查询词典 foreign language

Since the 1970s, studies in English teaching and learning have shifted their main concern from teaching to learning. One sequence of this shift is the focus on the use of language learning strategies in second and foreign language learning.

自二十世纪七十年代以来，英语教学逐渐从关注教师如何教转向关注学生如何学，语言学习策略的研究因此应运而生。

You can't overemphasize the importance of spoken language when you study English as a foreign language.

当你把英语作为一门外语学习时，怎么去强调口语的重要性也不过分。

The course of inter-and intra-language integration was taken as an important parameter for the semantic representation to be accessed in all our experiments with the bilingual subjects of different proficiency of the foreign language .

在实验中，我们始终强调语境对语义的制约作用，将语言内和语言间的语义整合的时间进程作为双语语义表征和语义通达的最重要指标，对不同程度的汉英双语者进行研究。

The target language input plays a significant role in the process and outcome of foreign language teaching and learning.

目的语的语言输入在外语教学中起着非常重要的作用，并直接影响着教学效果。

You have to unlearn the habits you have acquired in your native language in order to master the habit you need to speak a foreign language.

你必须忘掉母语中的表达习惯，努力去掌握你所学外语的表达习惯。

English course standard point out clearly, in foreign language education, culture is the historical geography that shows place learns language country, local customs, traditional art of consuetudinary, lifestyle, literature, travel

英语课程标准》明确指出，在外语教学中，文化是指所学语言国家的历史地理、风土人情、传统习俗、生活方式、文学艺术、行

The improvement and enhancement in foreign language teaching relies on the understanding for learning process,but the errorless analysis theory shows learning process by analysis on language errors.

外语教学的改进与提高依赖于对学习过程的理解，而错误分析理论正是通过分析学习者所出现的语言错误来揭示语言学习过程的。

The improvement and enhancement in foreign language teaching relies on the understanding ior learning process , but the errorless analysis theory shows learning process by analysis on language errors .

外语教学的改进与提高依赖于对学习过程的理解，而错误分析理论正是通过分析学习者所出现的语言错误来揭示语言学习过程的。

This paper is intended to discuss the deserved position of teaching grammar and metalinguistic knowledge in communicative language teaching, and the appropriate amount of L1 and L2 intervention in foreign language learning.

语法与元语言知识的教学以及母语的正迁移作用是交际法教学中经常被忽略的问题。

In a monolingual country, the language one learns is a foreign language.

在一个单语国家的语言是一个学习一门外语。

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。