查询词典 communicative

Based on the present principles and my own experiences as a student, I do some researches and analyze the present classroom practicalities in order to promote students' communicative competence.

在理论学习的基础上，笔者结合现存的课堂实例对课堂活动的组织与实施进行了一定的分析。

Based on the present principles and my own experiences as a student, I do some researches and analyze the present classroom practicalities in order to promote students' communicative competence.

在理论学习的基础上，笔者结合现存的课堂实例对课堂活动的组织与实施进行了1定的分析。

Sociolinguistic competence is an important part of communicative competence.

社会语言能力是交际能力的一个重要组成部分。

He is interested in sociolinguistics in general, and communicative functions of language and social-cultural influence upon language in particular.

他一向致力于社会语言学研究，特别关注语言的交际功能和社会文化语境对语言的影响等。

Sociolinguists emphasize variability in learner linguistic performance, and extend the scope of study to communicative competence underlying knowledge that additionally accounts for language use, or pragmatic competence

社会语言学家强调学习者语言表现中的变异，把研究范围拓展至交际能力（一种可以解释语言运用或语用能力的潜在知识

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

The conclusion is drawn from the analysis and by proving that the emotive meaning is determined by the communicative ability of both sides of speakers and listeners in using languages.

通过分析论证得出结论：表情意义取决于语言使用者双方的交际能力。

In the chapter 2, the theoretic knowledge about the photosensitive resin and the grinding tools was firstly introduced.

第二章阐述了光固化树脂结合剂磨具的相关理论研究。

Do not use the program's indenting or margin-setting features; these will be added during typesetting.

不要使用缩排，页面边缘设置之类的选项，偶看不大懂。