查询词典 refuse ... in an accommodating language

Saito, Horwitz and Garza (1999) put forward the construct of FLRA for the first time,including the specific foreign language reading anxiety scale to measure it. They regarded FLRA as a language-skill-specific anxiety, which changes with native language-target language pairing in terms of writing system and culture, and relatively independent of general foreign language anxiety.

Saito， Horwitz 和Garza (1999)首次提出了外语阅读焦虑的构想，阐明外语阅读焦虑与普通的外语学习课堂焦虑既有联系又有区别，是一个因母语与目标语书写系统和文化而异的特定技能型焦虑，并编制了外语阅读焦虑量表进行测量。

Of course, not all linguists or philologists hold the same view. For example, internalists like Chomsky have a different point of view. Chomsky maintains that there is a language faculty in human mind, and that universal grammar exists in all human languages. Though language environment is indispensable in language acquisition, it is merely a triggering factor. It is the human language faculty that determines language acquisition.

当然，并不是所有的语言学家或语言哲学家都这样认为，比如内在主义语言学家如乔姆斯基就认为：人天生具有一个语言器官，所有的人类语言都具有共同的语法——普遍语法，尽管环境因素在语言学习的过程当中不可或缺，但最终起决定作用的还是人类先天的语言器官，环境只不过是一种不可或缺的触发因素。

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。

Language acts as not only a tool of thinking for human beings but also influences and restricts human beings" thought. The Sapir-Whorf Hypothesis originated in German linguistics tradition. In the eighteenth century, German scholar Herder once put forth that language was the tool, the content and the style of man"s thought. German linguist Humboldt further asserted that language was the formation organ of "thought", every language consisted of a peculiar view on the world. Boas created American descriptive linguistics by emphasizing on the description of language structure.

假说发端于德国语言学传统，德国学者赫尔得在18世纪就曾提出过&语言是人类思想的工具、内容和形式&，语言学家洪堡特发展其观点，指出语言是&思想形成的器官&、&每一种语言都包含着一个独特的世界观&。20世纪初，德裔美国语言学家鲍阿斯创立以语言的外部形式特征为重点的客观描写主义，并且首次阐述了不同语言是以不同方式对经验进行分类和划分的观点，为假说形成提供了的重要论据和研究的方法论基础。

I will refuse to buy any Apple products and advise my family and friends to refuse any Apple products if I can't see something had been done by Apple to uncover the truth and something to help the family of Sun.

如果看不到你们采取行动调查真相和帮助孙的家人，我将拒绝并且建议我的家庭和朋友拒绝购买任何苹果产品。

Beverley Glock writes : This really depends whether your children refuse to eat it because they associate it with the lambs prancing around in the field or whether they refuse to eat because they have tried it and genuinely don't like it.

贝弗利葛劳克回复写道：这关系到你的孩子是为什么不愿意吃羊肉，是因为他们联想起在田野上蹦蹦跳跳的羊羔？还是因为他们品尝了羊肉，不喜欢吃？

Circe's Torment I regret bitterly The years of loving you in both Your presence and absence, regret The law, the vocation That forbid me to keep you, the sea A sheet of glass, the sun-bleached Beauty of the Greek ships: how Could I have power if I had no wish To transform you: as You loved my body, As you found there Passion we held above All other gifts, in that single moment Over honor and hope, over Loyalty, in the name of that bond I refuse you Such feeling for your wife As will let you Rest with her, I refuse you Sleep again If I cannot have you.

瑟西的痛苦我非常遗憾爱你的这些年不管你在与不在，遗憾那法律，那神召阻止我持有你，大海一块玻璃板，太阳漂白的希腊船美神；如何我能有魔力假如我没有意愿将你改变：虽然你爱我的身体，虽然那时你发现我们所拥有的激情在一切礼物之上，在那独特瞬间超越荣誉和希望，超越忠诚，以那结合的名义我拒绝你因你妻子而有的这般情感会让你同她度过余年，我拒绝你再次上床如果我不能有你。

If possible, Business card printing and membership card factory can put the paper is stored in a trash compactor, refuse bins or refuse collection vehicles, this can make a one-time purchase of waste products to take away as much of the paper, thus reducing transportation costs and overall carbon emissions.

如果条件允许，制卡和会员卡制作厂可以把纸张储存在一个垃圾捣碎机、垃圾桶或垃圾车上，这能让废品收购者一次性拿走尽可能多的纸张，从而降低运输成本和公司整体的碳排放量。

Thus, every member of UIO education is willing to dedicate oneself into our business.Our account bill carry on the principle of "addition, subtraction, multiplication and division". Addition means that we must provide the value added service to our customers, and exceed the customer's expectation; Subtraction means that we must refuse the waste inside the company; Multiplication means that we must insist to have a strong teamwork, share with everyone to gain the mutually promotion; Division means that we must refuse any illegal, wrongful or dishonest cooperation.

我们企业的账目清单执行"加减乘除"发展--"加法"：始终坚持为客户提供更多的增值服务，超越客户的期望；"减法"：始终坚持拒绝企业的内耗、最大程度的减少客户的损坏；"乘法"：始终坚持成员之间的紧密协作，优势分享，相互促进，实现企业与合作伙伴的资源共享、联盟合作；"除法"：始终坚持废除无意义的浪费，排除一切非法的、不正当的、不诚信交易与合作。

It is very easy to fall into the habit of doubting, fretting, and wondering if God has forsaken us and if after all our hopes are to end in failure. Let us refuse to be discouraged. Let us refuse to be unhappy.

我们顶容易流入疑惑，怀抱不平，猜想神已经弃绝我们，我们的盼望行将破产…让我们拒绝这一切思想，因为它们的目的是要叫我们失望。

Many will continue to choose to live in duality and in conflict.

许多人将继续选择活在二元对立性和冲突中。

I find that students of the University of Physical Education all wear sportswear at first sight.

我发现：体育大学的学生乍一看，都是穿运动衣，大家都一样