这两者应该并存互相帮助，共同为学习者提供更好的学习模式，让知识传播的更好更便捷。
This both should coexist help mutually, provides the better study pattern together for the learner, lets the knowledge dissemination better be more convenient.
针对此一目标，本研究以社会认知理论为基础，提出一个学习者自律模式。
For this purpose, this research is based on social cognitive theory and proposed a learner self-regulation model.
对于外语学习者对英语习语的习得状况和习得模式，我们知之甚少。
Little have we known about the idiom acquisition conditions as well as idiom acquisition patterns of EFL learners.
基于学习者与在线课程内容的交互模式和行为对收集到的数据进行了分析；
The data were then analyzed to reveal the pattern and behaviour of learners' interaction with the online content of the courses.
最终据此规则对后续学习者的行为模式进行推理，获取学习者的个性特征。
Finally, the learners' personality characteristics are deduced from their learning behaviors by using the rules above.
信息网络环境下的案例式教学与多学习模式的运用可以更大程度地提供给学习者以自主性与学习方便。
Based on multi-learning model, the network case teaching model can provide more extent autonomy and learning convenience for learner.
分析了网络学习中的基本模式，并指明创建一个远程学习者良好学习环境所要考虑的几个因素。
Analyzes the basic model of net studying and gives several points that must be considered to build a good environment of the distant learners.
本研究探讨大学英语教学环境中依托式教学模式对英语学习者使用学习策略和英语水平的影响。
This study explores the impact of CBI on EFL learners' use of English learning strategies and their English proficiency in the College English context.
本文尝试探索既能发挥网络优势，又能促进学习者有效认知的网络课程教学设计模式以及具体的设计策略与方法。
The study tries to explore a model, strategies and methods for web-based course designing which can take advantage of Internet and promote cognition process.
主题教学模式是指为实现培养英语学习者语言综合应用能力的目标而围绕同一主题范围展开的一种教学模式。
The topic-based approach, which is centered on the same topic as organizing English teaching, aims to improve students' capacity for application towards target language.
在成语理解过程中，二语学习者似乎遵循着相同的模式。
In the process of comprehending idioms, L2 learners seemed to follow the same general pattern.
绝大部分EFL学习者认为合作学习的教学模式能促进积极情感的形成。
Thirdly, most of the EFL learners perceived that CL could promote positive affective factors.
了解两种思维模式的差异，探索掌握英语写作特点，对更好地提高汉语思维学习者的英语写作能力有重要作用。
To know the differences of the two thinking modes and to explore English writing characteristics have great influence on improving Chinese learner's writing ability.
因此，关于CSCL中学习者之间交互的模式成为CSCL研究的重点，也是本论文的选题。
Thus, the Interaction among the learner models becomes the focus of research, but also is the topic of this paper.
这不仅能强化学过的词汇与结构，还有助于学习者领悟语言模式。 。
This can reinforce learned vocabulary and structures, and help learners see patterns in language.
不同文化背景下的学习者的学习风格和思维模式不同，从而习得规则和顺序也不同。
Learners with different cultural background knowledge differ a lot in their thinking patterns and learning routes and styles. The difference can be investigated and explained.
二者的有机结合就是构建以学习者为中心的教学模式。
To combine both of them in an organic whole is to develop a learner-centered teaching model.
本研究将通过一组对比教学实验来证实ICM和DDL组成的教学模式在学习者的实际学习中的优势。
This research will verify the advantages of the teaching model made of ICM and DDL in actual learning by a contrastive experiment.
实验结果表明：词形和学习者的汉语水平都影响到心理词典表征结构以及词汇通达模式。
The results suggest that the depth of individual word knowledge affect the patterns of lexical representation.
通过对两组的成绩的数据统计分析，结果表明采用合作学习模式能够帮助学习者提高英语水平。
The statistical data of the exams in two classes shows that students greatly improve their English proficiency under cooperative learning pedagogy.
自主学习是二十一世纪所倡导和要求的学习模式，促进学习自主性、培养自主学习者已成为新时期教育的首要目标。
Self-regulated learning is advocated and required in the 21~(st) century. Promoting learner autonomy and cultivating autonomous learners have become the primary goal of education in the new era.
在网络环境下，小组内学习者之间如何协作共同完成学习任务，即学习者之间交互的模式，是决定CSCL成败的关键所在。
In a network environment, how the co-learners collaborate in the group to complete learning tasks, the Interaction among the learner models is to determine the key to the success of CSCL.
主题学习网站的研究目的是探索新型教学模式，以适应信息时代对教与学的要求，培养学习者的信息素养。
The aim of developing study theme website is to search after some new kind of instruction methods so that they can follow the information tide and the information abilities can be cultivated.
自然，受到母语影响的二语学习者在英文写作中也必然出现与以英语为母语的人不同的使用频率与模式。
Naturally, ESL learners influenced by their native languages will have frequencies and use patterns different from English native speakers.
本论文旨在研究课堂教学环境中，如何通过任务设计来提高L2学习者的内在任务型动机，并由此提出“任务特征模式”。
The present study investigates how task design can lead to enhanced internal task motivation in L2 classroom setting and proposes a theoretical framework of Task Characteristics Model (TCM).
在文献研究和问卷调查的基础上，作者提出了以元认知策略为基础的讲解模式，其目的在于培养英语学习者的自主性，从而提高英语学习效果。
There are four phases to construct the mode of self-innovative learning: to set the targets and plan the settings, to explore independently and communicate collaboratively, to evaluate feedback.
考察多媒体教学模式能否降低学习者习得情态补语的难度，并减少偏误等问题，最终找出适合情态补语的具体教学方法。
It also tries to explore if the multimedia teaching mode can reduce the difficulty and errors and find appropriate teaching methods at last.
随着语言教学越来越趋向于交际化，传统的语言教学模式受到挑战。“以学习者为中心”的新型教学模式将教学的重心从教师转向学生。
As language teaching is becoming more and more communication-oriented, traditional teaching mode is being challenged and replaced by the new "learner-centered" one.
随着语言教学越来越趋向于交际化，传统的语言教学模式受到挑战。“以学习者为中心”的新型教学模式将教学的重心从教师转向学生。
As language teaching is becoming more and more communication-oriented, traditional teaching mode is being challenged and replaced by the new "learner-centered" one.
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