角色扮演类教育游戏使学习者是在一个虚拟的教学环境中，通过完成一个个虚拟的任务，来学习隐含于任务中的知识与技能。
The educational Role-playing games guide learners to a virtual learning environment, complete one by one virtual task, learn the knowledge and skills that implicated in the mission.
这一方面是由于外语学习者对其目的语文化背景知识的缺乏，另一方面则是学习者母语文化与目的语文化之间的差异所引起的。
This is partly because of their lacking of cultural background knowledge for their target language and partly because of the differences between their target language and mother tongue.
与低水平的语言学习者相比，高水平学习者使用了更多的语用策略进行推论，并在语用理解中表现出显性的语用语言知识。
Compared with lower learners, higher level learners employed more strategies to derive inferences and demonstrated explicit knowledge of pragmalinguistic cues in pragmatic comprehension.
对文化背景知识的掌握程度直接影响到学习者的英语使用能力，是能否得体地运用语言的前提。因此，学习语言与了解语言所反映的文化内涵是分不开的。
As a prerequisite for the appropriate use of a foreign language, a learner's knowledge and understanding of the related foreign culture directly affects his command of the language learned.
当第二语言参数值与母语参数值不同时，母语知识会干扰学习者做出正确的判断，偶尔还会造成学习者的迟疑或混淆。
L1 knowledge will interfere in the learners 'judgments on L2 parameter resetting when they are different in parameter Settings, leading to occasional hesitation and ambiguity.
人本主义教育思想要求课程内容设计应该尊重学习者的价值与需要，要把学习者当人而不是学习的机器看待，应在知识平等性前提下，遵循UDL观念设计课程内容。
Humanistic educational consider that regarding learner's needs and the equality of knowledge and following UDL to design the curricular content are the basic claim of curricular content design.
人本主义教育思想要求课程内容设计应该尊重学习者的价值与需要，要把学习者当人而不是学习的机器看待，应在知识平等性前提下，遵循UDL观念设计课程内容。
Humanistic educational consider that regarding learner's needs and the equality of knowledge and following UDL to design the curricular content are the basic claim of curricular content design.
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