查询词典 learners

It is a book of bread-and-butter. We understand that there are so many books about Chinese grammar, which are systematically huge; have numerous and jumbled content; and cockamamie and difficult terms are everywhere. Ordinary learners of Chinese are often terrified by the sight of these books. On the contrary, the learners will be the center of this book. Considering the learners present grammar level, this book explains the grammar rules simply and clearly without difficult terms.

作为一本实用的汉语语法参考书，本书借鉴了以前的一些汉语语法书因体系庞大、内容庞杂、术语繁琐难懂而使一般汉语学习者望而生畏的经验教训，努力做到&以学习者为中心&，充分考虑到他们现有的语法知识水平，在解说语法规律时注意条理清楚，简单明了，深入浅出，基本上不用深奥难懂的语法术语。

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。

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。

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 phonetic coordinate axis of ones mother tongue plays a leading role for foreign language learners, especially for adult foreign language learners.

他们一直在将自己的母语语音尤其是他们出生地的方言语音同第二语言的语音反复进行比较，最后才能形成条件反射脱口而出，流利地表达第二语言。

The quantitative analysis of the questionnaire presented that, compared with the low-proficiency learners, the high-proficiency learners significantly used more circumlocution and self-repair.

问卷量化分析之结果显示，与低分组学生相比，高分组学生显著地较常使用婉转词语及自我修正(self-repair)。

Topic: The Research of the Influence of Scholastic Attainment, Achivement Motivation and Personality on the High School Students' Work Delay Objectives: School work dilatoriness refers to learners know themselves should and would but not finish the study tasks in the stated time,or the irrational behavior that learners postpone actions which should be done or decided promptly to the future.

请高手帮忙翻译论文的英文摘要，谢谢题目：学业成绩、成就动机和个性对高中生学习拖延的影响研究目的：学业拖沓是指学习者知道自己应该、也愿意，却没有在预定的时期内完成学习任务，或学习者把应该立即做或决定了的应及时采取的行动推至将来的非理性行为。

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。

There are no difference between Auditory learners and Kinesthetic learners on score in web learning.

网络环境下学习效果与自主学习能力、学习风格之间存在着相关性。

Turning off all equipment at the end of each day, throughout the facility Maintain the Disney standard of customer interaction by:Providing a warm and sincere greeting to guestsBeing proactive in anticipating guests' needsReacting immediately to help resolve a guest's requestGeneral Center:Sorts employee mail Is familiar with Center Operations and enforces policies/rules as necessary Oversees pick up and drop off of packages/items from Learners, Parents, Visitors, Delivery, and Messenger services Orders supplies and assists other departments with general work and mailings as neededLearner Administration:Call learner to confirm attendance to class Record sick leave Prepare the attendance list at least 12 hours before the class Oversee learner check in and check outSecretarial Support to the Center Manager:Maintains master attendance records for all employees Maintains current address information for all FT employees and keeps the appropriate people informed of these changes Assists with special projects for the Center Manager as necessaryService to Guests:Ensure that all leads are greeted well and meet sales within 15 minutes Assist waiting parents and ensure that learners are effectively routed to class on timeGeneral Qualifications:Pro-active, detail oriented, have the ability to be flexible, and be able to multi-task in a fast-paced and dynamic office.

及时更新目前的电话名单，以及学习中心议事日程和课程表协助外教开展活动确保所有设备和影片都是正确运作。在电脑上，检查中心显示器和电视显示器正常运作。负责在真个工作日结束后关掉学习中心的所有设备保证迪士尼与客户互动的标准：提供一个表示热烈和诚挚的状态接待客人随时积极主动地应答客户的需要对客户的需求立即作出反应并协助解决日常工作：对各类雇员邮件进行分类。必须熟悉中心的运营和执行的政策/规则。监督发往学员、家长、访客等信件的封装和样式。为其他部门的日常工作和邮件提供支持。学员管理：确保学员准时出席。记录病假情况。至少12小时之前准备好出席名单。监督学习者签入和签出。学习中心经理秘书工作：掌握所有雇员出勤纪录。保持目前的地址信息，为所有英尺雇员和保持适当的人了解这些变化。助攻与特别项目为中心的经理，作为必要的。客户服务：确保所有来电和询问在15分钟内转接到销售部门。协助等候的家长和学员由有效通道准时到达授课区。职位要求：积极主动，注重细节，能同时灵活安排和管理多项工作，并能在一个快节奏和动态的环境下开展工作办。

It has to be computed by the host for the actual clock rate.

主控制器可以用来计算实际的时钟速率。

Let's see what you got.

让我看看你的东西