查询词典 considerable

When we use long-term memory, we retain information for a considerable length of time.

当我们使用长期的记忆的时候，我们为时间的相当多长度保有数据。

I have worked in my present company for a considerable length of time

了。我在现时的公司已工作了颇长的时间，虽然我喜欢现时的工作，但我认为我已积累了

It is a considerable sum of money.

那是一笔数量可观的钱。

His father left him a considerable sum of money.

他的父亲留给他相当大的一笔钱。

He went to considerable trouble and expense, even as an impecunious young artist to find the right props, a notable example of this being the dress worn by Ophelia, for which he paid four pounds a considerable sum at that time.

他到了相当大的麻烦和费用，即使是作为一个impecunious青年艺术家找到正确的道具，一个显着的例子，这是着装所穿的爱莲，为他支付4英镑相当总结在该时间。

Considerable development and validation of methods will be needed.

Considerable方法的发展和检验将是需要的。

Under confused sea condition, the structures may subject to very strong w ave impulsive 1oad due to slamming by the wave with significant crest when waves propagate underneath the structure and surge up to its subface. Previous studies indicate that impact pressures are characterized by an initial peak pressure of considerable magnitude but of short duration occurs, followed by a slowly-varying uplift pressure of less magnitude but of considerable duration, and which typically is first positive, then decreases to zero and becomes negative, In hostile sea state, the peak pressures may cause the damage of the horizontal members of the structures or make the whole superstructure collapsed.

若这些海上建筑物的上部结构底高程较低，在恶劣海况下当大波浪在其面板下面通过并与之接触时，面板下面除了作用有强度变化较缓慢的波压力外，在波峰刚接触到面板时尚存在着历时很短但强度极大的冲击压力，这种极强冲击荷载会引起建筑物的整个上部结构失稳或造成局部破坏。

More considerable; most considerable

相当大的；相当多的

More considerable; most considerable

a。重要的；多的；大的

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。

We are interested in your suggestions about appointing us to be the single dealer.

对贵方建议由我方担任独家经销商一事，我们颇感兴趣。

Three types of empty-shell marriages have been identified. In a devitalized relationship husband and wife lack excitement or any real interest in their spouse or their marriage.

一种是死气沉沉的婚姻：在这种婚姻关系中夫妻俩对于配偶或婚姻缺乏激情，或者缺乏真正的兴趣。