查询词典 languages

In several of these countries, English is not the sole language: the Quebec province of Canada is French-speaking, most South Africans speak Afrikaans or Bantu languages, and many Irish and Welsh people speak Celtic languages.

在其中一些国家里，英语并不是唯一的语言，比如加拿大的魁北克省就是讲法语的，南非大部分地区讲一种南非荷兰语或班图语，许多爱尔兰人和威尔士人讲凯尔特语。

Afro-Asiatic languages Arabic are Semitic languages, the main passage in the Middle East and North Africa region.

阿拉伯语属于闪含语系闪语族，主要通行于中东和北非地区。

That is to say, I don't like agglutinative languages and inflecting languages.

就是说，我不喜欢黏着语和屈折语。

The data mining languages can be divided into three types: Inquire language, modeling language and all-purpose language. The first stage of data mining language is inquire languages, PMML is a modeling language, OLE DB for DM is a all-purpose language.

数据挖掘语言可以分为三种类型：查询语言、建模语言和通用语言，第一阶段的数据挖掘语言一般属于查询语言，PMML属于建模语言，OLE DB for DM属于通用语言。

"The results revealed dissociation between the two languages in terms of both the types and the magnitude of errors, pointing to aphasic symptoms in both languages, with Hebrew being the more impaired."

"该结果揭示了两种语言在错误类型与程度上存在无关性，两种语言均存在失语症状，希伯来语技能受损更重。"

Islands and the mainland is divided into two: an island on the left, use the Arawak language Arawak languages are Indian languages; are scattered on the mainland of Guyana, Venezuela and Brazil, the use of the phrase the Caribbean. No text.

分为海岛和大陆两支：海岛上的所剩无几，使用阿拉瓦克语，属印第安语系阿拉瓦克语族；大陆上的现散居圭亚那、委内瑞拉和巴西等国，使用加勒比语。

A subfamily of the Austronesian languages that includes the languages of ''.

美拉尼西亚之南岛语南岛语的一个分支，包括美拉尼西亚语

It currently supports 122 of the 139 languages named in ISO 639-1, 141 of the languages with two-letter codes from ISO 639-2 and another 30 languages with only three-letter codes.

目前支援了ISO 639-1里139种语言的122种，和ISO 639-2里用两个字母表示的语言141种及三个字母表示的30种。

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。

North Germanic languages , through the synonym "Nordic languages," comprises a group of modern languages spoken in Scandinavia and nearby lands.

Norse 是一个关于古斯堪的纳维亚的形容词，所谓古斯坎迪纳维亚，是指早期中世纪时期的瑞典，挪威，丹麦，法罗群岛，格陵兰和冰岛。

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。