学习者

The study resulted in three major findings:1 In L2 English acquisition, Chinese-speaking learners' acculturating degree was closely associated with their final attainment in L2 acquisition.

1学习者的二语文化同化程度和他们在二语学习上的成就紧密相关。 2本研究中的中级水平的中国学习者二语英语学习的过程中存在两层结构迁移。

Though EFL learners" choice of strategies is influenced by many factors both internal and external, Cohen (1998) claims that learners" use of strategies can be automatized through practice and instruction, or to say strategies are teachable.

尽管学习者对于学习策略的选择和使用在客观上受到诸多内部和外部因素的影响，但是，正如Cohen(1998)所说，通过指导和练习，学习者可以学会策略，也就是说策略是可教的。

Its purpose is to impire students' cognizing interest and promoting development.

个别化教学是促进学习者个性发展最有效的教学形式，它能充分考虑学习者及

Results showed that both the two learner groups and the native speaker group favor the same request type: query preparatory. However, learner subjects used a different modal verb to perform their requests, used Want statements and hint statements more than the native speakers do, and used elided imperatives less often.

调查结果表明，两组学习者和英语本族语者在使用&询问能力或许可&请求策略时具有相同的偏好，然而他们在情态动词的选择方面各有不同；学习者使用&陈述愿望&策略和&暗示&策略的百分比明显比英语本族语者高；而&祈使省略&的使用比英语本族语者少。

Then it's this sort of difference of emotion that leads to diversity among the fields of teaching and learning In this article, the author mainly discussed the functions of emotionalized teaching in class to inspire the learners' enthusiasm and interest of participating in classroom activities more effectively, promote the development of learner's cognitive activity, thus making a good teaching result.

本文着重论述课堂情感教学的作用，目的是更有效地激发学习者参与课堂活动的积极性和兴趣，促进学习者认知活动的健康发展，从而取得良好的教学效果。

The development of CALL interweaves with that of language education theories.

语言输入的多样性和多渠道性使学习者更乐意接受和采用新的学习模式和手段，这为培养学习者自主学习能力创造了前提。

Different word misuses in Chinese learner's English compositions are analyzed on the basis of CLEC.

基于中国学习者英语语料库的研究结果，对中国英语学习者词汇误用现象进行了分析。

Preassessment measures,such as discussions and pretests,are also given before instruction but are used to measure the content to be taught-－the target skills. If learners have already mastered what you plan to teach, you are wasting your time and theirs by teaching it.

预备能力评估，比如用来评测要教的教学内容也就是目标技能的讨论和预备测试，都要在教学之前进行，如果学习者已经掌握了你要教的内容，那么教学就是浪费你的和学习者的时间。

Do learners who have received recasts on their L2 output show a higher awareness of tense consistency than learners who have not?

L2输出获得重铸式纠错的学习者是否比没有获得重铸式纠错的学习者对时态一致性表现出更强的意识？

This research was designed to address the following two questions, which were replicated from Han (2002): 1 Do learners who have received recasts on their L2 output have a greater ability to maintain tense consistency in their L2 narration than learners who have not?

本研究采用了与Han (2002)相同的研究问题：1）在L2输出中获得重铸式纠错的学习者是否比没有获得重铸式纠错的学习者在叙述故事时更能保持时态的一致性？

I'm strongly against the death penalty — it's an eye for an eye.

我不赞成死刑——这是以牙还牙的报复行为。

And to get you the support you need, we're enlisting all elements of our national power: our diplomacy and development, our economic might and our moral suasion, so that you and the rest of our military do not bear the burden of our security alone.

并给你们所须的支援，我们正徵召国家所有各种的力量：我们的外交及发展，我们的经济力量与道德劝说，所以你们与其他军人不须要孤独地负起国家安全的责任。