查询词典 major part

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。

In April 1976, at an unpublicised meeting of eight major public schools, the heads dined in the warden's lodgings (dining is an essential part of such meetings) and discussed the threats posed by "rising fees, falling numbers and political hostility". The unspoken agenda was that their schools must survive even if others went to the wall.

最优秀的私立学校Westminster，并且在那段艰难的时期胜任其职。1976年4月，八所主要的公立学校的首脑秘密的在监管人的公寓里一边用餐（用餐是这种会议的重要组成部分）一边讨论由&增收费用，学员流失和政治斗争&而引发的威胁，当时，会议秘而不宣的议程就是：即使其他的学校都垮台了，他们的学校也必须要存活。

The handsome, charming, ambitious Rae may have been principally interested in selling himself, but he was devoted to Westminster, arguably London's finest private school, and he served it well at a difficult time. In April 1976, at an unpublicised meeting of eight major public schools, the heads dined in the warden's lodgings (dining is an essential part of such meetings) and discussed the threats posed by "rising fees, falling numbers and political hostility". The unspoken agenda was that their schools must survive even if others went to the wall.

帅气、迷人、雄心勃勃的Rae主要的兴趣可能是推销自己，但是他还是把自己奉献给了伦敦可以认为是最优秀的私立学校Westminster，并且在那段艰难的时期胜任其职。1976年4月，八所主要的公立学校的首脑秘密的在监管人的公寓里一边用餐（用餐是这种会议的重要组成部分）一边讨论由&增收费用，学员流失和政治斗争&而引发的威胁，当时，会议秘而不宣的议程就是：即使其他的学校都垮台了，他们的学校也必须要存活。

The major obstacles were the Siegfried Line, the city of Aachen, and the northern part of the Hurtgen.

主要的障碍是齐格菲防线，亚琛市，以及北侧的霍根森林。

University major in computer science, three years of part-time work in a computer software comp any.

在大学主修计算机科学，在计算机软件公司兼职三年。

Amsterdam unveiled plans Saturday to close brothels, sex shops and marijuana cafes in its ancient city center as part of a major effort to drive organized crime out of the tourist haven.

阿姆斯特丹政府于星期六公布了关闭其老城区中心的妓院、情趣商店和大麻咖啡店的决议，希望将集团犯罪赶出这个旅游天堂。

Sona pani is part of the complex of glaciers at the Rohtang pass that feed two major rivers: the Beas River , which flows through the Kullu Valley, and the Chenab River , which flows through the Lahaul valley.

黄金水线仅仅是罗唐关口复杂的冰川问题的一小部分而已。这里孕育着两条重要的河流，一条是流经库鲁山谷的比亚斯河，而另一条则是流经拉胡尔山谷的奇纳布河。

"ANU takes as part of its core mission the task of tackling the major problems we face in Australia as well as those faced by the world community," said ANU Vice-Chancellor Professor Ian Chubb.

国立大学校长 Ian Chubb教授表示：&国立大学将应对这一澳大利亚乃至整个地球村所面临的重大挑战视为己任。&

Less than 24 hours later another major earthquake shook communities in another part of the island Thursday, triggering more panic among local residents and tourists.

不到二十四小时后，周四另一个大地震摇晃了岛上的另一部分，引发当地居民与游客恐慌加剧。

The major work in this paper has been carried out in the following three aspects: The first part deals with theoretic model of the mid-latitude ionospheric E layer.

具体而言，本文主要进行了三个方面的工作：第一部分涉及中纬电离层E层理论模式。

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。