语言规划主要包括语言文字的地位规划和语型规划两方面内容。
Language programming consists of two aspects: the importance programming of language characters and the programming of language variety.
通过确定词元，名词、代词、形容词的语型变化，以及动词词形变化都会被识别出来。
Through the identification of lemmas, inflections of nouns, pronouns, and adjectives, as well as conjugations of verbs, are recognized.
“SPIGA”这一命名指的是该款跑车的顶棚形状，它沿挡风玻璃伸出形成穗型，用意大利语表达为SPIGA。
The name “SPIGA” refers to the roof shape of the car which sticks out along the windshield giving it a spike-like shape which translates in Italian as SPIGA. [link]
然而任务型教学不仅是一种教学方法，而且是一种基于二语习得理论的新型教学理念。
However, it is not only a teaching method, but also a new approach that is based on second language acquisition theories.
2014年考纲最大变化是英语学科，取消了单项选择题，代之以语篇型语法填空题，15分分值不变。
In 2014, the biggest changing syllabus is English, canceling the multiple-choice questions, and replaced by the discourse grammar cloze test with 15 points, the same as before.
新闻属信息型语篇，适合用交际翻译法。
Accordingly, communicative translation method applies to the translation of news, which falls into the type of informative text.
“鼬鼠”型的词语是一种修饰语，与广告词的意思几乎是相矛盾的。
A weasel word is a modifier that almost contradicts the claim that is made.
语缀型词语是东北方言的一种构词类型。
Word with suffix is one type of word-formation in Northeastern dialect.
本研究旨在通过实验探求输出型活动对词汇识别和产出的影响，从而达到近一步研究二语输出作用的目的。
The present study aims to contribute to the understanding of the role of second language output by exploring the effects of output-oriented activities on vocabulary recognition and production.
在二语习得研究成果的基础上，任务型教学将任务引入课堂，丰富了课堂语言输入，使得语言输入更为有效。
Task-based language teaching, on the basis of the above study result, introduces task into classroom teaching, so as to enrich input language and make language output more effective.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今“任务时代”潮流和我国翻译教学实际的一种模式。
Based on the learning theories of constructivism and sla theories, the task-based translation teaching model is a suitable model for "the task Age" and the reality of our translation teaching.
苗语中存在差比句补语，造成这种区别的原因是苗语的SVO型和前置词型特征比汉语典型。
There is comparative complement in Miao language because in Miao language, the structure of SVO and preposition are much more typical than that in Chinese.
能动型学习的概念并未被准确定义：在有些场合它被用作“基于问题的学习”或者“通过行动学习”的同义语；
In the mean time the concept of Active Learning is not very clearly defined. In some instances it is used as a synonym of concepts like "problem based learning" or "learning by doing".
英汉学习型词典作为中国的英语学习者必不可少的工具，应当提供模糊限制语相关的语用信息。
As essential tools for Chinese learners of English, ECLDs are expected to present enough PI concerning hedges.
通过分析发现：中英新闻语篇中传闻型据素占大多数，这体现了新闻文体的客观性和可靠性。
Through the analysis, we found that the hearsay evidentials accounts for a majority among all types of evidentials. This shows the objectivity and credibility of journalistic texts.
如果你准备参加智力型的软运动（斯里瓦尔语和摇摆乐课程），请确定你可以保持放松的状态并享受这个过程。
And when you line up your mental calisthenics (your Swahili and swing lessons), make sure you can stay loose and have fun.
第二部分概述建构主义，任务型教学及二语习得理论。
The second part gives a general description about the Social Constructivism, Task-based LT and SLA Theories.
汉语、壮侗语在类比句上的差异是由SVO型特征是否典型而形成的。
The difference between Chinese and Kam-Tai languages in comparative sentence depends on whether or not the language is a typical SVO one.
本文把《歧路灯》惯用语首先分为单语节型和双语节型两大类。
This paper, the Qilu Lanturn phrase first section is divided into monolingual and bilingual section type divided into two types.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今“任务时代”潮流和我国翻译教学实际的一种模式。
Teaching translation as a device and teaching translation as a subject are considered two different kinds of translation teaching which have different aims as well as different requirements.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今“任务时代”潮流和我国翻译教学实际的一种模式。
Teaching translation as a device and teaching translation as a subject are considered two different kinds of translation teaching which have different aims as well as different requirements.
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