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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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