日本英语学习者,Japanese learners of English
1)Japanese learners of English日本英语学习者
2)Japanese speaker日本学习者
1.This paper reports some characteristics of theJapanese speakers acquistion of "bei "sentences.(2)本文总结的10种的偏误类型在日本学习者“被”字句习得过程中的表现是不同的。
英文短句/例句
1.The Acquisition of Mandarin Vowels by Japanese Learners;日本学习者对汉语普通话舌面单元音的习得
2.Japanese Learner s Perception and Production of Chinese [Aspirated] Feature;日本学习者对汉语[送气]特征的感知与产生
parative Study on the Acoustic Characteristics of Phoneme /u/ in Mandarin between Chinese Native Speakers and Japanese Learners汉语母语者与日本学习者汉语普通话音位/u/的声学特征比较
4.Variability in pronouncing Chinese blade-palatal initials by Japanese SLA learners;日本学习者习得普通话卷舌声母的语音变异研究
5.The Acquisition of the "Unfamiliar Vowels" and "Similar Vowels" in Chinese by Japanese Learners日本学习者对汉语普通话“相似元音”和“陌生元音”的习得
6.How Japanese learners of Chinese process the aspirated and unaspirated consonants in standard Chinese;日本学习者对汉语普通话不送气/送气辅音的加工
7.An experimental study on the perception and production of nasal codas by JapaneseLearners of Chinese Putonghua;日本学习者感知和产生普通话鼻音韵母的实验研究
8.Li Bin studies Japanese language and culture.李彬在学习日语和日本文化。
9.Medical students in Japan have to study for seven years I university.在日本，医学院的大学生要学习七年。
10.The Error of that Japanese Students Use“dui” “gei”;日本学生学习汉语介词“对”、“给”的偏误
11.Analysis of the Mistakes Made by Japanese Students in their Learning of Passive Expressions;日本留学生学习被动表述的偏误分析
12.Welfare Education of Comprehensive Learning in Japanese Primary and Secondary Schools;日本中小学综合性学习中的福利教育
13.A summary of the content of “Comprehensive study time”in Japan s elementary and secondary schools;日本中小学的“综合学习时间”概述
14.A Study on the Use of Japanese Aspect by Learners of Chinese Focus on the Idiomatic Use of Teiru中国日语学习者“テイル”的使用现状分析
15.Observation on the Acquisition of "Wa" and "Ga" of Japanese-Learners Whose Native Language is Chinese对以汉语为母语的日语学习者“は”“が”习得的考察
16.The Intonation of Japanese Interrogative Sentences Used by Japanese Learners in Yue Dialect Areas;粤方言区日语学习者的日语疑问句语调特征
17.The Japanese have shown a tremendous willingness to learn from the experience of foreigners.日本表现出极其愿意学习外国的经验。
18.An Error Analysis of Japanese Students Learning of the Le-sentence;日本学生汉语“了”字句习得偏误分析
相关短句/例句
Japanese speaker日本学习者
1.This paper reports some characteristics of theJapanese speakers acquistion of "bei "sentences.(2)本文总结的10种的偏误类型在日本学习者“被”字句习得过程中的表现是不同的。
3)Japanese learner日语学习者
1.33 Japanese native speakers and 97 senior collegeJapanese learners who have grown up in the Yue-speaking areas were invited as subjects to participate in the experiment of auditory discrimination,so as to discover the differences between them in the rate of discrimination as regards palatalized sounds and.通过分析可知,这些差异源于粤方言区日语学习者对直音和促音辨认的不稳定性,与塞音生成过程中对持阻时长控制不当有一定关系。
4)English learner英语学习者
1.Discussing how the English Learners Appreciate the English and American Soap Opera;论英语学习者如何鉴赏英美肥皂剧
2.Based on existing theories of speech repair,this paper attempts to investigate the use of speech repairs in PETS4 by 30 femaleEnglish learners of different ages,with regard to the modes,trouble sources,use of repair markers.本文在现有会话修补理论基础上,采用定量和定性相结合的方法,对一组具有相似英语水平但年龄差异较大的英语学习者的会话修补模式、修补失误源的分布和修补标记语的使用进行了实证研究。
5)English language learners英语学习者
1.Pragmatics plays a crucial part in English language teachers,English language learners and the promote of the leamers communicative conpetence.语用学对英语教师、英语学习者及其交际能力都起着十分重要的作用。
6)English learners英语学习者
1.English learners speech act of address is affected by both English culture and Chinese culture,which leads to improper addresses,i.中国的英语学习者的称呼行为由于同时受到英语文化和汉语文化的影响,常常表现为语际语形式的称呼模式,它既不符合英语文化中的称呼习惯,也不是完全汉语文化中的称呼模式。
2.In the last few decades more and more emphasis has been placed onEnglish learners affect.在过去的几十年里,英语学习者的情感问题越来越受到人们的关注。
3.bilingual dictionary, bilingualized dictionary and monolingual dictionary have their own characteristics, andEnglish learners should choose an appropriate dictionary at different study level in accordance with their learning level and purpose of use so as to bring it into full play.英汉双语词典、英汉双解词典及英语单语词典均有其各自的特点,英语学习者应在不同的学习阶段,根据学习程度和使用目的选择合适的词典以发挥其最大功效。
延伸阅读
基于学习的受辅者中心疗法基于学习的受辅者中心疗法learning-based client-centered therapy基于学习的受辅者中心疗法Oearning-based elient一eentered theraPy)一种心理治疗的理论模型。它着重探讨受辅者中心疗法的三要素(即同感、尊重和温暖、真诚)的治疗价值，认为并不像罗杰斯所说的那样。它主张应用学习理论，通过治疗家与受辅者的交谈及真诚的情感，在操作性条件反射的基础上，减轻内部冲突，使症状减轻、问题解决、焦虑减少、自信心增强。此疗法由马丁(Martin，D.G.)在20世纪70年代提出。(徐云撰梁宝勇审)
