Question

100分跪求英语达人翻译 不要机翻得 急用

自二十世纪七十年代以来，二语习得的研究重点从对教学法的研究转移到对学习者个体的差异研究上。在影响学习者个体差异的学习环境、性别、年龄、动机、态度、策略、个性特点、认知、情感因素等诸多因素中，学习动机和策略是影响外语学习成效的最重要因素之一。到目前为止，许多国内外研究者运用观察、访谈、问卷调查等多种方法，对学习动机和学习策略作了广泛的研究，国外研究者大都经过各项理论和实证研究提出各种理论和模式，如Gardner(1972)和他的同事得出的“工具型动机”和“融合型动机”的动机分类方法，后来发展成经典社会教育模式；Deci&Ryan(1985)提出重要的自我决定理论，还有Pintrich& Schunk的期望值动机理论和Locke＆Latham的目标动机理论等等。
学习动机是推动学生进行学习活动的一种内部动因，它是激发和指引学生进行学习的各种需要的总称。动机一旦形成，它不仅使学生对所学内容有一定的指向性，即有主动积极的态度，对学习的兴趣，集中的注意；而且也有一定的动力使注意状态保持下去，在遇到困难时有克服困难的意志力。
张亚玲（1994）认为中国大学本科生英语学习动机主要有七种类型——内在兴趣、成绩、情境、出国、社会责任、个人发展和信息媒介。华惠芳（1998）认为学习动机在激发和培养外语学习能力方面起到了关键的作用，主要方式也可分为以下四点：1.明确学习目标 2.培养自我的学习兴趣 3.学生掌握学习策略，使学生会会学习 4.改革教学
首先要运用好商务英语，还要学习相关的商务专业知识，熟悉国际商务活动中的通常做法及表达用语，并大量阅读各种中外商务报刊杂志，了解经济发展动态及文化差异。教师在学习材料的选择上不应以一本教材为依托，上应做到一定程度的广泛性，所选的材料要涉及经济、贸易、经融、旅游等各个领域，要涉及商业信函、文件、图表等不同文体。只有这样才能让学生对商务知识进行较全面的了解，真正体现商务英语教学的内涵——从英语中学专业。江晓红（2003）认为同时教师应转变传统教学观念,树立创新观念。首先教授的知识要由易到难，同时要考虑到学生的学习兴趣。其次要增加教学环节中的趣味性，教学手段的多样化。把听、说、读、写、译能力的培养有机地贯穿到整个教学活动中去，课堂内外多采用启发式；采取以学生为中心的主题教学模式,最大限度地调动学生的积极性；不断进行新的教学实践,重点提高学生英语实际应用能力。
哪位好人翻译下 谢谢了 不要机翻哦

Answer 1

Since the twentieth century, since the seventies, Second Language Acquisition research focus from the study of pedagogy transferred to the right of individual learner differences in research. Individual differences that affect the learning environment for learners, gender, age, motivation, attitude, strategy, personality characteristics, cognitive, emotional factors, and many other factors, learning motivation and strategies that affect the effectiveness of foreign language learning, one of the most important factors. So far, many domestic and foreign researchers using observation, interviews, questionnaires and other methods, motivation and learning strategies for learning been extensively studied
Most of the foreign researchers through a series of theoretical and empirical research put forward various theories and models, such as Gardner (1972) and his colleagues come to the "instrumental motivation" and "fusion-type motive" motive classification, and later developed into the classic of social education model; Deci & Ryan (1985) made an important self-determination theory, there is Pintrich & Schunk expectations theory of motivation, and Locke & Latham's goal theory of motivation and so on.
Motivation to learn is to promote student learning activities in an internal motivation, which is to stimulate and guide students to learn the general term for a variety of needs. Motivation, once formed, it is not only the content students have learned a certain point, ie to initiate a positive attitude, interest in learning, focused attention; but also have a certain momentum to make note that the state maintained, in the face of difficulties a determination to overcome adversity.
ZHANG Ya-ling (1994) that China's undergraduate English major, there are seven types of motivation - intrinsic interest, achievement, emotional, and abroad, social responsibility, personal development, and information media. Hua Huifang (1998) argues that motivation to learn in stimulating and nurturing learning foreign languages has played a key role, the main method can also be divided into the following four points: 1. A clear learning objectives 2. On developing self-interest in learning 3. Students to master learning strategy, so that students will learn 4. the reform of teaching
First, make good use of business English, but also to learn the relevant business expertise, familiar with international business activities in the normal practice and expression of language, and a large number of newspapers and magazines to read a variety of Chinese and foreign business to understand the dynamics of economic development and cultural differences. Teachers in the choice of learning materials should not be relying on a textbook, should be a certain degree of extensiveness, the selected material should be related to economic, trade, through the financial, tourism and other fields, should be involved in commercial correspondence, documents , charts, different style. The only way to allow students to conduct a more comprehensive business knowledge and understanding,
Truly reflect the content of Business English teaching - from English secondary professional. Xiao-Hong Jiang (2003) considers the same time, teachers should change the traditional teaching concepts, innovative ideas. First, the knowledge taught to Youyidaonan, taking into account student interest in learning. Second, to increase the teaching part of the fun, the diversification of teaching methods. To listening, speaking, reading, writing and translating abilities organically throughout the whole teaching activities to go inside and outside the classroom to use more heuristic; adopt a student-centered teaching model theme, mobilize the enthusiasm of the students; continuous The new teaching practice, focusing on the practical application to improve English language ability.

Answer 2

Since the twentieth century, since the seventies, Second Language Acquisition research focus from the study of teaching methods transferred to the right of individual learner differences in research. Individual differences that affect the learning environment for learners, gender, age, motivation, attitude, strategy, personality characteristics, cognitive, emotional factors, and many other factors, learning motivation and strategies that affect the effectiveness of foreign language learning, one of the most important factors. So far, many domestic and foreign researchers using observation, interviews, questionnaires and other methods, motivation and learning strategies were extensively studied, most of the foreign researchers through a series of theoretical and empirical research put forward various theories and models , such as Gardner (1972) and his colleagues come to the "instrumental motivation" and "fusion-type motive" motive classification, and later developed into the classic model of social education; Deci & Ryan (1985) made an important self-determination theory, as well as Pintrich & Schunk expectations theory of motivation, and Locke & Latham's goal theory of motivation and so on.

Motivation to learn is to promote student learning activities in an internal motivation, which is to stimulate and guide students to learn the general term for a variety of needs. Motivation, once formed, it is not only the content students have learned a certain point, ie to initiate a positive attitude, interest in learning, focused attention; but also have a certain momentum to make note that the state maintained, in the face of difficulties a determination to overcome adversity.

ZHANG Ya-ling (1994) that China's undergraduate English major, there are seven types of motivation - intrinsic interest, achievement, emotional, and abroad, social responsibility, personal development, and information media. Hua Huifang (1998) argues that motivation to learn in stimulating and nurturing learning foreign languages has played a key role, the main method can also be divided into the following four points: 1. A clear learning objectives 2. On developing self-interest in learning 3. Students to master learning strategy, so that students will learn 4. the reform of teaching

First, make good use of business English, but also to learn the relevant business expertise, familiar with international business activities in the normal practice and expression of language, and a large number of newspapers and magazines to read a variety of Chinese and foreign business to understand the dynamics of economic development and cultural differences. Teachers in the choice of learning materials should not be relying on a textbook, should be a certain degree of extensiveness, the selected material should be related to economic, trade, through the financial, tourism and other fields, should be involved in commercial correspondence, documents , charts, different style. The only way to allow students to conduct a more comprehensive knowledge of business understanding, truly reflects the content of Business English teaching - from English secondary professional. Xiao-Hong Jiang (2003) considers the same time, teachers should change the traditional teaching concepts, innovative ideas. First, the knowledge taught to Youyidaonan, taking into account student interest in learning. Second, to increase the teaching part of the fun, the diversification of teaching methods. To listening, speaking, reading, writing and translating abilities organically throughout the whole teaching activities to go inside and outside the classroom to use more heuristic; adopt a student-centered teaching model theme, mobilize the enthusiasm of the students; continuous The new teaching practice, focusing on the practical application to improve English language ability.好麻烦...但分真的很多....100分啊....

Answer 3

Since the 1970s, two language customs have resulted in the research key from shifts to the teaching method research to the learner individual difference research. In affects the learner individual difference the learning environment, the sex, the age, the motive, the manner, the strategy, the individuality characteristic, the cognition, the emotion factor and so on many factors, the academic motivation and the strategy affect one of foreign language study result most important attributes. So far, many domestic and foreign researchers utilize the observation, the interview, the questionnaire survey and so on many kinds of methods, has done the extensive research to the academic motivation and the study strategy, the overseas researcher passes through each theory and the empirical study mostly advances each kind of theory and the pattern, if Gardner(1972) and his colleague obtains “the tool motive” and “the fusion motive” the motive taxonomic approach, afterward developed the classical social education pattern; Deci&Ryan(1985) advances the important self-decision theories, but also has Pintrich& Schunk expected value motive theory and Locke&Latham goal motive theory and so on. the academic motivation is impels the student to carry on the learning activity one kind of internal agent, it is stimulates and directs the student to carry on the study each kind of need general name. Once the motive forms, it not only causes the student to study the content to have certain directive property, namely has the initiative positive manner, to study interest, centralism attention; Moreover also has certain power to cause the attention condition maintains, when encounters the difficulty has overcomes the difficult willpower.
Zhang Ya Ling (1994) thought that the Chinese University undergraduate student English academic motivation mainly has seven type - - intrinsic interests, the result, the situation, the study abroad, the community responsibility, individual development and the information medium. Hua Huifang (1998) thought that the academic motivation was stimulating and the raise foreign language learning capability aspect plays the key role, the fundamental mode might also divide into the following four points: 1. is clear about the study goal 2. to train the self-study interest 3. student to grasp the study strategy, will cause the student association to study 4. reform teaching first to utilize the good commercial English, but must study the related commercial specialized knowledge, in the familiar international commerce activity's usual procedure and the expression terminology, and will read each kind of Chinese and foreign commerce publication magazine massively, the understanding economic development tendency and the cultural difference. The teacher in the study material's choice should not take teaching material as a backing, on should achieve the certain extent the universality, elects the material must involve the economy, the trade, after to melt, the traveling and so on each domain, must involve the commercial correspondence, the document, the graph and so on different literary style. Only then can let the student like this carry on the comprehensive understanding to the commercial knowledge, manifests the commercial English teaching truly the connotation - - from English middle school specialty. Jiang Xiaohong (2003) thought that at the same time the teacher should transform the traditional teaching idea, sets up the innovation idea. First professor's knowledge must from easy to difficult, simultaneously need to consider student's study interest. Next must increase in the teaching link's interest, the teaching media diversification. Listened to, saying that to read, writes, translates ability the raise organically to pass through to the entire teaching activity, inside and outside the classroom used heuristic; Adopts take the student as the central subject educational model, maximum limit arouses student's enthusiasm; Carries on the new teaching practice unceasingly, sharpens the student English practical application ability with emphasis.

Answer 4

Since the twentieth century, since the seventies, Second Language Acquisition research focus from the study of teaching methods transferred to the right of individual learner differences in research. Individual differences that affect the learning environment for learners, gender, age, motivation, attitude, strategy, personality characteristics, cognitive, emotional factors, and many other factors, learning motivation and strategies that affect the effectiveness of foreign language learning, one of the most important factors. So far, many domestic and foreign researchers using observation, interviews, questionnaires and other methods, motivation and learning strategies were extensively studied, most of the foreign researchers through a series of theoretical and empirical research put forward various theories and models , such as Gardner (1972) and his colleagues come to the "instrumental motivation" and "fusion-type motive" motive classification, and later developed into the classic model of social education; Deci & Ryan (1985) made an important self-determination theory, as well as Pintrich & Schunk expectations theory of motivation, and Locke & Latham's goal theory of motivation and so on.

Motivation to learn is to promote student learning activities in an internal motivation, which is to stimulate and guide students to learn the general term for a variety of needs. Motivation, once formed, it is not only the content students have learned a certain point, ie to initiate a positive attitude, interest in learning, focused attention; but also have a certain momentum to make note that the state maintained, in the face of difficulties a determination to overcome adversity.

ZHANG Ya-ling (1994) that China's undergraduate English major, there are seven types of motivation - intrinsic interest, achievement, emotional, and abroad, social responsibility, personal development, and information media. Hua Huifang (1998) argues that motivation to learn in stimulating and nurturing learning foreign languages has played a key role, the main method can also be divided into the following four points: 1. A clear learning objectives 2. On developing self-interest in learning 3. Students to master learning strategy, so that students will learn 4. the reform of teaching

First, make good use of business English, but also to learn the relevant business expertise, familiar with international business activities in the normal practice and expression of language, and a large number of newspapers and magazines to read a variety of Chinese and foreign business to understand the dynamics of economic development and cultural differences. Teachers in the choice of learning materials should not be relying on a textbook, should be a certain degree of extensiveness, the selected material should be related to economic, trade, through the financial, tourism and other fields, should be involved in commercial correspondence, documents , charts, different style. The only way to allow students to conduct a more comprehensive knowledge of business understanding, truly reflects the content of Business English teaching - from English secondary professional. Xiao-Hong Jiang (2003) considers the same time, teachers should change the traditional teaching concepts, innovative ideas. First, the knowledge taught to Youyidaonan, taking into account student interest in learning. Second, to increase the teaching part of the fun, the diversification of teaching methods. To listening, speaking, reading, writing and translating abilities organically throughout the whole teaching activities to go inside and outside the classroom to use more heuristic; adopt a student-centered teaching model theme, mobilize the enthusiasm of the students; continuous The new teaching practice, focusing on the practical application to improve English language ability.

绝对不是机翻

Answer 5

汗= =这么多人黏贴。
真不道德……

Answer 6

Since the twentieth centuries, since the seventies, Second Languages Acquisition research focus from the study of teaching methods transferred to the right of individual learner differences in research. Individual differences that affect the learning environment for learners, gender, age, motivation, attitude, strategy, personality characteristics, cognitive, emotional factors, and many other factors, learning motivation and strategies that affect the effectiveness of foreign language learning, one of the most important factors. So far, many domestic and foreign researchers using observation, interviews, questionnaires and other methods, motivation and learning strategies were extensively studied, most of the foreign researchers through a series of theoretical and empirical research put forward various theories and models , such as Gardner (1972) and his colleagues come to the "instrumental motivation" and "fusion-type motive" motive classification, and later developed into the classic model of social education; Deci & Ryan (1985) made an important self-determination theory, as well as Pintrich & Schunk expectations theory of motivation, and Locke & Latham's goal theory of motivation and so on.

Motivation to learn is to promote student learning activities in an internal motivation, which is to stimulate and guide students to learn the general term for a variety of needs. Motivation, once formed, it is not only the content students have learned a certain point, ie to initiate a positive attitude, interest in learning, focused attention; but also have a certain momentum to make note that the state maintained, in the face of difficulties a determination to overcome adversity.

ZHANG Ya-ling (1994) that China's undergraduate English major, there are seven types of motivation - intrinsic interest, achievement, emotional, and abroad, social responsibility, personal development, and information media. Hua Huifang (1998) argues that motivation to learn in stimulating and nurturing learning foreign languages has played a key role, the main method can also be divided into the following four points: 1. A clear learning objectives 2. On developing self-interest in learning 3. Students to master learning strategy, so that students will learn 4. the reform of teaching

First, make good use of business English, but also to learn the relevant business expertise, familiar with international business activities in the normal practice and expression of language, and a large number of newspapers and magazines to read a variety of Chinese and foreign business to understand the dynamics of economic development and cultural differences. Teachers in the choice of learning materials should not be relying on a textbook, should be a certain degree of extensiveness, the selected material should be related to economic, trade, through the financial, tourism and other fields, should be involved in commercial correspondence, documents , charts, different style. The only way to allow students to conduct a more comprehensive knowledge of business understanding, truly reflects the content of Business English teaching - from English secondary professional. Xiao-Hong Jiang (2003) considers the same time, teachers should change the traditional teaching concepts, innovative ideas. First, the knowledge taught to Youyidaonan, taking into account student interest in learning. Second, to increase the teaching part of the fun, the diversification of teaching methods. To listening, speaking, reading, writing and translating abilities organically throughout the whole teaching activities to go inside and outside the classroom to use more heuristic; adopt a student-centered teaching model theme, mobilize the enthusiasm of the students; continuous The new teaching practice, focusing on the practical application to improve English language ability.