- 更多网络例句与语言教师相关的网络例句 [注：此内容来源于网络，仅供参考]
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Chinese teachers understand that collegial interaction and support are necessary to develop their full potential as effective language teachers.
汉语老师懂得，要全面发展优秀语言教师的潜质，学院之间的交流和支持是很必要的。
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Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use rather than merely mechanical practice of language patterns.
他指出：如果语言教师能组织一些活动来吸引学生把注意力放在语言的意义上，使用所学的外语，通过交流来解决问题，那么语言学习就会自然发生。
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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。
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An old lady is going to leave her job and she wants to find a job as a language te acher in China.
一位老太太打算辞去她现有的工作，再在中国找一份当语言教师的工作。
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Laura Thissen is a language teacher currently traveling in Taiwan.
萝拉提森，语言教师，目前旅居台湾。
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And among many language teachers there exists considerable concern for more effective ways in vocabulary teaching.
和很多语言教师存在不小的关心更为有效的词汇教学方法。
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Tessie Naranjo and Sue-Ellen Jacobs have been directors of the Institute for about three years. One of the programs the Institute offers is for language teachers in the northern New Mexico pueblos. They teach children of all ages in area schools and adults at night.
这个学院所提供的项目中有一个是为北方新墨西哥普韦布洛印第安人培养语言教师的，这些教师在各个地区的学校里教各个年龄段的孩子们，并在晚上给成年人上课。
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It is very necessary for language teachers and learners to have some knowledge of motivation.
这是非常必要的语言教师与学习者有知识的动力。
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It is used to explain differences, similarities, impasses, technological transformations, political forms, and criminal behaviors.
身为语言教师的我们，被告知仅仅学习语言是不够的，我们必须同时体验文化。
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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。
- 更多网络解释与语言教师相关的网络解释 [注：此内容来源于网络，仅供参考]
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cognitive map：认知地图
第二,教师应给学生提供最佳接触语言的机会,以使学生能够内化(internalize)所学语言的基本规则,而要求教师应掌握学习的内容,提供学生在脑海里绘制"认知地图"(cognitive map)所需材料,并让学生自然形成语言能力.
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fluency：流利
强调"准确"(accuracy)时,教师要"教";强调"流利"(fluency)时,教师则变"教"为"练",通过启发诱导式的语言输入活动以及大量的语言表达实践来培养学生口头和书面表达能力,从而实现学生能够流利地交流思想的教学目标.
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Principal investigator：首席调查研究员
Post-doctoral Research Fellow 博士后研究员 | Principal Investigator 首席调查研究员 | Principal Language Instructor 首席语言教师
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Nonverbal Communication：非语言交际
非语言性道歉是通过语言行为以外的所有道歉行为,它是通过非语言渠道实现的,是不用言辞的道歉,属于非语言交际(nonverbal communication)的范畴. 在中国,如果一位学生不会回答教师的提问,他总会不好意思地用手搔一搔头以沉默、歉意的微笑对待之.
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preschool children：语言障碍筛查量表
创新型幼儿教师:innovative preschool teachers | 语言障碍筛查量表:preschool children | 幼师院校:School of Preschool Education
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Peter Sayer：澳大利亚北墨尔本学院经济学教授
Paul Sands, 澳大利亚北墨尔本学院继续教育学院主任,资深英语语言教师,硕士. | Peter Sayer, 澳大利亚北墨尔本学院经济学教授. | Barbara Graham Smith, 澳大利亚北墨尔本学院国际项目(语言项目)协调人.
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teaching assistant：教师助理
另外,课程大都由教师助理(Teaching Assistant)来教,而他们的教学水平参差不齐. 许多学生们抱怨他们根本听不懂从来自外国、语言缺乏训练的助教们说的蹩脚英语. 不过,这抱怨在美国高等院校中似乎非常普遍. 有一个讽刺助教们水平不高的笑话说:"一般的助教好像通过英语考试就可,
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Fred Genesee：第二语言课堂评估
第二语言教师教育 Jack C.Richards | 外语教学研究方法-教育统计学导读 James Ddan | 第二语言课堂评估 Fred Genesee
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Tricia Hedge：语言课堂中的教与学
语言教学中的教师进修 Donald Freeman | 语言课堂中的教与学 Tricia Hedge | 外语阅读技巧教学 Christine Nuttall
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Spencer Lisa Marie：澳大利亚拉筹伯大学英语语言教师,硕士
Lily Wang, 澳星国际咨询总裁,中澳国际保险学院高级顾问,博士. | Spencer Lisa Marie, 澳大利亚拉筹伯大学英语语言教师,硕士. | John Duffield, 澳大利亚北墨尔本大学教师、培训师.