language student造句
例句與造句
- tom : well, you're a good language student . what's your secret
湯姆：好啦，你是個(gè)口齒伶俐的語言學(xué)生。你有什么秘密武器？ - as a member of jingjiang foreign language students, we take part in all kinds of activities
每一位靖江外國語的學(xué)生都參與了英語節(jié)的各項(xiàng)活動(dòng)。 - he was an english language student and one of the men charged over his death was believed to be a classmate
萬是一名從中國來的學(xué)語言的學(xué)生，被控嫌疑人中有一個(gè)人是他的同班同學(xué)。 - and if you can't find one, start one yourself either with fellow language students or friends in your local community
如果找不到相關(guān)的課程，你亦可與同學(xué)或朋友自組一個(gè)英語會話練習(xí)小組。 - tom : your english is good . but when you're nervous, you get tongue-tied . that happens to many language students
湯姆：你的英文很好。但是當(dāng)你一緊張，你就會舌頭打結(jié)，很多語言學(xué)生都會這樣。 - It's difficult to find language student in a sentence. 用language student造句挺難的
- many university departments ask foreign language students or local translation agencies to translate their website content
許多大專院校系所會選擇以外文系學(xué)生或當(dāng)?shù)胤g公司翻譯其網(wǎng)頁內(nèi)容。 - we happily inform you, because of your fine application material, my school has resolved to enroll you to live as a language student in the area of chinese studies specialty
我們高興地通知您，精審核您的申請材料，我校已決定錄取您作為語言生到我校國教育尊院漢語系學(xué)習(xí)漢語專業(yè)。 - there are four sets of users for the website : ( i ) language students, ( ii ) teachers ( iii ) associate teachers, and ( iv ) schools and these users have their own areas on the website
網(wǎng)站有4種用戶：1、學(xué)習(xí)語言的學(xué)生；2、老師；3、合作老師；4、每個(gè)指定的學(xué)院（估計(jì)項(xiàng)目提供者是想一個(gè)語種一個(gè)學(xué)院）和用戶都要有自己的三分自留地。 - teachers who want to provide the most effective classroom experience for their second language students should consider this : no other type of language input is as easy to process as spoken language, received through listening
教師若想要提供給外語學(xué)習(xí)者最有效的課堂經(jīng)驗(yàn)，則應(yīng)牢記一點(diǎn)：沒有比藉由口說轉(zhuǎn)成聆聽到的注入性語言更容易處理。 - the combined use of these four classroom strategies, coupled with internet activities outside of the classroom, will assist the language student in becoming more familiar with the target language and relevant cultural information, while also ensuring an enjoyable experience in language acquisition
此四者之綜合運(yùn)用，加上課后之互聯(lián)網(wǎng)活動(dòng)，有助于語言學(xué)習(xí)者熟悉目標(biāo)語與相關(guān)之文化信息，同時(shí)確保語言學(xué)習(xí)之樂趣。 - the combined use of these four classroom strategies, coupled with internet activities outside of the classroom, will assist the language student in becoming more familiar with the target language and relevant cultural information, while also ensuring an enjoyable experience in language acquisition
此四者之綜合運(yùn)用，加上課后之網(wǎng)際網(wǎng)路活動(dòng)，有助于語言學(xué)習(xí)者熟悉目標(biāo)語與相關(guān)之文化資訊，同時(shí)確保語言學(xué)習(xí)之樂趣。 - to learn the language was not my motivation, but my decision to be majored in japanese language was influenced by a close friend of my mother's; that was last year in my high school, when a schoolgirl friend enrolled as j language student at bj second language university, and she learnt from mom's friend who advised me to try the same, though i was in the science stream, and a class representative for the english language class; never to my understanding this set life influence on my career
當(dāng)初選擇學(xué)日語的動(dòng)機(jī)并不是喜歡，媽媽最好的朋友的母親是日本人，在我高中畢業(yè)前一年的暑假，有一個(gè)跟她自學(xué)日語的同學(xué)考取了北京二外日語系，媽媽的朋友建議我也可以一試，當(dāng)時(shí)我在理科班，還是英語課代表，離高考就一年的時(shí)間，也不知哪來的勇氣，我決定改變方向，沒想到也就徹底改變了人生道路。 - while according to the researches by rubin ( 1994 ) and h . h stern ( 1975 ) which were based on the classroom observations of language students, high-proficiency ( hp ) learners are usually willing and accurate guessers . they are expected to perform quite well in an efl reading . therefore, the analysis on the differences between hp-and lp learners in using word attacking strategies ( wass ) becomes the main concern for this study . that is, l . do chinese high and low-proficiency efl learners use wass just as effectively
本文試圖通過閱讀中詞匯處理策略，了解學(xué)生現(xiàn)有語言水平的差異是否會影響到學(xué)習(xí)策略的選擇和使用，并通過對他們習(xí)慣和態(tài)度等元認(rèn)知因素的調(diào)查，進(jìn)一步探討造成這種差異的原因，所以，該研究想證實(shí)的問題是：1高水平和低水平的學(xué)生在運(yùn)用詞匯處理策略上是否有同樣的效率