语言能力

It is feasible and effective to cultivate L2 learners' metaphoric competence by making full use of the cognitive function of metaphor.

在二语教学中，利用隐喻的认知功能，广泛阅读含有丰富隐喻表达的语言材料，进行含有隐喻表达的语言练习，以培养学习者的隐喻能力，不仅是可行的，而且也是高效的。

It shows the setting of English language racily to learner, create for learner true, the environment that learns English language, make learner can better rise hear of ability.

它向学习者直观而生动地展现英语语言的背景，为学习者创造真实的、学习英语语言的环境，使学习者能够更好提高听说能力。

The larger part of the article gives a brief account of the authors' main viewpoints about the state in American linguistic studies. First of all, they point out the one sidedness and shortcomings in U.S.

本文首先介绍原书作者从译者角度指出美国语言学特别是结构对比语言学和转换生成语言学研究的片面性和缺点：前者重点研究语言范畴形式的对应问题，后者重点研究单一语言的生成能力，均缺乏译者所迫切需要的词语在语篇语境中的语义研究。

At other times, man's specking capacity or the correct use of language were implied when language was discussed.

其他时期里，当提及「语言」的时候，则暗示了人类的言语能力或是语言的正确使用。

The total of 13 children with autism who had been assessed in 3~5 years of age on intelligent and nonverbal communication skills are re-assessed in 9~11 years in this study. The follow-up assessment used the Wechesler Intelligence Scale for Children-III, Peabody Picture Vocabulary Test-Revised, Language Test for School Age Children- Revised, Vineland Adaptive Behavior Scale, and Early Social Communication Scales- Revised.

研究对象为13位9至11岁的自闭症儿童，他们在学龄前（3~5岁）曾经接受智能与非语言沟通能力的测量，本研究以魏氏儿童智力量表第三版、修订毕保德图画词汇测验、学龄儿童语言障碍评量表修订版、文兰适应行为量表中文版、以及早期社会沟通量表修订版进行追踪评估。

Talk of negotiation person runs through the entire process in negotiation , state , arrive at fierce higgling from the negotiation opening, sign again to final signing , requiring that stronger oral language expressing and characters language rightness are proper wielding an ability.

谈判者的&谈&贯穿于谈判的整个过程，从谈判的开局陈述，到激烈的讨价还价，再到最后的签字画押，都需要较强的口头语言的表达和文字语言的正确恰当运用能力。

Starting from the analysis of the relations between culture, language and crosscultural communicative ability, this paper points out that the current situation of overemphasizing language instruction while neglecting the teaching of cultural knowledge must be changed.

本文从分析文化、语言、跨文化交际能力的关系入手，指出在大学英语教学中必须改变片面强调语言知识教学，忽视文化知识教学的现状，阐述了大学英语教学中导入文化教学的必要性、可行性以及文化教学的目标和内容。

It also probes into the ways to improve students' pragamatic ability in foreign language teaching.

学习语言的最终目的是提高语言的语用能力。

After simple introducing the relationship between culture and language, the writer lists the studies on basic color terms, animal words, intercultural competence and an overview of culture and language teaching respectively in China and abroad.

在对文化和语言的关系做简单阐释后，作者对中外基本颜色词，动物词，跨文化交际能力及文化与语言教学的研究成果加以陈述。

Constructivism advocates "a student-centeredlearning under the guidance of teachers". They agues that knowledge is not taught bythe teachers, but is acquired in a certain situation, that is, in the social and culturalbackground, through the Construction of Meanings by using the necessary materialsfor study, with the help by others (including teachers and learning partners). Theystress to create a variety of real language environments for the students, and pay muchattention to training the students actual ability of using the language. Its theory hasgreat inspiring and guiding significance in organizing teaching and compilingteaching materials.

建构主义提倡&教师指导下的，以学生为中心的学习&，认为知识不是通过教师传授得到的，而是学生在一定的情境即社会文化背景下，借助其他人的帮助，利用必要的学习资料，通过意义建构的方式获得的，强调为学生创设真实多样的语言环境，重视培养学实际运用语言的能力，其理论对组织教学、编写教材富有启发和指导意义。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。