外语

It is an intrinsic cause of promoting English learning, and it is an active psychological state when a learner is learning a foreign language.

它是推动外语学习的一种内部动因，是外语学习者在外语学习活动中的一种积极的心理状态。

There's a big difference between speaking it in class, and having conversations with other people learning and then being able to spend a lot of time in a country where I have the ability to practice that conversationally.

在课堂上说外语和在一个可以让我用对话的方式练外语的国家里学习外语是截然不同的。

Of the regulations and priniciples,the dialectal unity between theory and practice,which exits in the whole process of foreign language teaching,is the cardinal principle to be followed first.

外语教学作为一门科学，有诸多应当遵循的规律和原则，其中，理论与实践的辩证统一贯穿于整个外语教学活动始终，它是外语教学质量的根本保证，是外语教学活动首先应当遵循的根本原则。

It may increase the students' debilitating anxiety, decrease the feeling of self efficiency, and externalize motivation.

引 言 本文所谓的落后地区系指外语教育水平落后，外语教学条件简陋，且外语师资薄弱的地区。

In this article, the theory of humanism is described and its application in foreign language teaching explained with the purpose to sensitize language teachers to the awareness of the human relations, which is an important factor in language teaching. It is therefore important to create a social and affective climate in the language class.

本文描述了"以人为本"的外语教学理论，论述了其对外语教学实践的启示，阐明了人与人之间融洽的关系在外语教学中的重要性，指出在课堂上建立一种情感氛围可为学生提供一个良好的学习环境。

This thesis is based on how to bring the initiative of both the teacher and the students into full play in the process of foreign language teaching and puts forward the theory of tricombination of pedagogy, foreign language teaching methodology and psychology to put equal emphasis on the nonintellectual factors, such as motives, interest, emotions, determinations, classroom atmosphere and personality as well as the intellectual factors like senses, memorization, thinking and imaginations.

本论文以充分发挥外语课堂教学中教师与学生的主体性为出发点，改变传统外语教学的理论基础&二结合&，提出教育学、外语教学论和心理学的&三结合&，把外语知识、技能的教学纳入符合教学心理规律的轨道，既重视外语教学中的智力因素（感知、记忆、思维、想象等），也不忽视教学中的非智力因素（动机、兴趣、情感、意志力、课堂气氛、个性特点等）。

the recent years, in our country higher education reform presented the serious marketability and is eager for quick success and immediate gain the phenomenon is the modern teaching art research one which of substantial clauses desalinates unprecedentedly.

从网络外语教学研究现状看网络外语教。。。教学日志：外语教师反思性教学的有效。。。近些年，我国高等教育改革中出现了严重的市场化及急功近利现象是现代教学艺术研究被空前淡化的重要原因之一。

Saito, Horwitz and Garza (1999) put forward the construct of FLRA for the first time,including the specific foreign language reading anxiety scale to measure it. They regarded FLRA as a language-skill-specific anxiety, which changes with native language-target language pairing in terms of writing system and culture, and relatively independent of general foreign language anxiety.

Saito， Horwitz 和Garza (1999)首次提出了外语阅读焦虑的构想，阐明外语阅读焦虑与普通的外语学习课堂焦虑既有联系又有区别，是一个因母语与目标语书写系统和文化而异的特定技能型焦虑，并编制了外语阅读焦虑量表进行测量。

Foreign language test has been applied to measure the test taker s language abilities in foreign language teaching as well as in our society.

外语测试不仅运用于外语教学过程中，而且被社会广泛地用作衡量外语能力的手段，测试结果成为评估外语能力最重要的参考指数。

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。

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。