查询词典 domination

But they lack even the figleaf of an excuse that a Mittal takeover of Arcelor could lead to domination of strategic national interests by a foreign power.

但他们甚至缺少作为借口的遮羞布，他们没有说米塔尔收购阿塞洛，可能会导致国家战略利益被外国势力支配。

But many Libyans who lived under Italy's domination find it difficult to forget.

但是许多曾在意大利统治下的利比亚人发现忘记很困难。

But many Libyans who lived under Italy's domination find it difficult to forget.

但很多经历过意大利统治的利比亚人认为这些是很难忘却的。

But many Libyans who lived under Italy's domination find it difficult to forget.

但是很多经历了意大利统治的利比亚人发现很难忘记。

But many Libyans who lived under Italy's domination find it difficult to forget.

但是很多曾经生活在意大利统治下的利比亚人觉得难以忘却。

But many Libyans who lived under Italy's domination find it difficult to forget.

不过，许多经历过意大利统治的利比亚人觉得，过去的仇恨很难忘却。

But many Libyans who lived under Italy's domination find it difficult to forget.

但是很多经历过意大利殖民统治利比亚人民觉得要忘记这些非常困难。

Market domination tends to lull the leader to sleep; monopolists flounder on their own complacency rather than on public opposition.

市场独占常使领导人沉醉其中，而独占事业的危机往往不在于公共大众的反对，而在于其本身的自鸣得意。

Because the Earth the planetary system center of the place the sun, under the domination of "too very" energy field produce by its fixed star.

由于地球所处的行星系中心太阳，在其恒星所产生的&太极&能量场的支配之下。

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 split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。