With the increasing significance of English learning and teaching as a foreign language (EFL) in China nowadays, higher standards of pronunciation learning have been raised for English majors.
近年来在中国,英语作为外语教学的重要性越来越受到关注,对英语专业学生英语语音学习标准的要求也不断提高。
This thesis concentrates on EFL (English as a foreign language) teachers' perceptions of teacher professional identity and its facilitation in teacher development through an exploratory study.
进行这一研究的理论框架包括对教师职业身份的定义及其形成教师身份的影响因素。
Language learning strategies (LLS) provide learners with a tool on how to make English as foreign language learning (EFL) more efficient and scientific.
语言学习策略给学习者提供了一个使英语(外语)学习更加科学有效的工具。
This dissertation discusses the relationship between ESL (English as a second language) and EFL (English as a foreign language) and attempts to apply ESL findings to guide EFL teaching in China.
本文讨论了英语作为二语与英语作为外语的关系,论证了运用二语的理论指导我国的外语教学的可行性。
The present dissertation investigates pragmatic constraints on preposing constructions in the acquisition of English as a foreign language (EFL) by Chinese-speaking learners.
本文从英语过去时的距离性实质出发研究一般过去时 (包括情态动词的过去时形式 )用来表示客气礼貌的语用机制。
This study was designed to explore possible ways to achieve the ultimate pedagogic goal of developing English as a foreign language (EFL) learners' communicative competence.
当今外语教学的基本目标已转向提高学生运用外语进行交际的能力。
This study was designed to explore possible ways to achieve the ultimate pedagogic goal of developing English as a foreign language (EFL) learners' communicative competence.
当今外语教学的基本目标已转向提高学生运用外语进行交际的能力。
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