英翻中 1句,3.In a model of foreign-language teaching and learning processes that is not quite well known,I have distinguished skill-getting,represented by both cognition and production (or pseudo-communication),from skill-using in interaction,whi
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英翻中 1句,3.In a model of foreign-language teaching and learning processes that is not quite well known,I have distinguished skill-getting,represented by both cognition and production (or pseudo-communication),from skill-using in interaction,whi
英翻中 1句,
3.In a model of foreign-language teaching and learning processes that is not quite well known,I have distinguished skill-getting,represented by both cognition and production (or pseudo-communication),from skill-using in interaction,which involves both reception and expression and is dependent on motivation to communicate.
不好意思,修改一下句子 In a model of foreign-language teaching and learning processes that is now quite well known,I have distinguished skill-getting,represented by both cognition and production (or pseudo-communication),from skill-using in interaction,which involves both reception and expression and is dependent on motivation to communicate.
英翻中 1句,3.In a model of foreign-language teaching and learning processes that is not quite well known,I have distinguished skill-getting,represented by both cognition and production (or pseudo-communication),from skill-using in interaction,whi
3 .在一个模型外语教学和学习过程不是众所周知,我尊敬的技能获得,所代表的两种认知和生产(或伪通信) ,来自技能使用的互动,其中包括两个接待和表达和积极性是依赖于沟通.
在一个模型外语教学和学习过程,现在已众所周知,我尊敬的技能获得,所代表的两种认知和生产(或伪通信) ,来自技能使用的互动,其中包括两个接待和表达和积极性是依赖于沟通.
在一个不是非常著名的外语教学过程中,我有卓越的,被利益技巧生产/或假交流/作为代表的技术利益,从合作中利用牵涉接待和表达然后在交流的动力中被依靠的技巧,
在不算知名的外语教学模式中,我将技能获取环节(包括认知和创作)从交流技能使用环节分离出来,该环节涉及接受和表达,它对交流主动性有依赖性。
在一个模型外语教学和学习过程,现在已众所周知,我尊敬的技能获得,所代表的两种认知和生产(或伪通信) ,来自技能使用的互动,其中包括两个接待和表达和积极性是依赖于沟通。(我用灵格斯翻译的)