习需要而定，在学习过程中学习者进行自我反思、自我评价，真正扩大了学习者学习活动的自由空间。
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The study reveals that: 1 most of the professional mid-college students' English learning motivation is instrumental motivation or certificate motivation. 2 successful learners have intrinsic motivation.3unsuccessful learners have extrinsic motivation.4 both successful learners and unsuccessful learners spend nearly the same time learning English.
调查结果表明：1职业中专学生英语学习绝大多数是属于工具型动机或证书动机2成功的英语学习者都具有内在动机3不成功的英语学习者大部分具有外在动机。4成功的英语学习者与不成功的英语学习者在英语学习上所花时间没有明显差异。
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By means of SPSS13.0 software, the author makes analysis of these data, the study revealed that: 1 Most of the vocational college students'English learning motivation is instrumental motivation; efficient learners have intrinsic motivation; less-efficient learners have extrinsic motivation.
根据调查所得结果运用SPSS13.0软件进行相关数据的分析，结果表明：1职业院校学生英语学习动机绝大多数是属于工具型动机，善于学习者具有内在动机，不善于学习者大部分具有外在动机。2职业院校学生英语学习策略绝大多数是认知策略和元认知策略，善于学习者能使用各种策略，不善于学习者倾向于使用情感和社会策略多一些。3英语学习策略和学习动机之间存在着相互联系。
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The study revealed that: 1 most of the vocational school students English learning motivation is instrumental motivation or certificate motivation. 2 successful learners have intrinsic motivation. 3 unsuccessful learners have extrinsic motivation. 4 both successful learners and unsuccessful learners spend nearly the same time learning EnglishSocial constructivism includes the following four schools of thought: humanism,cognition, constructivism and social interactionism.
调查结果表明：1 职业中专学生英语学习绝大多数是属于工具型动机或证书动机 2成功的英语学习者都具有内在动机 3不成功的英语学习者大部分具有外在动机。4成功的英语学习者与不成功的英语学习者在英语学习上所花时间没有明显差异。
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Key features include:- The Dictionary is the most reputable dictionary developed from Cambridge International Corpus, a collection of over a billion words of written and spoken language from a huge variety of sources - Source data is based on the latest Cambridge Advanced Learner's Dictionary, Third Edition published by Cambridge University Press in July 2008 - Over 190,000 words, phrases, idioms, phrasal verbs and meanings - Built-in British and American pronunciations of headwords - Over 80,000 full example sentences and phrases, extracted from Cambridge International Corpus, reflect how real English is used day-to-day situations - Prominent guidewords to help Advanced learners find the meaning more easily - Pictures and illustrations to help highlight variations in meaning that are essential for your progression - Word frequency information provided to adapt to the needs of learners of English - PandaBookmark that allows personal notes on searched words enabling you to better organize and centralize learning resources - PandaRating allowing you to prioritize searched words for faster resource retrieval and better learning efficiency - History to let you easily keep track of searched words - Cross-search functions allowing you to find out exactly what you want to know without any hassle by jumping anywhere between headwords and explanations - Interactive geographical data allowing you to find out where you are through Google Map Cambridge Advanced Learner's Talking Dictionary works as a stand alone application and no internet or WiFi connection is required.
主要功能包括：-词典是最有信誉的词典从剑桥国际语料库，收集了超过10亿字的书面和口语语言从一个巨大的各种来源-源数据是基于最新的剑桥高级学习者词典，第三版出版的剑桥大学出版社于2008年7月-在十九点○○万字词，词组，成语，短语动词和含义-内建在英国和美国的发音的headwords -超过80000完整的句子和词组例如，从剑桥国际语料库，反映了真正的英语是如何使用的日常情况-突出guidewords帮助学习者找到高级的含义更容易-图片和插图，以帮助突出变化，这意味着您所必不可少的进展-词频提供的资料，以适应需求的英语学习者- PandaBookmark ，允许个人说明搜查的话使您能够更好地组织和集中学习资源- PandaRating 让您的优先顺序检索词更快更好的资源回收和学习效率-历史，让您轻松地跟踪在搜查的话-交叉搜索功能使您能够找出正是你想知道在没有任何麻烦，跳之间的任何位置headwords和解释-互动地理数据，让您了解您身在何处，通过谷歌地图（剑桥高级学习者浅谈词典工程作为单独的应用程序，也没有互联网或WiFi连接是必需的。
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In order to promote the learner's self-regulated learning, the researchers often provided some external metacognitve supports in the interactive multimedia environment by two ways. The first is giving some helps such as the adaptive advises, the cognitive map or the navigating tools; the second is embedding some metacognitive prompts such as the self-explanation question or the reflective question. These metacognitve supports can help the learner solve the current problems, but it must not benefit the development of the self-regulated learning of the learner.
对于如何促进多媒体环境下学习者的自我调节学习，研究者们往往设法在多媒体环境中向学习者提供外在的元认知帮助，如适应性建议、认知地图或导航工具等，或者在学习者的学习过程中适时提供元认知提示，如要求自我解释或提供反思性问句等，这些外在帮助或提示可能有助于学习者解决当前问题，但不一定有利于学习者自身的自我调节学习能力的发展。
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On the basis of the findings, some pedagogical suggestions are provided for EFL teachers and learners such as raising learners" awareness of collocations, reinforcing learners" concept of collocations, increasing students collocational competence in L2 and avoiding literal translation.
基于以上研究，本文对英语教师和英语学习者提出了如下建议：增强学习者的搭配意识，强化学习者的搭配概念，提高学习者的搭配能力，避免直译等。
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Linguists may distinguish categories of learners defined by the identity and relationship of their L1 and L2; psycholinguists may make distinctions based on individual aptitude for L2 learning, personality factors, types and strength of motivation, and different learning strategies; sociolinguists may distinguish among learners with regard to social, economic and political differences and learner experiences in negotiated interaction; and social psychologists may categorize learners according to aspects of their group identity and attitudes toward target language speakers or toward L2 learning itself.
语言学家可能要依靠学习者的身份和母语二语关系来区分出学习者；心理语言学者可能要根据二语学习能力、个性因素、动机的种类和力度和不同的学习策略来区分学习者；社会语言学家可能要根据社会、政治和经济差异、学习者的协商互动经历来区分学习者；社会语言心理学家可能要根据群体身份和对于目的语和二语学习本身的态度来划分学习者。
- 更多网络解释与学习者相关的网络解释 [注：此内容来源于网络，仅供参考]
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Learners" beliefs：学习者信念
俄语学习者:Russian learners | 学习者信念:Learners" beliefs | 学习需求:learners'needs
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Learners" beliefs：学习者的学习观念
留学生:Learners of Chinese as a second language | 学习者的学习观念:learners" beliefs | 学习不成功者:unsuccessful learners
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dabbler：业余学习者
dabble 涉猎 | dabbler 业余学习者 | babble 胡扯
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Leaner：学习者
driver 司机 | leaner 学习者 | player 运动员,演员
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learner：学习者
那么,"移动学习共同体"中的"学习组织者" (Learning Organizer)和"学习者" (Learner)也许被统称为"参与者"(Participation)更合适些. 在这个共同体中,只有"熟手"与"新子"的区别,每个"参与者"都得到"充分参与",
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learner：学习者,初学者
traveller 旅游者 | learner 学习者,初学者 | lover 爱好者
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learner：经理人必须是一位学习者
经理人必须是一位好老师 teacher | 经理人必须是一位学习者 learner | 经理人必须是一位决策人 decision-maker
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learner characteristics：学习者特征
conditions of learning 学习条件 | learner characteristics 学习者特征 | learning needs assessment 学习需要分析
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learner factors：学习者因素
自主学习:Autonomy | 学习者因素:learner factors | 自学者:self-taught learner
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Fast learner：快速学习者
权威性量尺 farcism scale | 快速学习者 fast learner | 快速途径计画 fast track scheduling