还用对应分析法失误类型来展示和学习者类型之间的关系。
Correspondence analysis was run to show how error types and learner types were related to one another.
因此网络课程设计者进行环境设计和交互设计时可主要从以上学习者类型来考虑，当然也要兼顾其它类型的学习者。
So, we should think more about online college student's characteristics mentioned above when design online curriculum environment and interaction as well as well other learning styles.
以下是一些建议：要了解你是哪种类型的学习者。
Here are some suggestions: Understand what kind of learner you are.
李：对大多数语言学习者来说，选择合适的谈话类型是很困难的，这你怎么看？
Li: For most language learners, they may find it difficult to choose the right style to begin a conversation.What do you think?
知道你是哪种类型的学习者的优势是，你能够研究的方式，最适合你的学习方式。
Thee advantage of knowing what kind of learner you are is that you can then study in the way that best suits your learning style.
外语学习者策略共有五大类型，以交际策略为最典型。
There are five types of foreign language learner strategies in which communicative strategies are model ones.
交往学习是指学习者以他人为对象并以与他人的对话和互动为主要形式的学习类型。
The learning through communication is a type of learning, in which the learner is taking others as target and taking dialogue and interaction with others as main form.
具备好的学习方法：不是所有类型的学习者都适合一起学习。
Has a complimentary learning style: Not all types of learners will work well together.
成功的学习者和不成功的学习者英语学习动机的类型没有差别。
There is no difference in the types of English learning motivation between successful learners and unsuccessful leamers.
语言类型的标记关系是影响第二语言习得顺序的一个重要因素，学习者往往首先习得无标记的语言项目，然后才习得有标记的项目。
Recent studies show that markedness is an essential factor determining the order of second language acquisition, and that learners tend to acquire unmarked language items before marked ones.
我宁愿在学期中多进行些小型考试，不过我认为这也要看学习者的类型，对吧？
I would have preferred to have more smaller tests throughout the semester but I think it really depends on the learner's style, right?
因此，学习者应该有书，并且是准确类型的书，才能满足他们的需求。
Leaners, therefore, must have book, and the right type of book, for the satisfaction of their need.
第二部分讨论的是实验采取的步骤和学习者错误的类型。
Part Two describes the main steps of the case study and makes a classification of the learner errors.
实验结果表明除了低水平组英语学习者使用了几次回避策略以外，高水平和低水平英语学习者在使用交际策略的类型上较为相似。
The results showed that both high level and low level Chinese EFL learners employed almost the same types of CSs except some small differences.
研究还发现，中国英语学习者选择英语探询句式类型比较统一，定型；
However, CELs show more unity and stereotype, whereas AESs more diversity and individuality in the choice of query preparatory patterns.
研究还发现，中国英语学习者选择英语探询句式类型比较统一，定型；
However, CELs show more unity and stereotype, whereas AESs more diversity and individuality in the choice of query preparatory patterns.
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