查询词典 context-sensitive help

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。

The characters of inflecting languages are studied in this thesis. An inflecting language oriented context-sensitive morphological analysis approach is presented. In this approach, not only formation, but also syntactic and semantic features are distinguished. Further more, the context in which a word appears is also considered.

本文对屈折语的形变特点进行了研究，提出了一种面向屈折语的上下文相关词法分析方法，依据单词的形态变化和语法、语义特性的相互约束关系，建立了形态和语法、语义之间的联系，有效地限制了词法规则的应用范围，从而避免规则的误用，使词法分析结果准确可靠。

Comes with extensive context-sensitive help and a set of templates to build your help files.

谈到与广泛的上下文敏感的帮助和一套模板来建立您的帮助文件。

For example, you can associate different help files with different programming languages: as you work, just press F10 for context-sensitive help.

例如，您可以联系不同的帮助文件与不同的编程语言：正如你的工作，只要按下F10为上下文敏感的帮助。

Need Help Webmail comes with a comprehensive, context-sensitive help system.

悉尼科技大学电邮户口的运作，有一个全面和文理相关的辅助系统。

Complete, Context-Sensitive Help Providessupport to help answer every question.

文档审核，寻找缺欠的响应以确保你的文档的完整性。

MetaTexis includes a comprehensive online help system with context-sensitive help for each dialog box.

MetaTexis 包含针对每一个对话框的，上下文相关的，全面的在线帮助系统。

To access the context-sensitive help for a dialog, click the Help button at the lower left corner of each MetaTexis dialog

使用一个与对话框上下文相关的帮助，点击对话框左下角的帮助键，或者使用键盘的F1键。

A context-sensitive help function using hypermedia techniques is very helpful, accordion to the state of the application, different help-texts are displayed.

超媒体技术的上与文敏感的帮助功能很有用，它针对应用的状态，显示不同的帮助信息。

Studied on sensitivities of C. ellipsoidea to kanamycin , Chloromycetin , Hygromycin , Streptomycin and Geneticin (G418), the results showed that C. ellipsoidea is not sensitive to Km, Str and Cm, 600μg/ml km, 600μg/ml Str and 200μg/ml Cm can not inhabited the growth of C. ellipsoidea. However, it is fairly sensitive to Hm, 100μg/ml can completely stop the growth of C. ellipsoidea on solid media. We also found that C. ellipsoidea was highly sensitive to G418, 30μg/ml and 15μg/ml can inhabit the growth of C.

通过5种基因工程中常用抗生素对小球藻生长抑制的研究发现：小球藻对卡那霉素、链霉素、氯霉素不敏感。600μg/ml的卡那霉素、600μg/ml的链霉素和200μg/ml的氯霉素仍不能抑制小球藻的生长；小球藻对潮霉素较为敏感，100μg/ml的用量可抑制固体培养中小球藻的生长；而对G418表现出高度敏感性，30μg/ml的G418即可完全抑制固体培养中小球藻的生长，15μg/ml的G418即可完全抑制液体培养中小球藻的生长。

A carrier gas such as nitrogen is directed through line 20 and valve 22 to connect with line 26 and mix with the gas sample.

如氮气之类的载体通过管线20和阀22引入，与管线26相通，与气体样品混合。

But for the most part, knaves and parasites had the command of his fortune

然而支配他的家产的大多是恶棍和寄生虫。