Humanistic teaching believes affect and cognition are both important in language learning.
人文教育学派认为情感与认知对语言学习一样重要。
In Chapter Three, we introduce some relevant second language learning theories and the individual factors that affect language learning, based on which some strategies are proposed.
第三章对有关的语言学习理论和影响语言学习的个人因素作了适度介绍并据此提出了一些学习建议。
But recent advances in brain imaging technology have given neurolinguists a glimpse into how specific aspects of language learning affect the bilingual brain.
但是借助最新的大脑成像技术，神经语言学家得以窥见学习语言对于双语者的大脑有哪些影响。
Language teaching theorists begin to attach importance to the research on individual language learners. Affect and learning strategies are two important components in this field.
语言教学理论家开始重视对学习者个人因素的研究，而情感与学习策略是个人因素的两个重要组成部分。
In foreign language teaching it is non-intellectual factors, also affect the learning behavior of learners and learning an important factor in the effect.
在外语教学法中它属于非智力因素，也是影响学习者学习行为和学习效果的重要因素。
The positive affect can arouse students' interest in learning, lower their language anxieties, tap the potential of their language abilities, and help them get better results in learning.
这种积极情感能激发他们的学习兴趣、降低他们的语言焦虑感、挖掘他们的潜力，使他们保持英语学习的动力并取得好成绩。
This article will explore some factors that can positively affect students' motivation in their second language (L2) learning.
本文将探究在二语习得中能积极影响学习者动机的一些因素。
This article will explore some factors that can positively affect students' motivation in their second language (L2) learning.
本文将探究在二语习得中能积极影响学习者动机的一些因素。
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