查询词典 learning a language

This article aims to explore the basic principles and methods in writing online learning resources. It is divided into four parts. The first part introduces the characteristics and significance of online learning resources. The second part elaborates the basic principles in terms of choice, writing, organization, layout, presentation of the learning content. The third part describes how to write online learning resources including use of language, rubrics and graphics, etc. The fourth part describes the uses of the principles through a case study.

本文的目的是介绍和探讨网上学习材料撰写的基本原理和方法，文章分为四个部分：第一部分说明网上学习材料撰写的特点和重要性；第二部分阐述网上学习材料撰写的基本原理，从学习内容的编排、学习内容的撰写、学习内容的选择、学习内容的组织、学习内容的呈现五个方面进行了分析；第三部分描述网上学习材料撰写的方法，包括语言使用、动词使用、图表使用等；第四部分通过案例，描述网上学习材料撰写的原理和方法的实际应用。

Two questionnaires were used to gather information and data about learner beliefs about language learning and learning strategy use: a learner beliefs questionnaire (Horwitz BALLI, 1987), and a strategy questionnaire, which was a revised version of Strategy Inventory of Language Learning developed by Oxford (SILL, 1990) and was translated into English to make sure that every student can understand it.

两份调查问卷被用于收集学生的学习观念和学习策略的使用情况：(1)Horwitz(1987)的学习观念问卷；(2)学习策略问卷：该问卷对Oxford(1990)学习策略问卷进行了修改，并且为了确保每一位参试者明白问卷的内容，笔者将其翻译成中文。

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。

Through 2 years learning the Korean language, I have adopted s-topic examination, got some learning Korean methods and techniques, and able to skillfully use everyday language, for my future study and life in Korea has brought convenience to enter college Interlingua I will seriously study the Korean language, more familiar with the professional skills of famian vocabulary, and at the same time continue to strengthen listening, speaking, reading and writing ability, for half a year after the adoption of Korean high-level examinations, for the future continue to learn to lay a good foundation for professional courses.

通过2年的韩国语学习，我已经通过s-topic考试，掌握了一些学习韩国语的方法和技巧，并且能够熟练使用日常用语，为我的日后韩国学习生活带来了便利，进入国际语学院后我会认真学习韩国语，多多熟悉专业技能发面的词汇，同时要继续加强听、说、读、写的能力，争取半年之后通过高级韩国语考试，为以后继续学习专业课程打下良好基础。

Language is the carrier of communication and understanding, learning math is math thinking, mathematics and mathematical language is a tool for thinking, so to master the language of mathematics is a smooth and effective conduct of mathematics learning activities of one of the important foundation.

语言是沟通与理解的载体，数学学习活动基本上是数学思维活动，而数学语言是数学思维的工具，所以掌握数学语言是顺利地、有成效地进行数学学习活动的重要基础之一。

Drawing on studies in intercultural communication, applied linguistics, pragmatics, sociolinguistics, discourse studies and other researches related to the studies of language, culture and communication, the author bases her ideology for interculturalizing ELT in China mainly on three lines of thinking: 1 the perception of language, communication and culture as triunity in language teaching and learning; 2 the understanding of the English teaching/learning process as dialogic interactions between the learner and the culture Other and between their pertaining linguacultures; 3 the rethinking of ELT in China as intercultural literacy education oriented towards intercultural speakership of the learner as a full-fledged member of the global community powered with intercultural communication competence in English.

本研究汲取了跨文化交际学、应用语言学、语用学、社会语言学、语篇分析及其他有关语言、文化和交际的研究成果，作者关于跨文化交际中国英语教学的思想主要建立在以下三个方面的认识：1语言、交际与文化在外语教学中应该被视为三位一体的统一体；2英语教学的过程是学习者与文化他者之间、以及他们各自相关的语言-文化之间对话性互动的过程；3中国英语教学应该是跨文化素质教育的重要组成部分和手段，其终极目标是把学生培养成为具有英语跨文化交际能力、在国际社会交往中运用自如、羽翼丰满的跨文化人。

This paper, based on the fact that the students are more competent in reading and listening than in writing and speaking, analyzes how language input and language output are going on in the institutions of higher learning in China. It points out that language input and output must be balanced. With Jeremy Harmer's theory, it stresses the importance of practice in language output.

针对中国高校学生大学英语学习时阅读和听力能力大於写作和会话能力的实际，依据Jeremy Harmer关於语言输入与输出的理论，分析了中国高校大学英语教学中语言输入与输出的现状，指出语言输入与输出必须平衡，强调了加强语言输出的重要性。

In recent years, the language study and the language teaching has had the huge change, particularly the foreign language has had the qualitative leap to the second language and learning process's essence's understanding.

近年来，语言学习与语言教学发生了巨大的变化，尤其是外语界对第二语言及学习过程的本质的认识发生了质的飞跃。

Its value lies in these aspects: to increase the teacher's understanding of the nature of language; to develop the teacher's awareness of the complexity of language and language learning; to sensitize the teacher in identifying errors and diagnosing their sources; to help the teacher to monitor his/her own use of the target language.

其价值在于在这些方面：提高教师的性质的理解语言；制定教师的认识的复杂性，语言和语言学习；，使教师在查明错误和诊断其来源；帮助教师监测他/她自己使用的目标语言。

Tajik, Uzbek, Tatar, Daur peoples have their own language, although there are those of the national languages of ethnic minorities, but basically has not, in the interim with school education Uygur language, the Kazakh language or Chinese language learning.

塔吉克、乌孜别克、塔塔尔、达斡尔等民族有自己的语言，这些民族虽然有本民族文字，但基本上已不用，在学校教育中转用维吾尔语文、哈萨克语文或汉语文学习知识。

The second is to cut a mere 100 calories from your diet , which is the equivalent of a tablespoon of butter.

第二个就是从你的饮食中减少一百卡路里，只是相当于一大汤匙的黄油。

This is where the Rorschach test comes in.

现在，罗氏测试就出现了。