哪位高手帮忙把下面这段话翻译成英语吧，急！万分感谢 哪位高手帮忙把下面这段话翻译成英文。
\u6025!\u54ea\u4f4d\u9ad8\u624b\u80fd\u5e2e\u6211\u628a\u4e0b\u9762\u8fd9\u6bb5\u8bdd\u7ffb\u8bd1\u6210\u82f1\u6587\u554a?\u4e07\u5206\u611f\u8c22\u4e0d\u540c\u7684\u6b4c\u66f2\u6709\u4e0d\u540c\u7684\u601d\u60f3\u611f\u60c5\uff0c\u540c\u4e00\u9996\u6b4c\u66f2\uff0c\u4e0d\u540c\u7684\u6b4c\u8005\u6f14\u5531\u6709\u4e0d\u540c\u7684\u6b4c\u5531\u6548\u679c\uff0c\u6709\u7684\u771f\u5207\u611f\u4eba\uff0c\u6709\u7684\u5e73\u6de1\u65e0\u5473\uff0c\u9664\u4e86\u6280\u80fd\u3001\u6280\u5de7\u4e0a\u7684\u539f\u56e0\u5916\uff0c\u6700\u91cd\u8981\u7684\u662f\u770b\u60c5\u611f\u8868\u73b0\u7684\u628a\u63e1\u3002\u672c\u6587\u901a\u8fc7\u5404\u79cd\u4e0d\u540c\u7684\u89d2\u5ea6\u591a\u65b9\u9762\u7684\u9610\u8ff0\u4e86\u58f0\u4e50\u6f14\u5531\u4e2d\u60c5\u611f\u8868\u73b0\u7684\u91cd\u8981\u6027\u3002
Songs are different in terms of emotions they express. Performed by different artists, even the same song may take on different effects, be it heart-stirring or simply plain. Besides technique and skill, the most influential factor in the performance of a song lies in the control of emotional expression, whose importance will be explained in the article through a series of perspectives.
\u5173\u952e\u8bcd\uff1a
\u6b4c\u5531\u827a\u672f
\u60c5\u611f\u8868\u73b0
\u6b4c\u5531\u5ba1\u7f8e
Key Words:
The art of singing
The expression of emotions
Aesthetics of singing
Appropriate approach to cultural differences during business negotiation
The international business negotiation course generally covers 4 phases as: 1) exchanging greetings-something irrelative to business; 2) mutual communication about business; 3) attempts to convince the other party; 4) compromise and finalizing the agreement. Before the formal business negotiation begins, people typically hold a kind of anticipation for the course of business negotiation, which frequently has an influence on the controlling of negotiation procedure and selection of negotiation strategies. People\u2019s anticipation differs from each other in view that negotiators of different cultures have different linguistic and non-linguistic behaviors, different concepts of value and different decision making thinking; thus different anticipation will make different the time and efforts negotiators spend in each phase.
(1) Exchanging greetings-here it refers to all activities irrelative to \u201cbusiness negotiation\u201d, which both parties take to establish relationship or make acquaintance with each other for the purpose of learning about customers\u2019 background and interests so as to give important clues to select appropriate methods for the following communication. As far as American and Chinese cultural differences are concerned, American culture emphasizes the separation of business from persons. What they\u2019re interested in is primarily the factual concern. So American businessmen spend less time talking about something unconcerned or knowing about foreign opponents; instead, they will quickly get down into business communication. Americans would talk at the table about topics like weather, family, physics, politics etc. though they do so just out of friendship or politeness. Usually after 5 or 6 minutes, they will come to next phase. On contrary, in Chinese culture which stresses the mutual relationship, Chinese businessmen would invest a lot of time and money attempting to establish comfortable personal relationship and then get to the point.
Exchanging business information
Information communication in the international business negotiation usually represents incomplete characteristics as follows:
The first is information misunderstanding as a result of different languages and behaviors. Common people can understand only 80-90% speaker\u2019s content of the same cultural background, meaning 10-20% content was misunderstood or misheard. Imaginably, when someone is saying in the second language, the percentage of misunderstanding or being misheard would be soaring up. The whole conversation will be entirely misunderstood when the second language is quite limited. The cultural difference on behaviors often appears to be comparatively unobvious and hard to be sensed. When foreign negotiators send out different non-linguistic signals, the counter-party of different cultural background will misunderstand them and won\u2019t realize mistakes they\u2019re making.
The second is information asymmetry derived from different non-linguistic communication skills. Sometimes in order to collect information from the counter-party, negotiators will adopt un-directional negotiation strategies, i.e. letting counter-party provide information. Information asymmetry comes into existence when there\u2019re different communication skills objectively in different cultures such as differences on silent-keeping interval, frequency of get-in-a-word and staring-at time; in particular when the difference becomes rather noticeable. It\u2019s not difficult to find from the comparison between Chinese and French cultures less frequency of Chinese staring-at and interruption appears in the communication skills but longer time of keeping silence, while French negotiators seem to be less silent, who will make up the time when its counter-party is silent.
The third is asymmetric feedback speed and content of information due to the difference concepts of value. On one hand, people of different cultures have different ways to use time: single time or multiple time. Single time features with \u201cspecial, specific and speed\u201d, found from North Americans, Swiss, Germans and Scandinavians. Multiple time stresses multiple usage of a time, which can be discovered in Mid-Eastern and Latin-American cultures. Under the way of multiple time usage, people have relaxing schedule, light punctuality and late concept, as well as the expected postponed time of information feedback. On the other hand, different cultures show different types of buyer-seller relationship i.e. vertical and horizontal relationship. The former appears to be implicit and face-saving, while the latter relies on the buyer\u2019s credits with focus on candor and true words from the heart.
This pattern is standing at the cultural level, regard language as the carrier of culture, like the table or materialized; intercultural communicative ability both as means and as the new foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English Teaching: (1) the English teaching is to teach students the another language and culture system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the students systematic, step-by-step to teach, but not simple let the accidentally, no destination contact; (3) the language teaching cannot be culturally disjointed; (4) the target language culture is the foreign language learning at each stage of the elements.
Teachers should be well versed in Chinese culture and English represents the western culture in the language, nonverbal communication, thinking way and the narrative structure and language in society four levels of significance. At the same time, the teachers should also be aware of, English is not a simple representative of British and American culture, but the western world cultural synthesis. From the macro cultural perspective, the two languages of English and Chinese culture reflected in the same than different. Therefore, we should eliminate the foreign culture invasion. Chinese culture is not a feudal isolated, closed, conservative form it has become an open multi component system. From the perspective of teaching Chinese to foreign students, cultural exclusion, hostility psychology has been recognized, compassion, tolerance to replace. This is in China to teach English psychological superiority of one.
The teacher should master the foreign language teaching strategies and techniques. Tu Bei (1994) the words," for foreign language teachers, the biggest challenge is not in the language and cultural knowledge to explain or open a door culture class, but how the linguistic and cultural fusion in a professor." In view of this, the author thinks that should handle the following four points: (1) the timing: should be in English and Chinese languages and cultures in conflict or performance of phase and time while the debate of and contrast; (2): can stand in the angle between the two different cultural standpoints on seeing the same phenomenon. The initial stage should be more from the perspective of Chinese culture of hands, because it is after all a pre-existing cognitive frame; (3): culture embodied in the language of the different levels, acculturation level should be subject to the training of language skills; (4): progressive, natural, heuristic, association, rather than concentrated, preaching, injection, isolated type.
Teachers should properly handle the native system in the study of the role of. Always think, the interference of mother tongue should be excluded from the outside of the classroom. But the mother tongue culture system is first impressions are strongest system, a new system to replace sb. Is almost impossible. The correct approach is through language and cultural common core portion of the blending and different parts of contrast, make students mother tongue culture this unconscious system, be positive, positive, constructive reference frame, so that the English in contrast to become dominant, easy to feel and understand things. The occurrence of positive transfer.
Culture oriented teaching mode obviously needs corresponding supporting materials. This kind of textbook compilation should be multivariate culture as the guide, to contrast of language and culture, reference method, to multicultural background material, to the cultivation of intercultural communicative competence for the purpose, to the modern language theory. Teaching should be with task as the center and not to practice as the center. The so-called task, refers to the intercultural communication in order to achieve the communicative goals. Teaching language background should not be confined to Britain and the United States, plus, Australia and other English-speaking countries, but should cover the widest possible country and culture. As seen above, English has become an intermediary language, its international status and range of use reflects its intercultural communicative tool property. In addition, junior and senior English teaching material should have a certain amount of background of Chinese culture in the language materials. Xu Guozhang ( English ) in China has maintained for up to 30years of glamour, in part because of its one or two volumes in a considerable number of linguistic content is a reflection of Chinese are familiar with the incident, the scene. Alptekin writes," familiar with the content and the theme to make learners more attention to structural knowledge, their cognitive processes by the target language interference is less." Therefore, teaching should be in accordance with Chinese culture ... ... Human universals culture ... ... The exotic culture sequence progressive schedule language materials. Such as Stewart (198) says," EFL teaching material should be through the use of, or mining cross culture of human experience, and as a reference point for interpretation are not familiar with the corpus, resulting in the known and unknown culture cultural bridge between."
嘻嘻，望采纳！！
Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the macroscopic cultural point of view, both English and Chinese language reflects the same greater than a different culture. Therefore, we should eliminate the foreign culture 4 feeling. Chinese culture is also feudal isolated, closed, conservative form it has become an open more components of the system. From the point of the teaching, Chinese students to an exotic culture rejection, hostile psychological have been recognized, sympathy, tolerate replaced. This is professor of English in China one of the psychological advantage.
Teachers should master the language teaching strategies and skills. With TuBei (1994) words, "for foreign language teacher to be the biggest challenge is not in the language and culture of the knowledge or another open a door interpretation of literacy class, but in how the language and cultural fusion together to professor." In view of this, the author thinks that we should deal with the following four points: (1) the time: should be in chinese-english language culture conflict or performance in an instant and different and contrast; (2) Angle: can stand in English and Chinese to two different kinds of cultural position at the same phenomenon analysis. The initial stage should be more like from Chinese culture Angle hands, because it is after all a existing cognitive framework; (3) degree: culture reflected in the language of different level, the extent of the move into the culture should be subject to language skills training purpose; (4) mode: gradual, natural, heuristic, relevance, rather than focusing, sermons, injection, isolated type.
Teachers should be properly handled in the role of the mother tongue system study. Always think, mother tongue interference in class should as far as possible out outside. But mother tongue culture system is the first impression of system, a new system instead is almost done. The right way is through the language and culture of the nuclear parts of the harmony and a different part of the contrast, make the students' first language culture this the subconscious system, be positive, positive, constructive frame of reference, to make the English in contrast to become a dominant, easy to feel and understand things. Be positive migration.
Cultural orientation teaching mode obviously calls with suitable supporting materials. This kind of the compilation of the teaching material should be with diverse culture as the guide, language and culture, reference for contrast method, with the multinational culture background for material, in order to foster intercultural communication competence for the purpose, the modern language theory as the guide. Teaching material should with task as the center and not to exercise as the center. The so-called task, it is to point to cross-cultural communication in the occasions to communication goals. The teaching material of language background should not be limited to Britain, the United States, Canada, Australia and the english-speaking countries, and should cover as wide country and culture. As is shown above, English has become an intermediary language, its international status and use scope just reflects its cross-cultural communication tools attributes. In addition, the junior and senior English teaching material should have a certain amount of Chinese culture in the background of the language materials. Xu guozhang (English) is in China keeps a 30 year charm, part of the reason is that one, two copies of a considerable number of language is a reflection of the Chinese people are familiar with the content of the incident, the scene. Alptekin wrote, "familiar with content and subject to make the learners to pay more attention to their structural knowledge, the cognitive process of target language interference by less." Therefore, the teaching materials should according to Chinese culture...... Human common culture... Foreign culture order according to the language materials gradual row. Such as Stewart (198) says, "EFL teaching material should be compared by using, or mining cross-cultural human experience, and use this as interpretation not familiar with the reference point, thus corpus in the known and the unknown culture between cultural bridge."
Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western ?
文化导向型英语授业のモデルだ
本モードに立って、文化の高さで、言语と文化をキャリヤー、时计像や物化;多文化现象で、能力と手段を目的とする新たな外国语教学观だった。教师だっただけに、その要求を见つめ直す文化と英语授业の関系:(1)英语授业は事実上、生徒たちを把握した上で、别の言叶で文化システムに再び体系を认识して、感じや解釈に同じ物质世界;(2)文化那须で生徒に体系的に、顺序を逐って渐近地教授であるさせてはならないと偶然、目的も接触します;(3)语よりもの文化に追いつかず、できない(4)目标语文化が外国语学习段阶别の要因だった。
教师に详しい中国文化と英语しなければならない」に代表される西洋?だった Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western ? Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the macroscopic cultural point of view, both English and Chinese language reflects the same greater than a different culture. Therefore, we should eliminate the foreign culture 4 feeling. Chinese culture is also feudal isolated, closed, conservative form it has become an open more components of the system. From the point of the teaching, Chinese students to an exotic culture rejection, hostile psychological have been experience, and use this as interpretation not familiar with the reference point, thus corpus in the known move into the culture should be subject to language skills training purpose; (4) mode: gradual, natural, heuristic, relevance, rather than focusing, sermons, injection, isolated type.
Teachers should be properly handled in the role of the mother tongue system study. Always think, mother tongue interference in class should as far as possible out outside. But mother tongue culture system is the first impression of system, a new system instead is almost done. The right way is through the language and culture of the nuclear parts of the harmony and a different part of the contrast, make the students' first language culture this the subconscious system, be positive, positive, constructive frame of reference, to make the English in contrast to become a dominant, easy to feel and understand things. Be positive migration.
Cultural orientation teaching mode obviously calls with suitable supporting materials. This kind of the compilation of the teaching material should be with diverse culture as the guide, language and culture, reference for contrast method, with the multinational culture background for material, in order to foster intercultural communication competence for the purpose, the modern language theory as the guide. Teaching material should with task as the center and not to exercise as the center. The so-called task, it is to point to cross-cultural communication in the occasions to communication goals. The teaching material of language background should not be limited to Britain, the United States, Canada, Australia and the english-speaking countries, and should cover as wide country and culture. As is shown above, English has become an intermediary language, its international status and use scope just reflects its cross-cultural communication tools attributes. In addition, the junior and senior English teaching material should have a certain amount of Chinese culture in the background of the language materials. Xu guozhang (English) is in China keeps a 30 year charm, part of the reason is that one, two copies of a considerable number of language is a reflection of the Chinese people are familiar with the content of the incident, the scene. Alptekin wrote, "familiar with content and subject to make the learners to pay more attention to their structural knowledge, the cognitive process of target language interference by less." Therefore, the teaching materials should according to Chinese culture...... Human common culture... Foreign culture order according to the language materials gradual row. Such as Stewart (198) says, "EFL teaching material should be compared by using, or mining cross-cultural human experience, and use this as interpretation not familiar with the reference point, thus corpus in the known and the unknown culture between cultural bridge." Culture-oriented English teaching pattern
This model is standing in the culture in height, the language as the carrier of culture, table like or materialized; The cross-cultural communication ability not only as a means of purpose and as new foreign language teaching. Therefore, it requires teachers to re-examine the culture and the English teaching: (1) the relationship between English teaching is in fact professor students to master a language culture system, and the system understanding, feeling and explain the same material world; (2) culture must to students system, progressive asymptotic to professor, and can't simply let it by chance, no destination contact; (3) language teaching and cultural not out; (4) the target language culture is a foreign language learning every stage of the elements.
Teachers should know the Chinese culture and English represents the western culture in language level, the language communication, way of thinking and narrative structure and social language and so on four aspects of meaning in comparison. At the same time, the teacher should also be aware that English is not simply represent British and American culture, but the synthesis of western and the world culture. From the the 。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。
翻译的很累，望采纳~！希望可以帮到你，O(∩_∩)O谢谢！
Culture-oriented English teaching mode
This model is standing on the cultural height of the language as a cultural carrier, like or materialized table; intercultural communicative competence both as a means but also as an end in the new concept of foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English language teaching: (1) English language teaching actually is to teach students to master another language, cultural system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the student system, the sequential asymptotic professor, and can not simply let the occasional aimlessly contact; (3) language teaching is not their cultural dislocation; (4) of the target language culture elements of foreign language learning at each stage .
Teachers should be well versed in the significance of comparison on the four aspects of Chinese culture and Western culture represented by the English in the language level, non-verbal communication, ways of thinking and narrative structure, and social language. The same time, teachers should also recognize that English is not simply on behalf of the Anglo-American culture, but the West and the world at cultural synthesis. From the point of view of macro-culture, reflected in both English and Chinese culture is greater than differences. Therefore, we should eliminate the invasion of exotic culture sense. Chinese culture is by no means the isolation of the feudal era, closed, conservative form of the, it has become an open, multi-component system. From a teaching perspective, rejection, hostility psychology of the Chinese students to foreign cultures have recognized, compassion, tolerance replaced. This is one of the psychological advantage in China teaching English.
Teachers should have a mode of this foreign language teaching strategies and techniques. Bei Tu (1994), the words "for foreign language teachers, the greatest challenge lies not in the language and cultural knowledge to explain or open a cultural lesson, but rather how the language and culture together to teach "In view of this, I think we should handle the following four points: (1) timing: in the English language and culture conflict or performance phase and timely debate differences and contrasts; can stand English (2) angle: Han two different cultural standpoint analysis to look at the same phenomenon. Like the initial stage should be more from the Chinese cultural perspective of manpower, because it is after all a cognitive framework; (3) Level: culture is reflected in the different levels of language, the degree of acculturation should be subject to training in language skills purpose; (4) ways: gradual, natural, heuristic association, rather than focus on preaching, inject, isolated.
The teacher should properly deal with the role of the native language system in the study. Have always believed that the mother-tongue interference should be excluded from the outside of the classroom. But the mother tongue culture system is a preconceived system, replaced by a new system is almost impossible. The correct approach is through language and culture, the nuclear part of the blending and contrast of different parts of the system, the subconscious of the student's native language culture to become positive, positive, constructive frame of reference, so that the English in contrast become dominant, easy to feel and understand things. Namely the forward migration.
Culture-oriented teaching model is clearly calling the corresponding supporting materials. Preparation of such materials should be multi-cultural orientation, language and culture compared with reference methods, multi-national and cultural background material in order to cultivate cross-cultural communicative competence for the purpose of the modern theory of language as a guide. Materials should be task-rather than practice as the center. The so-called task refers to the communicative goals to be achieved in cross-cultural situations. Language background of the teaching materials should not be limited to the United Kingdom and the United States, Canada, Australia and other English-speaking countries, but should cover the widest possible national and cultural. As indicated above, English has become a kind of interlanguage, international status and the use of precisely reflect its cross-cultural communication tool properties. In addition, junior and senior English teaching materials should have a certain amount of Chinese culture, the language material. The reason why the Xu Guozhang (English) to keep the charm up to 30 years in China, partly because one of a considerable number of language content to reflect the Chinese people are familiar with events in the two scenarios. Alptekin wrote, "familiar with the content and subject matter so that students pay more attention to structural knowledge, their cognitive process is also less affected by the interference of the target language." Therefore, the materials should be in accordance with Chinese culture ... the culture of our common humanity ... and the exotic culture The order of progressive press row of the language material. Stewart (198) said, "in EFL teaching materials should be through the use of, or excavation of cross-cultural human experience and point of reference as the interpretation is not familiar with the corpus, in order to bridge the gap between the known cultural and unknown culture."
Culture oriented English teaching mode
This pattern is standing at the cultural level, regard language as the carrier of culture, like the table or materialized; intercultural communicative ability both as means and as the new foreign language teaching. Therefore, it requires teachers to re-examine the relationship between culture and English Teaching: (1) the English teaching is to teach students the another language and culture system, and the system of cognition, feeling, interpretation of the same material world; (2) culture to the students systematic, step-by-step to teach, but not simple let the accidentally, no destination contact; (3) the language teaching cannot be culturally disjointed; (4) the target language culture is the foreign language learning at each stage of the elements.
Teachers should be well versed in Chinese culture and English represents the western culture in the language, nonverbal communication, thinking way and the narrative structure and language in society four levels of significance. At the same time, the teachers should also be aware of, English is not a simple representative of British and American culture, but the western world cultural synthesis. From the macro cultural perspective, the two languages of English and Chinese culture reflected in the same than different. Therefore, we should eliminate the foreign culture invasion. Chinese culture is not a feudal isolated, closed, conservative form it has become an open multi component system. From the perspective of teaching Chinese to foreign students, cultural exclusion, hostility psychology has been recognized, compassion, tolerance to replace. This is in China to teach English psychological superiority of one.
The teacher should master the foreign language teaching strategies and techniques. Tu Bei (1994) the words," for foreign language teachers, the biggest challenge is not in the language and cultural knowledge to explain or open a door culture class, but how the linguistic and cultural fusion in a professor." In view of this, the author thinks that should handle the following four points: (1) the timing: should be in English and Chinese languages and cultures in conflict or performance of phase and time while the debate of and contrast; (2): can stand in the angle between the two different cultural standpoints on seeing the same phenomenon. The initial stage should be more from the perspective of Chinese culture of hands, because it is after all a pre-existing cognitive frame; (3): culture embodied in the language of the different levels, acculturation level should be subject to the training of language skills; (4): progressive, natural, heuristic, association, rather than concentrated, preaching, injection, isolated type.
Teachers should properly handle the native system in the study of the role of. Always think, the interference of mother tongue should be excluded from the outside of the classroom. But the mother tongue culture system is first impressions are strongest system, a new system to replace sb. Is almost impossible. The correct approach is through language and cultural common core portion of the blending and different parts of contrast, make students mother tongue culture this unconscious system, be positive, positive, constructive reference frame, so that the English in contrast to become dominant, easy to feel and understand things. The occurrence of positive transfer.
Culture oriented teaching mode obviously needs corresponding supporting materials. This kind of textbook compilation should be multivariate culture as the guide, to contrast of language and culture, reference method, to multicultural background material, to the cultivation of intercultural communicative competence for the purpose, to the modern language theory. Teaching should be with task as the center and not to practice as the center. The so-called task, refers to the intercultural communication in order to achieve the communicative goals. Teaching language background should not be confined to Britain and the United States, plus, Australia and other English-speaking countries, but should cover the widest possible country and culture. As seen above, English has become an intermediary language, its international status and range of use reflects its intercultural communicative tool property. In addition, junior and senior English teaching material should have a certain amount of background of Chinese culture in the language materials. Xu Guozhang ( English ) in China has maintained for up to 30years of glamour, in part because of its one or two volumes in a considerable number of linguistic content is a reflection of Chinese are familiar with the incident, the scene. Alptekin writes," familiar with the content and the theme to make learners more attention to structural knowledge, their cognitive processes by the target language interference is less." Therefore, teaching should be in accordance with Chinese culture ... ... Human universals culture ... ... The exotic culture sequence progressive schedule language materials. Such as Stewart (198) says," EFL teaching material should be through the use of, or mining cross culture of human experience, and as a reference point for interpretation are not familiar with the corpus, resulting in the known and unknown culture cultural bridge between."
绛旓細灏卞湪杩欐椂鍊欙紝涓や汉鏃犳剰涓洓鐩鏈,浠夸經灏嗕袱浜哄甫鍥炰簡褰撳勾...杩欐鏃犳剰涓殑鍥炲繂缁欑帇瀛愬甫鏉ヤ簡涓涓姙娉...浜庢槸鐜嬪瓙瀵瑰叕涓昏:"杩欐牱涓嶅鍒烘縺,涓嶅鎴戜滑璧屽弻浠藉暒." 鍏富鎯充簡涓涓,瑙夊緱鐜嬪瓙绗ㄦ浜嗗氨绛斿簲浜嗕粬, 鐜嬪瓙灏辫:"鎴戣窡浣犺祵浣犱笉璁板緱褰撴椂鎴戝浣犺鐨勭涓鍙ヨ瘽鏄粈涔." 鍏富绗戜簡涓涓嬪氨璇:" 浣犲綋鏃...
绛旓細鑷己 self-renewal(杩欏悕瀛楁槸涓嶆槸澶佸湡浜嗭紵鎴戝惧悜浜庘榯he way of renewal'锛夋湁涓澶╂垜绔欏湪姊︽兂涓殑楂樺北涓 once i stood atop of the mountains i dreamd of 鐫佸ぇ鍙岀溂 with eyes widely open 浠旂粏绔杩滄柟鏄惁鐣欎笅鑷繁鐨勮冻杩 examing carefully whether my footprints had been left in the distance ...
绛旓細銇撱伄鐗╄銇寚銇欐剰鍛炽伅銆'鍙屾灙'銈般儵銉犲姵闆疯嚜鍒嗐伀灏戙仐銇矗銈併傘仢銈屻伅鐘姜鑰呫伄涓仹1绉嶃伄涓鑸殑銇佸害銇с仚銇嬶紵銈傘仐銇傘仾銇熴伅銇撱倱銇伀鑰冦亪銇︺佹洿銇亾銈屻倝銇瘽銈掗椈銇勩仸涓嬶細'绉併伅涓鐢熴伄涓仹鏈楂樸伄姝虫湀銇汉銆呫伀銆佸郊銈夈亴骞搞仜銇фソ銇椼亸銆佸揩閫傘仾鏃ャ仹銆佺銇緱銇熴仧銇犱井杈便仌銈屻佹崪鏌汇伄浜恒傘仢銈屻伅銆...
绛旓細璐濆厠鍦ㄣ婃垙鍓ф妧宸с嬩竴涔︿腑瀵规偓蹇靛仛鍑轰簡鏇村叿浣撶殑鐣屽畾锛屼粬璇达細"鎵璋撴偓蹇碉紝灏辨槸鍏磋叮涔嬩笉鏂殑鍚戝墠绱у紶鍜屾鐭ュ悗浜嬪浣曠殑杩垏瑕佹眰銆傛棤璁烘槸骞夸紬瀵逛笅鏂囨鏃犳墍鐭ワ紝浣嗘槸鎬ヤ簬鎺㈣捣绌剁珶锛涙垨鏄涓嬫枃浣滀簡涓浜涙彛娴嬶紝浣嗘効浣垮叾鏄庣‘锛涚敋鎴栨槸宸茬粡鎰熷埌鍜勫拕閫间汉锛屽閭ｅ嵆灏嗗嚭鍦虹殑绱у紶鍦洪潰鎬鐫鎭愭儳锛屽湪杩欎簺涓嶅悓鐨勬儏鍐典笅锛岃浼...
绛旓細trade componies will come into being.At a last measure,they brought up the main measures to form the core competiveness of Chinese foreign-orient trade companies,and warned to avoid several pitfalls that we might get into in the process of forming core competiveness.瀹屽叏鎵嬪伐缈昏瘧....
绛旓細鎴戜滑鍙堟敹鍒颁竴浜涙病鏈塎RB鐨凱N绫诲瀷鐨剋afer锛岃繖宸茬粡鏄涓夋鍙戠敓浜嗭紝璇甯繖纭浠ュ悗鑳藉惁璁╀粬浠湪鍙戦佽繖浜涗骇鍝佷箣鍓嶅厛鎶奙RB缁欏埌鎴戜滑锛烵nce again we have received some PN type wafers which are without MRB, and this is the third time it happens. Please kindly help to confirm whether they can ...
绛旓細鍙備笌鍏徃鏂伴」鐩殑寤虹珛宸ヤ綔锛屽埗瀹氭柊椤圭洰SOP Participate in the developmenet of the new project , and set up new project SOP (standard operating procedure).浠ラ」鐩壒鐐逛负鍩虹杩涜椤圭洰璋冪爺鍜屽競鍦鸿皟鏌ュ伐浣滐紝瀵归」鐩儏鍐佃繘琛屽疄鍦拌冨療锛岀‘淇濋」鐩殑椤哄埄杩涜 Research on both the project and market with an...
绛旓細Past decade, as excessive pressure on energy demand, oil prices climbed year after year the grim situation, the main subject of the world shipbuilding industry concentrated in the energy conservation, finding new energy and new energy exploration and other aspects of the use of methods....
绛旓細Now this beautiful campus, is that I left tears, leave sweat, leave our place of happy voice joke.Also remember, the one vacant land under Yang Shu's package of the Yu Yu spring onion spring onion is usually the location that we do a game and play not enough kid's heart,...
绛旓細鍦ㄦ睙鑻忔煇鍏変紡鍏徃 鎷呬换 椤圭洰閲囪喘宸ョ▼甯 In jiangsu a photovoltaic company as a procurement engineer 宸ヤ綔鎻忚堪锛欽ob description:浠昏亴鍏変紡閲囪喘涓績椤圭洰閲囪喘宸ョ▼甯,涓昏璐熻矗鍥尯寤鸿椤圭洰鍜屽厜浼忕粍浠跺叕鍙镐富杈呭伐鑹鸿澶囩殑閲囪喘.For photovoltaic procurement centre the procurement engineer, mainly responsible for the...
