查询词典 learners

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。

Use of Chinese young learners is in the medium range;(2) among the six strategy categories metacognitive strategies are the most frequently used whereas compensation strategies are theleast frequently used;(3) there exists statistically significant difference between female and male young learners in language learning strategy use; and (4) there is a positive correlation between young learners' language learning strategy use and their language proficiency.

其中，元认知策略的使用频率最高，补偿策略的使用频率最低；(2)男、女生在学习策略的使用上存在显著差异，无论是在总体上还是六种策略的使用上，女生都比男生的使用频率高；(3)成功的英语学习者学习策略的使用频率最高，其次是水平一般的学习者，不成功的学习者学习策略的使用频率最低。

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。

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。

The analysis of data may provide answers for the following questions:(1) Judging from their knowledge and understanding of culture, what are the features of EFL learners'"interculture behavior system"(2) What are the different cultural patterns of the learners'"interculture behavior system" Can we regard these patterns as a co-culture or several co-cultures under the dominant first or second culture (3) How will the learners' individual background influence their "interculture behavior system"

主要回答以下问题：(1)从对于文化的知识和理解上看，外语学习者的"中介文化行为系统"有哪些特征(2)外语学习者的"中介文化行为系统"包括哪些不同文化模式这些文化模式是否可以被看作主导文化下的群体文化(3)学习者的个人背景会怎样影响其"中介文化行为系统"

It is found that factors influencing learners' changes and transformation are as follows: 1 Dialogues, problem-posing and learning materials help enhance the depth and width of learners' meaning perspectives. 2 Free writing stimulates the connections of learners themselves to their lives. 3 Learning materials change learners' viewpoints about interethnic marriages at various levels. 4 Meaningful materials and dialogues facilitate some learners' meaning transformation.

发现影响学员改变的课程与教学设计的因素包括：l 对话讨论、提问与资料引介有助於拉开学习的深度与广度；2 作文书写刺激学员与生活有了新的连结；3 教学素材在不等程度上改变了学员对於跨国婚姻现象的观点；4 有意义的素材的引入，加上学员的对话讨论，促进部分学员观点的转化。

Based on the obtained data and evidence, this research project draws the following conclusions: Chinese L2 learners of English are sensitive to Subjacency and the ECP, thus sensitive to UG; Chinese L2 learners'sensitivities to different constraints are different; Chinese L2 learners tend to reject a lower rate of the sentences with both Subjacency and the ECP violations than those with only Subjacency violation; and there is no significant difference in L2 learners'sensitivity to UG as far as the learners'starting age of learning a L2 is concerned.

通过对调查所得数据的统计和分析，研究者发现：中国人习得英语时对普遍语法是可及的，他们对疑问词移动的不同限制的可及程度不尽相同。研究者还发现，母语为汉语的英语习得者，判断只违反界限原则的句子和判断既违反界限原则又违反空语类原则的句子语法是否正确时，对只违反界限原则的句子判断的正确率更高些。关于开始习得二语的年龄与普遍语法的关系问题，研究者并没有发现两者之间存在着必然的联系。

Most of the e-learning research topics focus on metadata of learning object. These studies extract useful information from metadata, and use them to organize the LOs. However, to understand the metadata is not enough to organize the multimedia-style LO in meaningful manner. The comprehensive multimedia-style LO is especially useful for mobile learners to choose what they really demanded. In order to attack the problem, this project uses multi-agent technique to develop a personalized hyper-seamless learning environment for managing LOs comprehensibly. Following that, the proposed environment coordinates two agents: Content Reorganize Agent, and Zone Agent to provide mobile learners the efficient multimedia-style learning experience. The CRA is responsible for reorganizing the discovered critical multimedia content by analyzing learner』s behavior and the multimedia』s annotation. The ZA is designed for terminal devices to monitor the learning behavior, and it sends the collected behaviors to CRA for evaluating. Moreover, the ZAs can communicate with each other, and they can self-organize as a group for sharing learning resources. Due to the cooperation of the two agents, the learning environment can give the properly multimedia-style LO for learners without bandwidth squandering. Finally, we expect this project can construct a comprehensive multimedia-style LO map for efficient personalized seamless learning.

中文摘要大多数的数位学习研究著重於如何利用学习物件的Metadata来组织管理学习物件，然而只透过Metadata仍旧无法有效管理多媒体形态之学习物件，多媒体学习物件的内容若能被了解，则学习者能正确的选择所需的学习内容，尤其是行动学习，能正确选择行动内容不但能减少频宽的浪费，亦能有效利用行动装置有限的资源，有鉴於此，本研究计画拟利用多重代理人机制发展个人化超无缝学习环境来管理内容可被理解之多媒体形态学习物件，在超无缝学习环境中Content Reorganize Agent 与Zone Agent 这两支代理人程式负责协调作业以提供高品质之行动学习经验，其中CRA所负责的工作为分析学习行为与学习物件之注解找出多媒体关键内容来重组具备学习主题之多媒体学习内容，而ZA为安装於学习装置端的代理人程式，其负责监督学生在学习过程中产生的行为，并将该资讯传回CRA以供分析，此外ZA与ZA之间具备自我群聚组织的能力，同一群组下的ZA可彼此共享所需的学习资源，透过CRA与ZA的合作，个人化超无缝学习环境能在不浪费网路频宽的前提下，提供正确且合适的多媒体学习物件给行动学习者，最后我们预期透过本计画的执行能够建立具备内容理解能力之学习物件模型，并利用此模型提供有效率的个人化无缝学习。

Three types of learning supports were designed accordingly, interpretative support that helped learners with knowledge access and the generation of integrative understanding, experimental support that scaffolded learners in the systematic and logical design of experiments, the prediction and observation of outcomes, and the drawing of conclusions, and reflective support that increased learners' self-awareness of the thinking and understanding processes and prompted their reflective abstraction and integration.

作者以实验方法集中考察了反省性支持的效应，结果表明，反省性支持在知识整合和变量控制技能等后测上具有明显的作用，这种学习支持应该成为模拟环境中的一个重要支持措施。

Two questionnaires, a pre-examination, two post-examinations and SPSS statistic software were employed, and the following discoveries were made:(1) it is positive to apply training strategies to short-term, intensive, adult learners;(2) linguistic and memory factors are the two biggest obstacles faced by adult learners;(3) most adult learners realize the importance of training strategies, however, the importance of a learning strategy in their mind is greatly influenced by the number of the strategies which are already used in their study process;(4) there are some differences between older and younger learners in their application of strategies; for instance, metacognitive and social/affective strategies are adopted more by the older learners, and younger learners are affected more by cognitive strategies.

研究方法主要有问卷调查和试卷测试，根据受调查者在最终考试中听力测试中取得的成绩，通过SPSS统计软件进行数据分析，判断学习策略对他们听力学习的影响。第一，应用策略培训，对于短期培训的成年学习者，拥有积极意义。第二，语言应用能力和句子识别能力是成年学习者听力学习中的最大障碍。第三，大多数学习者培训前对学习策略对于听力学习的影响有一定的认识，但是认识程度在教学过程中，会受到是策略输入多少的影响。

Means the parent directory, so this command means to execute "toolchain.sh," which is in the current directory.

代表父目录，所以这个命令就是执行当前目录下的"toolchain.sh"。

Yes,In fact,I'm on our city ream.

是的。事实上我是我们市队的。