目标语言

In the course of English teaching, teachers are supposed to enable the students to use language in communicatively effective and appropriate ways.

近些年，语用能力的概念已经在语言教学中得到了广泛的认可，而获得语用能力也成了语言教学的重要目标之一。

844 Is a graduate introduction to programming theory, logic of programming, and computability, with the programming language Scheme used to crystallize computability constructions and as an object of study itself.

6.844是一份研究介绍程序理论、程序逻辑和运算逻辑，程序语言计划可以明确性的表达运算结构，也成为了学生学习程序语言计划的目标。

The key objective of the country's 25-year-old exception culturelle is ensuring that French-language music, film and other cultural products are not dominated by English-language imports. And a law passed in 1994 requires that French translations accompany any foreign phrases in state documents, business contracts and even advertising.

法国已实行25年的文化例外法的主要目标是确保法国的语言、音乐和电影等文化产品不受输入的英语语言影响。1994年，法国立法明文规定，在国家政府文件，商业合同，甚至广告词中有任何其他语种的原文必须附有法语译文。

Secondly, describing educational goal by using measurable behavioral language with the reference of the detailed description of education goal in the last two discussions concerning music education in universities and colleges to analyze the evaluative standards.

用可测量的行为语言来描述教学目标，参照最近两次相关的高师声乐教学目标讨论稿中的具体教学目标表述，探讨高师声乐教学中具体可测量的行为评价目标，即评价标准；三。

With the idea of students foremost, for everyone to success, with the spirit of seeking perfection by harmony and comity, with the objects for high quality education and founding famous unit, we'll make great progress in teaching, education research, strict organization and favourable service to form the school spirit of solidification, diligence, pioneer, lovingness, and aspiration, to form the teaching style of preciseness, cooperation, and innovation, to form the learning style of work, aggressiveness, thoughtfulness, and knowledge, to build the projects of education innovation in class teaching, of development in teaching research, of inner quality in the learning of arts, computer and English, of hardware in the equipments, to create "four- specialty" unit of teachers with special teaching skills, of students with extra abilities, of school with particular characteristics.

学校秉承"以人为本，为了每一个孩子的成功"的办学理念，以"尚美和合"精神引领各项工作，以"实施优质教育，创建区域名校"为目标，努力在教学、科研、管理、服务上进行不断的创新、探索。逐步形成了团结勤奋，开拓求真，尊师爱生、立志成才的校风；严谨扎实，协作创新的教风；刻苦勤奋，自主进取，思辨明理，全面发展的学风。大力实施以课堂教学改革为核心的创新教育工程；以教育科研为动力的可持续发展工程；以艺术语言、计算机语言和英语言为特色的现代人素质工程；以设施装备数字化为特征的硬件加速工程。扎实推进素质教育，形成了教师有特点，学生有特长，学校有特色，办学有特质的"四特"格局。

From the perspective of these three indispensable factors, this article replaces the traditional "new verse" with "modern Chinese poetry" concept to investigate the historical continuity, characteristics of Chinese and the ontic characteristics of the poetry within the evolvement of poetry.

这样，现代汉诗的发生首先就牵涉到与中国知识分子的现代性宏伟目标、与汉语、与"诗打的观念、与西方语言特征的复杂关系。但诗歌作为一种特殊的言说，它的"发生"又是在个体经验、诗歌语言和特定的艺术形式之间展开的。这样，当我们辨析从晚清至"五四以来的诗歌文本，就会发现古典诗与现代诗在经验、语言和形式之间冲突与互动的丰富形态。

Drawing on studies in intercultural communication, applied linguistics, pragmatics, sociolinguistics, discourse studies and other researches related to the studies of language, culture and communication, the author bases her ideology for interculturalizing ELT in China mainly on three lines of thinking: 1 the perception of language, communication and culture as triunity in language teaching and learning; 2 the understanding of the English teaching/learning process as dialogic interactions between the learner and the culture Other and between their pertaining linguacultures; 3 the rethinking of ELT in China as intercultural literacy education oriented towards intercultural speakership of the learner as a full-fledged member of the global community powered with intercultural communication competence in English.

本研究汲取了跨文化交际学、应用语言学、语用学、社会语言学、语篇分析及其他有关语言、文化和交际的研究成果，作者关于跨文化交际中国英语教学的思想主要建立在以下三个方面的认识：1语言、交际与文化在外语教学中应该被视为三位一体的统一体；2英语教学的过程是学习者与文化他者之间、以及他们各自相关的语言-文化之间对话性互动的过程；3中国英语教学应该是跨文化素质教育的重要组成部分和手段，其终极目标是把学生培养成为具有英语跨文化交际能力、在国际社会交往中运用自如、羽翼丰满的跨文化人。

The former refers to target language acquisition through few elements as yet unknown to the student, content which is generally understood with the help of previous knowledge and extralinguistic cues from the surrounding context.

前者是指目标语言习得的，通过几个因素作为未知给学生，内容是一般的理解与帮助以前的知识和extralinguistic线索，从周围的背景。

The former refers to target language acquisition through few elements as yet unknown to the student, content which is generally understood with the help of previous knowledge and extralinguistic cues from the surrounding context.

前者是指目标语言习得的，通过几个因素作为未知给学生，内容是一般的理解与帮助以前的知识和语言学之外的线索，从周围的背景。

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。

For a big chunk of credit-card losses; the number of filings (and thus charge-off rates) would be rising again, whether

年美国个人破产法的一个改动使得破产登记急速下降，而后引起了信用卡大规模的亏损。

Eph. 4:23 And that you be renewed in the spirit of your mind

弗四23 而在你们心思的灵里得以更新