近年来，对于语言教学的研究已不再单纯某种尽善尽美的教学法，而更侧重于研究成功的教师和学习者如何取得成功的。
Research on language teaching in recent years has moved away from the quest for the perfect teaching method, focusing instead on how successful teachers and learners actually achieve their goals.
第二语言学习者所犯的错误一直是语言学家和外语教师关注的焦点。
The errors made by foreign language learner are always the focus of linguists and foreign language teachers.
但也存在着本身的不足之处，比如信息过为庞杂使学习者容易迷航，教师在知识、方法等方面准备不足等。
Meanwhile there are some disadvantages on Web such as complex information as to misguide learners and to fail teachers preparing in knowledge and methods.
其意义就在于可以预测学习者的错误，因而教师可以确定教学的重点与难点。
Its significance lies in predicting the learner's errors: the teacher can confirm focal and difficult points in teaching.
汉语双音词是第二语言学习者的难点，也是教师们极为关注的教学重点。
It's difficult for second language learners to master Chinese dissyllabic compounds, which is also a focus teachers are concerned about.
此外，由于教师和学习者分处在不同的空间中，所以双方的互动和反馈，以及学习者之间的协作学习应予以重视和加强。
Besides, since teacher and student are separated in different time and space, interactions between both sides, feedback from teacher and collaborative work among students should be promoted.
建构主义认为：知识不是通过教师传授得到的，而是通过学习者在一定情景下，借助其它的帮助，利用学习资源，通过意义建构的方式获得的。
Constructivism holds: knowledge is not taught by teachers, but by learners in certain situations, and some other help, learning resources utilization, through the way of meaning construction.
外语课堂教学是学习者习得第二语言的重要环节，教师话语是组织课堂教学、培养学生交际能力的关键。
Foreign language teaching plays an important role in learner's second language acquisition and teacher talk is the key to organizing class and fostering students' communicative competence.
所以，如何提高学习者的口头交际能力是每个英语教师面临要解决的问题。
So how to improve learners' oral communicative competence is a significant problem that each language teacher faces to solve.
影响自主学习的因素很多：学习者本身的条件、外部环境、教材、设施和教师等。
There are many factors influencing autonomous learning: the level of learners, the external environment, teaching materials, equipments and teachers, etc.
词量积累和扩大是各类英语学习者最感困难的问题之一，也是英语教师毕生关注的焦点。
Vocabulary enlargement presents itself as one of the headaches for English learners at different levels and remains a major concern for teachers through out their career.
语言教学理论研究的重点正从以往的教师“怎么教”逐渐转移到语言学习者“怎么学”。
The focus of language teaching theories study is changing from the tradiitional "how to teach" for language learners to "how to learn".
在外语课堂中，伴以领会的笑声，学习者在教师的帮助下领略英语幽默及其文化的精妙之处，这也必将提高其自身的跨文化意识。
With understanding laughter, deep appreciation of English humor with a teacher's help in the foreign language classroom necessarily means learners 'improvement of cross-cultural awareness.
它有利于强化学习者自主学习的意识，促进电大教师角色的转换。
It is helpful to strengthen the consciousness of learners' autonomous study aod enhance the change of teachers' role.
本文认为，在综合实践活动课的实施中，教师的角色更为具体，主要有：“导演”、“学习者”、“艺术家”等几种。
This article holds the view that the teacher's roles in the implement of synthetical practical activity curriculum are more concrete, in details the roles are director learner and artist, etc.
教师应针对学习任务和学生的不同特点，对学习者的动机水平加以引导，提供相匹配的策略，调动学生的语言学习动机水平。
Teachers should guide the learner's motivation, offer corresponding strategies and mobilize the student's language learning motivation based on the characteristics of learning tasks and learners.
教材为语言学习者提供语言素材和方法，教材的内在价值需要教师挖掘和体现。
Textbook provides language learner with language material and learning method, and its intrinsic value needs teacher's excavation.
所以，如何提高学习者的口头交际能力是每个语言教师面临要解决的问题。
So how to improve leaners 'oral communicative competence is a significant problem that each language teacher faces to solve.
高学习素质是学习化社会对每一位社会成员提出的基本要求，培养策略型学习者是每一位教师的责任。
High study quality is the basic requirement in a study society. Fostering strategic learners is the responsibilities of every teacher.
外语教师可以收集整理相关材料，有针对性地建设小型学习者语料库，并将其应用到实际教学、研究、翻译中。
Teachers may collect students writings and build small-sized learner corpora in line with their needs and apply them in teaching research and translation.
斯蒂芬·克拉申的“情感过滤假设”对二语学习者和教师是有重要的指导意义的，但克氏对情感过滤网形成因素的解释并非全面。
The Filter Hypothesis proposed by Stephen Krashen has important implications both for L2 learners and teachers. However, the explanations given by Krashen are not exhaustive.
对英语隐喻的理解及其教学作了探讨，希望对学习者和教师起到借鉴作用。
As dealing with the understanding and teaching of the metaphor, it might be of some help to EFL learners and teachers.
第四部分探讨教师在词典使用策略教学中所起的作用以及学习者如何更好地利用英语学习词典来提高自主学习能力。
The last part discusses the role of teachers concerning dictionary use in EFL teaching, and how the learners can make use of learner's dictionaries to improve learner autonomy.
语言学习者的学习动机和态度是决定学习成绩的重要因素，因此教师在课堂上对学生产生的心理影响也变得十分重要。
The intention and attitude of a language learner plays a vital role in language learning, so the psychological influence of teachers on students become more important.
语言学习者的学习动机和态度是决定学习成绩的重要因素，因此教师在课堂上对学生产生的心理影响也变得十分重要。
The intention and attitude of a language learner plays a vital role in language learning, so the psychological influence of teachers on students become more important.
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