查询词典 foreign language

The commonalty foreign language studying books and foreign language tool books of XX have been widely recognized by the readers.

XX 的大众外语学习图书及外语工具书得到读者的广泛认可。

Because of the complicatedness of foreign language learning motivation , foreign language teachers and researchers should stimulate and cultivate learning motivation in students from different angles .

由于外语学习动机的错综复杂，外语教师和研究学者应从多个不同的层面激发和保持学习者的学习动机。

In the teaching of Chinese language as a foreign language,the study of the classifiers should run through from the elementary courses to the intermediate and advanced courses. The teacher should lead the foreign students to acquire the knowledge of the classifiers,such as the basic syntax function,the two-way selection with the nouns,the gemination,the usage of being qualified by adjectives or adverbs,and the synonym discrimination.

对外汉语个体量词教学应贯穿在从初级阶段到中高级阶段的全过程中，由简入繁、循序渐进地引导留学生学习个体量词的基本语法功能、与名词的双向选择、重叠用法、受形容词和副词修饰的情况以及近义辨析等等。

One day when i worked in the watermelon, The worker's propagandistic group of Beijing foreign language university came to enroll students,and rescuited me, so i became a work-farmer-solider member of english department in Beijing foreign language university.

有一天正在西瓜地里干活，北京外语学院工宣队的来招生，把我叫了过去。于是，我成了北外英语系的一名工农兵学员。

Based on literature review, the fundamental trend of foreign language teacher professional development theory seems easy to find out, and the hypotheses--"tool" and "subject" psychological orientations in teacher professional development have also been put forward. Guided by the theoretical hypotheses, we design a questionnaire about teachers' attitude toward their own professional development and distribute them to almost 300 foreign language teachers at middle schools in many provinces.

我们通过对相关文献的横向和纵向梳理，廓清了外语教师专业发展理论的基本走势，并且提出外语教师专业发展心理存在着两种倾向性——"工具性专业发展"和"主体性专业发展"假说。

Based on literature review, the fundamental trend of foreign language teacher professional developmenttheory seems easy to find out, and the hypotheses--"tool" and "subject" psychologicalorientations in teacher professional development have also been put forward. Guided by the theoretical hypotheses, we design a questionnaire about teachers attitude toward their own professional development and distribute them to almost 300 foreign language teachers at middle schools in many provinces.

我们通过对相关文献的横向和纵向梳理，廓清了外语教师专业发展理论的基本走势，并且提出外语教师专业发展心理存在着两种倾向性——"工具性专业发展"和"主体性专业发展"假说。

Because this serves as the teacher of tuitional foreign language, want tuitional language knowledge not just on classroom, still answer to introduce foreign culture to the student, timely, moderate land guides into travel culture.

因此作为讲授外语的教师，在课堂上不仅仅要讲授语言知识，还应向学生介绍外国文化，适时、适度地进行文化导入。

If we expect the student in the classroom to have the fluency of a six-year-old child, the student should listen to the foreign language for 55 years of college instruction and the students should have the opportunity to vocalize in the foreign language for 81 years of college instruction.

如果我们期望教室里的这个学生达到6岁小孩的流利水平，这个学生就得接受55年的大学教育，坚持听外语；要接受81年的大学教育，才有6岁小孩那么多的发生机会。

This thesis is based on how to bring the initiative of both the teacher and the students into full play in the process of foreign language teaching and puts forward the theory of tricombination of pedagogy, foreign language teaching methodology and psychology to put equal emphasis on the nonintellectual factors, such as motives, interest, emotions, determinations, classroom atmosphere and personality as well as the intellectual factors like senses, memorization, thinking and imaginations.

本论文以充分发挥外语课堂教学中教师与学生的主体性为出发点，改变传统外语教学的理论基础&二结合&，提出教育学、外语教学论和心理学的&三结合&，把外语知识、技能的教学纳入符合教学心理规律的轨道，既重视外语教学中的智力因素（感知、记忆、思维、想象等），也不忽视教学中的非智力因素（动机、兴趣、情感、意志力、课堂气氛、个性特点等）。

My name is Jiang Cuizhu, English name is Sisi. I have worked for Shitong Foreign Language School three years since I graduated from the Dalian Foreign Language School .

03年我从大连外国语学院毕业，一直从事教育工作，二年前我来到世通外语，一直从事于班主任的工作。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。