情感

But displaying themes in Christianity and using bible language do not imply that the authors have religious thoughts or they are Christians. It is true that most authors select and approve Christian value rationally, but they can not give up traditional cultural factors in emotion. Thus, in hesitating and maundering they keep a distance from Christianity initiatively. A small portion of authors were intimate with Christianity emotionally and christianized once, but they were not solid enough to defense against outside political pressure and various allurements of historical philosophy. Therefore they estranged from, even gave up their believing.

但作家们表现基督教题材，使用圣经语言，并不表明他们已经拥有自己的宗教思想或者基督信仰，事实刚好相反，大部分作家在理智方面选择、认同基督教的价值理念，情感上却丢弃不了传统的文化因素，于犹疑、徘徊中自觉地与基督信仰保持距离；一小部分作家一度在情感上亲近并皈依基督信仰，却很难抵御外部政治环境的压力和各种历史思想的诱惑，自觉地疏远甚至放弃自己的信仰。

Results: boys and girls of junior middle school have remarkable differences on neuroticism and psychoticism , On the mood the girls is more stable and less obstinate than boys ; parental rearing pattern is influenced by the children's gender, the amount of children and the parents' occupation and the level of education ; Parental emotional warmth and understanding was significantly negatively correlated with children's neuroticismand psychoticism, parental severe punishment , excessive interference and rejection was significantly positively correlated with children's neuroticism and psychoticism, father's emotional warmth and understanding was significantly positively correlated with children's introversion and extroversion,mother's preference for children was significantly negatively correlated with children's introversion and extroversion.

结果：初中男女生在N和P上存在显著的性别差异，女生比男生情绪更稳定，男生比女生更倔强；父母教养方式受子女性别、独生子女及其自身职业、文化程度等多种因素的影响；父母的情感温暖理解与子女的神经质N和精神质P呈显著的负相关，父母的惩罚严厉、过分干涉、拒绝否认与子女的神经质N和精神质P呈显著的正相关，父亲的情感温暖理解与子女的内-外向E呈显著的正相关，母亲对子女的偏爱与子女的内-外向呈显著的负相关。

Music is emotion show people be good at most , arouses emotion resonance artistic form.

音乐是最善于表现人们情感，引起情感共鸣的艺术形式。

Acquaintance. The strongest motives, the most furious passions,fear, hatred, and resentment, are scarce sufficient to balancethis natural disposition to respect them: and their conduct must,either justly or unjustly, have excited the highest degree of allthose passions, before the bulk of the people can be brought to

最强烈的动机，最激烈的情感、恐惧、仇恨乃至怨怒，都不足以抗衡对他们自然而然的尊敬之情：在民众被唤起以暴力反抗他们，或想亲自目睹看他们遭到惩罚或废黜之前，他们的行为，公正也好，不公正也罢，无论如何都早已最大限度地激发出那些情感。

That kind of strong feeling of 'I' or self opposes some of our negative emotions.

是那种对於「我」或自我的强烈情感，跟我们某些负面的情感相抗衡。

I. e. conform and doing shopping type motive, pigeonholing and belonging to type motive, amusement and emotion type motive, practice that slowly and visiting friend type motive, friend-making and chasing the star type motive and exploring and bunting the strange motive, but the university student most main traveling motives are seeking knowledge motive, the slow pressure with the ownership motive, the entertainment and the emotion motive, practice and visits friends the motive.

结果 发现大学生旅游动机为六大类型，即从众与购物型动机、缓压与归属型动机、娱乐与情感型动机、实践与访友型动机、交友与追星型动机和探险与猎奇型动机，其中求知动机、缓压与归属动机、娱乐与情感动机、实践与访友动机是大学生最主要的旅游动机。

Pinnacles. The music is emotion- and who can really clearly relay emotions

极点，这个音乐就是情感，到底又有谁能把这般清楚深刻的情感换成文

Language teaching process not only is "proselytizes, instructs, dispels doubt" the cognition process, also is one influences the student sentiment, guides the student to move towards the proper way the emotion process, the emotion in to forms ability, in the custom conversion process from the cognition the vital intermediary role.

语文教学过程既是一个&传道、授业、解惑&的认知过程，又是一个陶冶学生情操，引导学生走向正途的情感过程，情感在从认知到形成能力、习惯的转化过程中起着重要的中介作用。

Active psychologies and the passive ones lead to completely different teaching effects, especially in the Chinese teaching classes.

在教学活动中，积极的情感与消极的情感会导致迥然不同的教学效果。

The sensitivities of English teachers have a great effect on the students' learning motivation, interest and results.

情感是影响语言学习行为和效果的重要因素，发展积极情感是语言教学的目的之一。

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。