本文是一篇英语学习策略培训的研究报告。
This is a report on a study of learning strategies training for non-English majors.
本文是英语学习策略培训的阶段性研究报告。
This is a report on a study of learning strategies training for non-majors.
现在，研究的重点转移到学习策略培训的有效性、模式和方法上。
And now, focus of research is turned to the validation, training models and methods of learning strategies training.
阅读和词汇学习策略培训与学生阅读学习成绩的提高之间正相关关系。
There was significant correlation between reading and vocabulary strategy training and student's improvement in their reading.
从而验证了选择性注意学习策略培训能够提高农村外语初学者的听力理解水平。
Thus it showed that the selective attention learning strategy training could improve the EFL rural beginners' listening ability.
因此本研究尝试将英语词汇学习策略培训融入课堂教学，以提高学习者的词汇学习能力。
So the learning strategy training of English vocabulary is put into the classroom teaching in the research, and it is hoped that the strategy training can aid vocabulary acquisition.
其研究成果涵盖语言学习策略的描述，学习策略与学习成绩的关系，以及学习策略培训等方面。
Their studies involved the description of language learning strategies, the relationship between learning strategies and learning achievements, and strategy training, etc.
另外，针对策略培训的结果，本文为今后的词汇学习策略培训和教学研究提出了一些教学启示。
In addition, based on the results of the research, several pieces of inspiration on vocabulary learning strategy training and teaching are advanced.
主体测验用来检验在典型学校环境下，听力学习策略培训能否提高农村中学初学者的外语听力水平。
The latter was conducted to testify whether or not the learning strategy training can improve the EFL rural learners' listening proficiency.
国内关于听力学习策略培训的论文不少，但对农村中学初学者如何实施听力学习策略培训的介绍为数不多。
There are a lot of papers focusing on learning strategy training in the listening field. While among them there are only a few papers focusing on the EFL rural beginners.
可教性研究集中体现于学习策略培训的成效性，但是以往的不同研究存在不同的结果，不同的研究者拥有不同的观点。
This study mainly concerns the efficiency of learning strategies training. In the past, different research reached to different results, and different researchers held various opinions.
在有效地实施互动学习策略方面，缺乏培训并不是唯一的障碍。
Lack of training is not the only barrier to the effective use of interactive learning strategies.
元认知理论的重要影响可以从元认知策略培训与具体的学习技能的教学实验中得到验证。
Metacognitive theory is influential in that some experiments have been carried out to verify the training effects of metacognitive strategy on learning specific skills.
数据经统计分析后表明，词汇教学过程中进行元认知策略的培训能够有效并长远地促进高中生的英语词汇学习。
The result of the study shows that explicit metacognitive strategy training does make significantly long and positive effect on the vocabulary learning of Chinese high school students.
本研究论证了对大学英语教师进行语言学习策略和策略教学系统培训的必要性。
The findings demonstrate the necessity in the systematic training of language learning strategies and strategy instruction for college English teachers.
本研究的结果证实，在中国专科大学生的英语听力学习中，听力策略的掌握水平是可以通过培训得到提高的。
The results showed that task-based motivated listening strategy training was effective in promoting college English learners' use of listening strategies and improving their listening proficiency.
早期一些有关语言策略的研究在语言学习过程、特点和策略培训方面给后来的研究提供了一些重要的启发。
In the early literature review, many studies related to language learning strategies have offered great insights about learners' language learning process, features, and strategies-based instruction.
然后为保险企业构建了学习型员工培训模式的基本结构，详细阐述了该模式的具体实施策略。
Then it founds the basic structure of learning stuff training model, and explains the model's implementing method in detail.
一次是在第一学期的第一节英语课上，第二次在第二学期的最后一次英语课上。一年内教师针对SILL中的一些英语学习策略对学生进行培训。
Oxford's Strategy Inventory for Language Learning (SILL) has been conducted twice in class, one at the beginning of the first semester, the other at the end of the second semester.
许多研究表明学习策略在外语学习中起重要作用，策略培训可以帮助学生提高学习成绩。
Research indicates that strategy training can help students to improve their performance in language learning.
听力策略培训能提高英语学习者的听力理解能力，而结合教学进行元认知策略培训是提高听力理解能力的有效途径。
Strategy training enables learners of English to improve their listening comprehension. In class meta cognitive strategy training proves to be an effective way.
研究结果支持和验证了听力策略培训的价值，证实了听力策略培训有利于提高英语学习者的听力水平。
The study confirms the value of the listening strategy instruction, and it proves that strategy instruction helps improve English learners listening comprehension.
在培训过程中采用培训时间控制策略和再学习策略，有效地防止了培训过度，可作为解决局部极小值问题的一种实用措施。
Strategy of limited training time and learning again prevent the network from over-training, and from being lost in local minimum.
文中探讨了在新专升本院校，通过精读课上的元认知策略培训来促进学生自主性学习能力的可行性。
This paper is intended to foster learner autonomy through enhancing metacognitive strategys training for the students in the newly-upgraded colleges.
这样的评估方法是片面的，需要通过定性分析策略培训对学习者学习进程的影响来作为补充。
But such evaluation methods are only partial, and they must be supplemented by a qualitative analysis of the impact that strategy training has on the learning process.
首先，作者考察了策略培训对于学习者在英语流利度方面的影响，从三个方面进行了探讨。
On reviewing the fluency in English for the learners, the author analyzes the fluency from another three aspects.
总的来说，这些英语专业的学生在跨文化交际中并不能熟练应用学习策略，有必要展开对跨文化交际策略的培训。
It is assumed that those English majors are not proficient in applying learning strategies in intercultural communication, and more training to intercultural communication strategies is necessitated.
二语习得领域进行的大量实证性研究表明策略培训在学习者有效获取各项语言技能方面起到了积极作用。
A vast number of empirical researches in SLA indicate that strategy training plays a positive role in the acquisition of language skills.
以上结论表明写作策略培训在大学英语写作教学中的重要性，也证明了学习策略在非英语专业领域的可教性。
The results suggest that the writing strategies are helpful in the learning of college English writing and that writing strategies can be taught and learned in the non-major English field.
以上结论表明写作策略培训在大学英语写作教学中的重要性，也证明了学习策略在非英语专业领域的可教性。
The results suggest that the writing strategies are helpful in the learning of college English writing and that writing strategies can be taught and learned in the non-major English field.
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