查询词典 native language

From 1541, when the House of Tudor's King Henry VIII visited Ireland, up until the mid nineteenth century, the Irish language, or Gaelic, was regarded as the language employed by native Irish rebels, and Britain did all in its power to suppress and ban use of that language. Thus, by 1713, nearly all

从都德王朝的亨利八世君临爱尔兰(1541)到十九世纪为止，爱尔兰语被当作是当地叛乱份子的所使用的语言，英国费尽心思加以打压、查禁。

The frequency tables have already told us that 44.3% of interviewees indicated Castilian as their native language, followed by 41.1% who indicated Catalan and 14.6% who considered both languages equally as native languages.

频率桌子已经告诉我们44.3%的被采访者表明Castilian作为他们的母语，随后有谁表明加泰罗尼亚语和谁同样考虑两种语言作为母语的14.6%的41.1%。

A detailed comparison of the use of Appear was made between Chinese Learner Corpus and the native speaker corpus. It reveals the differences in the frequency of the class of word, meaning, collocation and colligation of appear* between the learners' English and the native English speakers' language. Reasons of the misuse and underuse of the word are explored. Some implications of corpus linguistics are given to EFL teaching.

本文对常用词appear在中国学习者英语语料库和英语本族语语料库的使用作对比分析，揭示中国学习者对该词的不同词性、词义、词语搭配和类联结的使用存在着误用、少用现象，分析了影响中国学习者有效习得appear一词的主要原因，突出了语料库对于外语词汇教学的重要意义，以期为英语教学提供一些启示。

The Celtic peoples were among the western-most settlers of Europe, and occupied some of the bleakest yet most starkly beautiful land in Europe — the Romans, in particular, couldn't understand why any sane race would want to live in those places; but, of course, the Romans are gone, buried, and seldom discussed save for their language and a handful of literary works and historical figures; by contrast, hardly anybody born outside of Scotland or Wales can speak those native languages (or would want to — and the last native speaker of Manx died some years ago), but their music is still played, and their culture exerts a pull on people the world over.

凯尔特人是早期欧洲最西部的定居者之一，他们占据了欧洲最荒凉但又最美丽的土地——罗马人尤其不能理解为什么这个民族想要住在那种地方；然而，罗马人都已灭亡，他们的尸体被埋葬，而他们的语言、文艺作品和历史遗迹的挽救也嫌少被人谈及；相反的，对于那些出生在苏格兰和威尔士以外的人却能讲这些当地的语言，而他们的音乐仍流传至今，他们的文化也影响着世界各地的人们。

He (Giovanni, that is not the merman) had posted a flier on the bulletin board explaining that a native Italian speaker was seeking a native English speaker for conversational language practice.

Giovanni在告示板上贴了张纸条，说他的母语是意大利语，想要找一个母语是英语的人做语伴，一起练习口语。

My native land; one's native language.

我的故乡；一个人的母语。

However, the deprivation of identity and pride has turned out to be devastating for the native people, who are now trying to recover some of their traditions by reviving rituals such as the Sun Dance and to re-learn their language in native-run schools.

然而，剥夺了他们的自我认知和自尊对印第安人而言却是毁灭性的打击。如今，印第安人通过恢复一些太阳舞这样的宗教仪式来找回他们的传统，并且在一些印第安人开办的学校里重新开始学习他们的语言。

But Fabian Esteban Painemilla, a Mapuche native, said his culture is now growing stronger, as other young people begin to learn the native language their parents never taught them.

但菲比estebanpainemilla，一个马普切人，说他的文化正日益壮大，像其他年轻人开始学习母语的父母从未教导他们。

These transfers, instead of utterly perishing from the senior students' language use, turned to become fewer along with the development of their English pragmatic competence and extending of English learning experience. It was also showed that native speakers generally understood and accepted the students' Chinese-derived negative pragmatic transfer in spite of the fact that such transfers were different from their ways of saying things in similar speech situations. At the same time, native speakers displayed a conservative attitude concerning the recommendability of negative pragmatic transfers for classroom teaching.

本研究发现：中国学生的语用负迁移不止Kasper（1992）所说的两种，而是三种，即：语用语言负迁移、社交语用负迁移和语用修辞知识负迁移；这些语用负迁移没有因为学生的英语语用能力的提高和英语学习时间的增长而全部消失，而只是逐步减少；对于这些语用负迁移，美国大学生们大都认为它们不同于本族语者在同样语境下所说的话，它们的意思也大多可以理解和接受，可是感到在教学中不宜向学生推荐使用。

Extensive foreign accent studies have long recognized the crucial role of second language (L2) prosody to successfully convey linguistic and pragmatic meaning in exchanges with native speakers. However, much less work has been dedicated to the prosodic differences in fundamental frequency (F0), intensity, and duration between Taiwanese advanced English speakers and native English speakers. In order to bridge the gap, the present thesis (1) compares the acoustic features between compounds and phrases,(2) compares the acoustic correlates in English compound and phrasal stress between NNG and NG, and (3) examine if NNG can differentiate compounds from phrases.

中文摘要本研究的所探讨的问题有三个，第一，比较英语复合词及片语重音在声学上的差异，尤其是在重音节上的比较；第二，比较台湾高等英语学习者在英语复合词及片语重音上与以英语为母语的外国人有什麼声学上的差异，此声学上的差异又分为三大类：音高(F0)、音量、音长，下又细分成14个参数；第三，我们也探讨台湾高等英语学习者是否能在声学特质展现区别复合词与片语的现象。

What was it that made you want to change sider ?

是什么使你临阵倒戈？

I don't know what he wants, but let's play along with him.

我不知道他要干什么，可我