查询词典 multilingual

We offer Online Multilingual case recording sheet, Automatic Repertorisation from 29 repertories, Complete online clinic management, Alerts, e-mail service, which saves upto 85% of your time and energy .

我们所提供的在线多语种的情况记录单，自动repertorisation来自29个汇编，完成网上诊所管理，警报，电子邮件服务，可节省最多到85 ％，你的时间和精力。

We offer Online Multilingual case recording sheet, Automatic Repertorisation from 29 repertories, Complete online clinic management, Alerts, e-mail service, which saves upto 85% of your time and energy .

我们提供的在线多语种的情况记录单，自动repertorisation来自29个汇编，完成网上诊所的管理，警报，电子邮件服务，从而节省最多的85 ％，您的时间和精力。

This expansion is the first step in the selection of a large enough base of the circle, and then to the crowd with the expansion of languages, the ultimate development of multilingual (such as Facebook launch Chinese website).

这种扩张的步骤在于首先选定一个足够大规模基数的圈子，然后向同语种人群扩张，最终发展中多语种(如Facebook推出中文网站)。

We are the multilingual Mandarin Baptist Church of Pasadena, affiliated with Southern Baptists worldwide.

本教会以多种语言来服事，是参与美南浸信会联会的一成员。

When you're looking through the available accommodation, a 'good' hostel will tend to have a friendly staff and multilingual reception and no strict rules and curfews.

当你翻阅现有的住宿，'好'的宿舍将倾向于拥有友好的工作人员和多语种接待，没有严格的规则和宵禁。

Experience turnings in aesthetic impression brought by modern multilingual environments and provide reference theory statement for the developing Modern Blue and White.

体验当代多元文化语境对现代青花装饰带来的审美意象的转向，为发展中的现代青花装饰艺术提供可参考的审美特征的理论阐述。

Plus, I have bilingual and even multilingual ones, such as my two-volume Hebrew-Greek-Latin.

我还有一批双语和多语词典，如两卷头的《西伯莱语-希腊语-拉丁语词典》。

Software Description: About Actual Installer, In just about 5 minutes, you can create a single-file multilingual setup application with a small installer size.

Actual Installer 在5分钟在内你就可以创建一个小尺寸的单个文件多语言支持的应用软件安装包。

For this we spent a lot of time to consolidate this platform, include to do a test to more than 10000 Internet bars, roll out Vietnam version to undertake multilingual ability test wait; The 2nd my hope completes the application that characteristic turns through the partner.

为此我们花了很多时间来巩固这个平台，包括到一万多个网吧做测试、推出越南版本进行多语言能力测试等；第二我希望通过合作伙伴来完成特色化的应用。

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。