Learners can feel very discouraged if an exercise is too difficult.
如果练习太难，学习者就可能感到很没信心。
Good learners often ask questions during or after class.
好的学习者经常在课上或课后问问题。
Even the self identified auditory learners, their preference didn't seem to matter.
即使是自我认同的听觉学习者，他们的偏好似乎也无关紧要。
Good learners usually choose the best way of the following methods when they study.
好的学习者在学习时通常会从下列方法中选择最好的方法。
Give learners the chance to compare and contrast good and bad solutions to the problems.
让学习者有机会对这些问题的好的和坏的解决方案进行比较和对比。
Second, provide learners with opportunities to explain and elaborate on what they're doing.
第二，为学习者提供机会解释并详细说明他们正在做的事。
Learners, therefore, must have books, and the right type of book, for the satisfaction of their need.
因此，为了满足他们的需要，学习者必须有书，而且是适合自己的书。
Basically, he means that the order in which learners acquire syntactic rules is the same in both languages.
基本上，他的意思是学习者获得句法规则的顺序在两种语言中是相同的。
To broaden our horizons, we English learners should pay more attention to things happening around the world.
为了开阔眼界，英语学习者应该多注意世界上发生的事情。
It's better to let the learners wrestle with the materials on their own rather than offer assistances at the start.
最好先让学习者自己处理材料，而不是一开始就提供帮助。
Learners can enter the community, participate in interactive columns, and experience BBC content with other friends.
学习者可进入社区，参与互动专栏，和其他朋友一同体验BBC 的精彩内容。
The OWF is an ideal supplementary resource for learners to engage in word-building activities during topic-based lessons.
OWF是一个理想的补充资源，让学习者在以主题为基础的课程参与构词活动。
For the youngest learners, it means they are more likely to get exposed to different varieties of play and communication.
对于最年幼的学习者来说，这意味着他们更有可能接触到各种各样的娱乐和交流方式。
Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented.
后来，我提出了一个更广泛的理论来区分这两类常见的学习者——无助型和掌控型。
Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible.
针对英语学习者（ELL）的传统课程注重让学生尽快熟练使用英语。
The researchers can see if the self-identified verbal learners really learned better when the information was just spoken aloud.
研究人员就可以看到，当自己只是大声说出信息时，自我识别的语言学习者是否真的学得更好。
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