学习者观念作为学习者因素之一，其重要性得到教育界的广泛肯定。
As one of the learner factors, the importance of learners' beliefs has long been given attention.
目前研究多关注学习者观念与其它学习者因素的相互关系，且多为横向研究。
Most of the reported researches concerning learners' beliefs mainly deal with the correlation between learners' beliefs and other learner factors, and mostly belong to cross-sectional study.
认知结构是学科基本知识结构在学习者头脑中形成的观念的内容和组织，是个体认知能力的基础。
Cognitive structure is the content and organization of one's knowledge and the basis of his cognitive ability, which is improved when one learns basic knowledge structure .
学习观念、学习动机和学习策略是直接影响英语学习者的可控因素。
Motivation, conception and strategies are the three controllable elements that have a direct effect on English learning.
本研究主要调查的是大学体育本科新生的英语语言学习和学习者自主观念。
This study mainly investigates first-year PE majors 'beliefs about English learning and learner autonomy.
在外语学习中，自主学习观念已经深入人心，但自主性已经不是一个仅仅属于学习者的概念。
In foreign language learning, the notion of learner autonomy has become rooted in people's minds, however, it is not the only one belonging to the learners.
本研究认为有必要对语言学习者有关自主学习所需要的行为及观念情况进行调查。
The present study argues that it is necessary to investigate language learners' readiness for the changes in behavior and beliefs which autonomy implies.
学习者的外语学习观念是外语教学研究中的一个新的、亟待进一步开拓的领域。
Learners beliefs about foreign language learning belong to a new area of study, which needs further exploring urgently.
观念与方法结合在一起，并在外界因素(环境因素，学习者因素)的推动下，形成语言学习者的语言学习策略系统。
Beliefs combine with actions, and under the influence of outside factors (situational factors and learner factors), the system of language learning strategies is formed.
传统教学观念最大的弱点和缺陷就是忽视了对学习者语言交际能力的培养。
The most obvious shortcoming and weakness are the neglect of the training of the language communicative ability of the language learn-ers.
作为学习者因素的一部分，学习者的语言学习观念直接影响学习者的学习行为，进而影响学习的最终结果，因此有必要帮助学习者反思自己的语言学习观念。
Among learner variables, learners' beliefs which has a profound influence on learning behaviors and then learning outcomes, has been given an increasing detrimental role in language learning.
文秋芳赞同O'Malley&Chamot的观念，“学习者的学习是否成功在很大程度上取决于元认知策略使用的成败”。
She agrees with O'Malley & Chamot's concept that the success of learners learning largely depends on the success of the use of meta-cognitive strategies.
研究还发现，学习者对于语法学习的观念与策略影响其克服母语负迁移能力的提高和英语时间概念的建立，从而影响其英语现在完成时的习得。
The research also finds that learners' beliefs about and strategies for English grammar learning affected the increasing of the level of ability to overcome the negative L1 transfer.
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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