学习者

A learner can search for the correct starting point ,basing on self-level and the choice of study materials ,the establishment of study goal can be made by his need .In the course of study ,the learner can have a self-reconsideration, have a self-evaluation, and can expand the free space of study activity .

的学习行为起点，学习材料的选择、学习目标的确定由学习者根据自己的学习需要 sSbBwW.cOm 而定，在学习过程中学习者进行自我反思、自我评价，真正扩大了学习者学习活动的自由空间。

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。

And An Bo's network is taught even if in order to install rich research and development " study sheds engine " for main tool, build a basis to evaluation is tracked and remember simulative individuation to study an environment to learner, complementary issue educational module with a variety of lines, it is a center with learner, be aimed at the particular case teach students in accordance of their aptitude of learner.

而安博的网络教育就是以安博研发的"学习流引擎"为主要工具，建立起一个根据对学习者评测追踪和记忆模拟的个性化学习环境，辅以多种线下教育模块，以学习者为中心，针对学习者的具体情况因材施教。

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 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"

In this study, the brill pos tagger and the claws7 pos tagger have been used to assign pos tags to the same set of transcribed spoken data produced by a high-proficiency group and a low-proficiency group of efl learners. the pos tags have then been manually examined, and the success rates of the taggerscompared.

本研究采用brill和claws7两种词性赋码器分别为高低分组学习者口语语料进行自动赋码，统计赋码准确率，并比较两种赋码器对学习者口语特征的处理能力，目的在于考察基于规则的词性赋码器和基于概率的词性赋码器对学习者口语语料进行自动词性赋码的适用度，以期为中介语口语的句法特点研究提供依据。

The correlation between strategy use and learning achievements, the teachability of learning strategies and the present condition of strategy use of Chinese EFL learners impel Chinese scholars and teachers to realize the value of learning strategies in the learning process and the significance of strategy training.

近几年来，针对我国英语学习者的策略训练愈来愈受到关注和重视，由国家教育部颁布实施的《英语课程标准》和《大学英语课程教学要求》均明确指出发展学习者策略能力，促进学习者自主是英语教学的主要目标之一。

One of the main findings of computer-mediated communication study in recent years is that it has an equalizing effect among student participation in class.

有研究表明，对于第一语言学习者和第二语言学习者，CMC对其语言学习最明显的作用之一就是能够为学习者提供平等交流的机会，这就避免了在传统课堂中只有个别学生主动参与讨论活动现象的产生。

Chapter 2 analyses the factors, affecting usage of strategies, such as the intelligence and nonintelligence factors of learner's; the cultural background of learner's, teaching environment and study task etc..

第二章：分析论述了影响外语学习策略运用的诸因素，如学习者自身智力因素和非智力因素；学习者的文化背景、教学环境和学习任务等学习者外部因素都会从不同侧面影响到学习策略的运用。

It shows the setting of English language racily to learner, create for learner true, the environment that learns English language, make learner can better rise hear of ability.

它向学习者直观而生动地展现英语语言的背景，为学习者创造真实的、学习英语语言的环境，使学习者能够更好提高听说能力。

Do not gum up the work by telling mother what we are going to do .

别告诉母亲我们要干的事，那会把事情搞糟的。

In recent years, application of the partial prestressed concrete beam s is developed.

近年来，随着部分预应力砼梁应用的推广，发现我国规范所采用的名义拉应力法的计算结果不稳定。