外语

There is very few esthesia of foreign language, feel more strange, and daily life lacks the corresponding language environment again, result in, study foreign language can not be yet " said " for many years often.

对外语的感知非常少，倍感陌生，而日常生活又缺乏相应的语言环境，所以常常导致学了多年外语仍然"听不懂""说不出"。

Productivity is an important part in FL learning.

外语输出能力的发展是外语学习中的重要方面。

dictation is an effective means of fl teaching as well as teaching evaluation.

听写既是有效的外语教学评估手段，也是有效的外语教学手段。

The paper also sheds light on the trend in development of multimedia aided fl learning in the future.

基于对外语多媒体教学现状的分析，本文同时对外语多媒体未来的教学发展进行了合理而大胆的展望。

Gestalt psychology helps us to understand the relation between the parts and the whole, and help us to make good use of the relation in language teaching.

格式塔心理学使外语教师认识到整体与部分之间的关系，并把这种认识运用到外语教育之中。

Those who have finished studying the courses required by CNTC and obtained the required credits, will get the Graduation Certificate of CNTC, printed by China Ministry of Education, electronically registered on internet web and recognized by the state as regular full-time graduates or three-year grogram graduates and those qualified graduates of four –year program will get the Certificate of B.A.issued by SISU after application as per the regulations concerned.

学生修完学院规定的课程并获得应修学分，将发给由教育部统一印制、网上电子注册、国家认可的四川外语学院重庆南方翻译学院全日制普通本科毕业证书，符合学士学位授予条件的本科生，经本人申请，按国务院学位委员会和学校的有关规定，颁发四川外语学院学士学位证书。

It is with the aim to provide them with a thorough and complete explanation of the heterology of the two passive constructions that we made this contrastive study, and we also hope that it will be helpful to the translators and foreign language teachers as well.

正是由于这个原因，我们将汉英这两种被动结构从根本上进行对比分析，从语言和思维的宏观角度解释造成关于两种被动结构的异质性的直接原因，希望可以为外语学习者提供一个全面而详细的解释，同时也希望可以有助于翻译者和从事外语教学的教师对汉英被动结构乃至汉英两种语言在句法层面的差异的全面认识。

The analysis of data may provide answers for the following questions:(1) Judging from their knowledge and understanding of culture, what are the features of EFL learners'"interculture behavior system"(2) What are the different cultural patterns of the learners'"interculture behavior system" Can we regard these patterns as a co-culture or several co-cultures under the dominant first or second culture (3) How will the learners' individual background influence their "interculture behavior system"

主要回答以下问题：(1)从对于文化的知识和理解上看，外语学习者的"中介文化行为系统"有哪些特征(2)外语学习者的"中介文化行为系统"包括哪些不同文化模式这些文化模式是否可以被看作主导文化下的群体文化(3)学习者的个人背景会怎样影响其"中介文化行为系统"

This paper discusses the interlanguage pragmatic competence of foreign language learners from three perspectives: definition, teaching, and testing.

本文从定义、教学和测试三个方面讨论了外语学习者的外语语用能力。

Language strategy training is an important means to the end of leaner autonomy in foreign language teaching .

外语学习策略训练是达到学生自主学习这一外语教学目标的重要手段。

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。