后天的

Now that the connatural intellectual factors are unchangeable, non-intellectual factors play an important role in English study.

先天的智力因素是无法改变的，而后天的非智力因素却具有很大的可塑性。

Aimed at the phenomena that students have no interest in learning, the writer has made an analysis and expatiation.

心理学家认为：学习兴趣不是天生的，而是在后天的环境和教育的影响下产生和发展起来的。

More and more research show the leadership is not inborn, people can completely get this kind of ability through the postnatal effort.

愈来愈多的研究显示，领导能力不是天生的，人们完全可以透过后天的努力获得这种能力。

I feel these are not important, to us, because this is Ma Yun,the wisdom that possesses alone is enraged with brave, it is the result that increases acquired effort study inherently, these we cannot be rivalled to it.

我觉得这些都不重要，对于我们来说，因为这是马云独具的聪明和勇气，是天生加上后天的努力学习的结果，这些我们都无法与之媲美。

Some adult dyslexics may already have their own well acquired strategies to be able to read and cope up with their problems.

一些成人诵读困难，可能已经有了自己的以及后天的战略，以便能够读取和应付了他们的问题。

The creative thinking is refers to fills the creative thinking process, it both will have certain congenital physiological foundation, and needs day after tomorrow's science understanding and the raise.

创造性思维是指充满创造性的思维过程，它既有一定的先天生理基础，又需要后天的科学认识和培养。

My software teacher told me that he had got an air ticket for his depareture the day after tomorrow, which means that the busiest period of this year will be over soon.

我的软件老师告诉我，他已经拿到了后天的机票，这意味着今年第一个最忙的阶段就要结束了。

Unsurprisingly they found that nurture, in the form of experience, counted for a lot.

不出所料的是，他们发现了后天的教育以经验的形式占了很大因素。

There are other ways to name this comparison: constant vs. variable, or a priori knowledge vs. a posteriori knowledge.

还有其他的方法来命名的比喻：常量与变量，或先验知识与后天的知识。

Pg. 221: All my experience taught me that leaders are made, not born.

我的所有经历告诉我：领导者不是天生的，而是后天的。

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。