后天的

Vt.仿制,模仿 17 Implicit within Tylor's definition is the concept that culture is learned, shared, and patterned behavior.

泰勒的文化定义蕴含着这一概念，即文化是后天习得的，人类共有的，被模仿的行为。

But university student rights and interests protection mechanism being congenitally deficient incapably will cause this contradiction with the day after tomorrow to be more prominent.

这种现象背后隐藏的是高校管理失范和大学生维权意识逐渐增强的矛盾，而大学生权益保护机制的先天不足和后天无力使得这一矛盾更加突出。

Dr. Joyner points to cultural influences in sports.

Joyner指出后天训练对运动的重要影响：我认为今天肯尼亚人和埃塞俄比亚人所取得的优异成绩是在高海拔下训练的结果。

O Neill s misogyny is not inherent,but the product of external environment.

奥尼尔的"厌女症"并不是与生俱来的，而是后天环境的产物。

This is the most important, there is no natural-born genius, are taught from the day after tomorrow.

这是最主要的，没有天生的天才，都是后天教出来的。

The behavior of human beings is resulted by learning ,but the behavior of animals depends on instinct .

人的行为主要是后天习得的产物，然而，动物的行为主要依靠本能。

Human behavior is mostly a product of learning, whereas the behavior of an animal depends mainly on instinct .

人类的行为通常是后天学习的产物，而动物的行为则主要取决于本能。

Human behaving are mainly the product of ..,however,the behaviour of animal mainly depend on instinct

人的行为主要是后天习得的产物，然而，动物的行为主要依靠本能。

Human behavior is mainly a product of acquired learned, however, animal rely mainly on acts of instinct .

人的行为主要是后天习得的产物，然而，动物的行为主要依靠本能。

Human's behavior is mainly results of after-borning practise,while animal's is rely on instinct.

人的行为主要是后天习得的产物，然而，动物的行为主要依靠本能。

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。