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。
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