英语就得说得这么native

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形容英文流利的成语

形容英文流利的成语英文流利的成语可以形容为"fluent as a native speaker"。

这个成语形象地描述了一个人英文说得流利像母语一样。

在现今全球化的世界中，掌握英语已经成为一项必要的技能。

那些能够自如地用英语进行交流的人，不仅在学术、职场中具备竞争优势，还能够打破语言障碍，与各国人民进行深入的交流。

英文流利的成语所形容的人，首先需要具备扎实的英文基础。

这包括对语法、词汇的熟练掌握，能够准确地运用各种语法规则和单词。

没有较好的基础，就很难达到英文流利的水平。

这就好比修一幢房子，坚实的地基才能支撑起高楼大厦。

其次，英文流利的成语所描述的人还需要具备良好的听说能力。

只有通过大量的听力练习，才能够熟悉英语的发音、语调和常用表达方式。

通过不断地听，才能够逐渐提高自己的口语表达能力，自如地运用各种口语习惯表达，与他人进行交流。

比如，流利的成语应该能够毫不犹豫地使用地道的英语口语，如俚语、习语和口头禅等。

此外，英文流利的成语也要求人具备广泛的词汇量。

掌握丰富的词汇是英文表达的基础，只有通过大量的阅读和积累，才能够拥有广泛的词汇量。

在运用成语时，不仅要知道成语的意思，还要能够准确地理解成语的使用场景和语境。

只有在适当的时候灵活运用，才能够让自己的英语表达更加地自然和地道。

最后，英文流利的成语还需要具备良好的文化背景知识。

英语是一门世界性的语言，其中蕴含着丰富的文化内涵。

对于成语的解读和使用，需要对这些背后的文化历史有一定的了解。

只有具备良好的文化背景知识，才能够更好地理解和运用成语，使自己的英语表达更加地精确和准确。

总的来说，英文流利的成语要求人具备扎实的英文基础、良好的听说能力、广泛的词汇量和文化背景知识。

只有通过不断地学习和实践，才能够达到成语所表达的流利程度。

英文流利的成语不仅仅是语言能力的体现，更是一种交流、理解和融入他人文化的方式。

让我们一起努力，成为英文流利的成语使用者，为更广阔的国际舞台做好准备！。

小学英语学习应该如何培养孩子的英语思维？

小学英语学习应该如何培养孩子的英语思维？哎哟，你说这小学英语学习怎么培养孩子的英语思维？这不是个大难题吗？说白了，就是让孩子们像个native speaker一样，用英语去思考，而不是单纯地翻译和背单词。

前两天，我带我外甥去逛公园，正好碰上一个外国小朋友也在玩滑梯。

我外甥人小鬼大，英语还挺溜，就主动跟人家打招呼，结果人家小家伙只顾着玩，压根没理我外甥。

我外甥当时就有点懵，想来想去不知道该咋办，最后憋出一句：“Do you like to play slides?" 我一看，哎哟，这孩子，还在用中文思维硬套英语，完全没有代入感嘛，就好像一个背词典背出来的句子。

怎么办呢？得让孩子用英语去思考，才能说出一口地道的英语。

那就得从日常生活入手，比如，吃饭的时候我们可以问孩子："What do you wantto eat today?" 睡觉之前可以问孩子："Are you sleepy?" 等等，平时多用英语跟孩子交流，就可以慢慢培养孩子的英语思维。

我记得以前我教过一个学生，小家伙特别喜欢看动画片。

我就想，那就利用他喜欢看动画片的爱好来培养他的英语思维。

我就让他每天看英语动画片，然后跟他说：“你看看这个动画片里面的人物是怎么说话的，你试着用英语去模仿他们。

” 他还挺爱学的，每天都兴致勃勃地模仿着动画片里的角色。

一段时间之后，这孩子的英语口语进步明显，说话都自然多了，而且还特别喜欢看英文原版动画片。

你看，培养孩子的英语思维，关键是日常生活中的潜移默化，要让孩子在快乐的游戏学习中慢慢进入英语思维模式。

别再死板地翻译和背单词了，用英语去思考，才能让孩子们真正爱上英语！。

native的用法

native的用法一、什么是native？Native这个词源于英语中的“本地的”或“本土的”，在技术领域中常被用来形容与操作系统、平台或环境相适应，具有原生支持和优化的应用程序。

它可以指代不同的概念和用法，包括Native App、Native Advertising和Native Language等。

二、Native App——实现更好用户体验1. Native App是指针对特定平台或设备编写并优化的应用程序。

与Web App相比，Native App具有更高的性能和更好的用户体验。

由于直接安装在设备上并充分利用硬件资源，Native App能够运行更快，提供更丰富的功能和交互体验。

2. Native App通常以操作系统提供的软件开发工具（如iOS上的Xcode和Android上的Android Studio）为基础进行开发。

通过使用平台独有的API和框架，开发者能够深度融合操作系统，并直接访问设备功能，如摄像头、GPS等。

3. 开发Native App需要掌握相应平台的开发语言和工具链。

在iOS平台上，Objective-C和Swift是主要选择；而在Android平台上，则使用Java或Kotlin。

利用这些现成工具和语言，开发者可以轻松构建出高品质、媲美原生应用的用户界面。

4. 与Web App相比，Native App在用户体验方面具有明显优势。

首先，Native App可以充分利用平台的特性，如推送通知、本地存储和离线访问等。

其次，由于直接运行在设备上，Native App能够更快地响应用户的操作，并提供更加流畅的交互效果。

最后，在设计和布局方面也更加灵活自由，能够为不同平台提供个性化的UI设计。

三、Native Advertising——融入内容之中1. Native Advertising是指将广告融入到应用程序或网站内容中，并与其形式和风格相符的一种广告形式。

相较传统广告而言，Native Advertising更具有隐蔽性和融合性。

英语口语：误区!和native speaker交流,才能学好英语？

美联英语提供：误区：和native speaker交流，才能学好英语？两分钟做个小测试，看看你的英语水平/test/waijiao.aspx?tid=16-73675-0在学英语的时候，你是不是经常会被告知要这样做：想学好英语（尤其是口语），你就一定要多和native English speakers（英语母语的人）沟通。

这个观点受到了很多英语学习者的追捧，甚至都要赶超“出国留学”的观念了！那么这个观点正确吗？和什么样的native speakers交流，才能提高英语？今天，英语君就来和你好好说说。

1.和native speakers交流，对学英语有帮助?Why do we think this is true? Well, it seems logical.Many believe that the language belongs to the native speakers, so if we want to speak it ‘correctly’we must speak English with them, right?However, this idea is a barrier to the reality that languages are not so black and white. Especially English because it is the global language for communication.同英语母语者对话真的对学习英语有帮助吗？逻辑上似乎是合理的。

很多人认为如果想地道地说英语，当然要同英语母语者对话，因为英语母语者创造并一直在使用英语。

但，语言运用没有明确的对错之分，尤其是作为国际通用语——英语。

Languages are fluid and evolving. There is no perfect way to speak them. Native speakers bend the rules, and usually we do NOT care if learners make mistakes, as语言是多变的，在不断进化。

人教版(2019)新教材高中英语必修第一册第五单元词汇学习PPT

broken bones. 2)That physical activity can improve
your bones as well.
14. shell [ʃel]: n.壳; 壳状物 The girl likes to look for shells on the
seashore.
15. symbol [ˈsɪmbl ]: n. 符号;象征 1)In China, the dragon is a symbol of
4. reference [ˈrefrəns]: n.指称关系;参考 Reference News: 参考消息 (中国报纸名)
1)These reference books are necessary to us.
2)This article can be read for reference.
5. refer [rɪˈfɜ:(r) ]: v. 提到;参考;
2)He is a man of fine character. 3)The man is a major character in the film. 4) The biggest character is that it can
by Mo Yan. 3)The novel is based on a true story. 4)Your grade will be based on three
papers and a final exam.
11. base [beɪs ]: n.底部;根据;基础
v.以...为据点/基础
base...on/upon...:以...为基础/根据 1)The scientist based his ideas on
个性强 /不强

学英语须知的10大英汉差异

实用！学英语须知的10大英汉差异不少学英语的小伙伴总会苦恼于自己说出来的“中式英语”，有时还会陷入交谈的时候别人好像听不懂，或者产生误会的尴尬境地。

想要避免这样的情况，除了要多了解英语国家的文化之外，还要了解英语和汉语之间的差异，这样才能脱离语言外壳，更接近目的语的表达习惯，让对方觉得你是在“说人话”。

英汉的10大差异01英语重形合(hypotaxis)汉语重意合(parataxis)美国翻译理论家Eugene A. Nida功不可没，在其Translating Meanings (1983 )一书中，他说明了英汉这一差异：就汉语和英语而言，也许在语言学上最重要的一个区别就是形合和意合的对比。

所谓形合，即表示句内种种逻辑关系，须用连接词，如if, although, because, when, in order that, so及so that等词明确地表达出来。

缺少了此类连接词，或者逻辑标记，如：It is late, I must leave. - It is late之前，缺少了because，如此英语表达，native speakers一般不说。

所谓意合，顾名思义，无须所谓的逻辑标记，句子靠意思，就能“捏”在一起，为听者或读者所接受。

如上句的对应汉语说法：迟了，我得走了。

大家可以看看下面这两句话英汉间的差异：①跑得了和尚，跑不了庙。

The monks may run away, but the temple cannot run away with them.②一个英国人，不会说中国话，有一次在中国旅行。

An Englishman who could not speak Chinese was once traveling in China.以上2句，讲究形合的英句中的but, who皆不可省略。

汉句则干净利落，无须所谓的“逻辑标记”。

02英语：前重心；汉语：后重心结论、断言、结果以及事实，应该成为句子的“重心”，但就“重心”位置而言，“英前汉后”。

native 和non-native speaker的优缺点

Linguistics and Education 23(2012)1–15Contents lists available at SciVerse ScienceDirectLinguistics andEducationj o u r n a l h o m e p a g e :w w w.e l s e v i e r.c o m /l o c a t e /l i n g edStrengths and weaknesses of NESTs and NNESTs:Perceptions ofNNESTs in Hong KongLai Ping Florence Ma ∗Department of Linguistics,Macquarie University,Sydney,NSW 2019,Australiaa r t i c l e i n f o Article history:Available online 18November 2011Keywords:Native speakers Non-native speakers Native English speaking teachers Non-native English speaking teachers English language teaching Teacher beliefsa b s t r a c tSince non-native English speaking teachers (NNESTs)are always compared with nativeEnglish speaking teachers (NESTs)on linguistic grounds,their strengths and weaknessesas English teachers are worthy of investigation.This paper reports on a mixed methodsstudy which examines the strengths and weaknesses of NNESTs and NESTs through theperceptions of NNESTs in Hong Kong.Data were collected through a questionnaire com-pleted by 53NNESTs teaching in secondary schools and three semi-structured individualinterviews for the purpose of data triangulation.Findings show that NNESTs and NESTsare perceived to have distinctive linguistic,socio-cultural and pedagogical strengths andweaknesses.While NNESTs are thought to have strong pedagogical strengths,they havelinguistic weaknesses.While NESTs are perceived to have strong linguistic strengths,theyhave pedagogical weaknesses.An interesting ﬁnding is that some of the perceived strengthsand weaknesses are complementary.This paper has theoretical implications for languageteacher expertise and practical suggestions for teacher preparation.©2011Elsevier Inc.All rights reserved.1.IntroductionIt was estimated that approximately three quarters of the ESL (English as a second language)or EFL (English as a foreign language)teaching workforce worldwide are non-native English speaking teachers (NNESTs)(Canagarajah,1999,2005;Kachru,1996).As NNESTs constitute the majority of teachers in the ﬁeld of TESOL (teaching English to speakers of other languages),their role and potential contributions are worth investigating.Nevertheless,there has been limited research on NNESTs until the last two decades or so.Ever since Medgyes’s (1994)pioneering work which discusses the notion of NNESTs and their positive and negative characteristics,there has been a growing interest in conducting empirical studies concerning NNESTs.One major area of research is the investigation of NNESTs’self-perceptions.Teachers’self-perceptions are worthy of investigation because their beliefs and self-image often inﬂuence their teaching (Richards &Lockhart,1994;Samimy &Brutt-Grifﬂer,1999).Examining NNESTs’self-perceptions are even more important because they are always compared with their native counterparts on the grounds of accent,grammar or knowledge of vocabulary (Boyle,1997;Braine,2010;Medgyes,1994;Rajagopalan,2005).Some NNESTs have developed a sense of infe-riority and/or a lack of self-conﬁdence (Bernat,2008;Llurda &Huguet,2003;Rajagopalan,2005).In addition,the common belief that native speakers are ideal teachers has resulted in NNESTs suffering from being second-class “citizens”in the ﬁeld of TESOL (Ellis,2002;Rajagopalan,2005).Previous research into NNESTs’self-perceptions have focused mainly on their English language proﬁciency (Amin,1997;Kamhi-Stein,Aagard,Ching,Paik,&Sasser,2004;Llurda &Huguet,2003;Reves &Medgyes,1994;Samimy &Brutt-Grifﬂer,1999;Tang,1997),factors affecting their command of English (Reves &Medgyes,∗Tel.:+6120410338697;fax:+61294493989.E-mail addresses:ﬂorencelpma@ ,ﬂi.ma@.au0898-5898/$–see front matter ©2011Elsevier Inc.All rights reserved.doi:10.1016/j.linged.2011.09.0052L.P.F.Ma/Linguistics and Education23(2012)1–151994)and the effects of their language proﬁciency on teaching(Llurda&Huguet,2003;Samimy&Brutt-Grifﬂer,1999). Some of these studies(e.g.,Kamhi-Stein et al.,2004;Moussu,2006;Reves&Medgyes,1994)have also investigated how NNESTs perceive their strengths and weaknesses as English teachers but extensive research on this issue is limited.Studies that examine NNESTs’perceptions of their native counterparts are even fewer,with the exception of Reves and Medgyes (1994)and Tang(1997).This paper investigates how a group of NNESTs in Hong Kong perceive their strengths and weaknesses as English teachers as well as those of the native counterparts.The purpose of this study is to contribute to the debate of whether NESTs and NNESTs are better teachers,to help both NNESTs and NESTs develop a deeper understanding of their value and limitations as English teachers,and more importantly,to enable them to improve their teaching performance.Theﬁndings show that NNESTs and NESTs have different linguistic,socio-cultural and pedagogical strengths and weaknesses,and therefore,they should not be compared purely on linguistic grounds.Theﬁndings of this study have strong implications for the theory of language teacher expertise and this paper offers practical suggestions for teacher preparation.This paper is set out as follows:In Section2,the theoretical background is presented,including a discussion of the idealization of native speakers,the positive and negative aspects of NESTs and NNESTs,and previous research into the strengths and weaknesses of NESTs and NNESTs.Section3details the mixed methods research methodology adopted in this study,including participant proﬁles,research instruments,data collection procedures,and data analysis.In Section4, theﬁndings of this study are presented,followed by a discussion of theﬁndings in Section5.Finally,the implications and limitations of this study are discussed in Section6.In this paper,terms such as“NESTs”and“NNESTs”are used,given the lack of generally accepted alternatives and the continued use of these terms by most in theﬁeld.2.Theoretical background2.1.Idealization of the native speakerThe linguistic authority of the native speaker was established because of their greater facility in demonstratingﬂuent, idiomatically appropriate language,and in appreciating the cultural aspects of a language(Chomsky,1965).However,the idealization of the native speaker as fully competent users of their language is problematic because“being born into a group does not mean that you automatically speak its language well”(Rampton,1990,p.98).Native speakers of a language may not possess all the knowledge about the language they speak.In fact,the construct of“native speakers”is complex and cannot be precisely deﬁned(Davies,2003).Despite this,native speakers are believed to be ideal English teachers and models for language learners(Cook,2005; Llurda,2004),and this belief was labelled as the“native speaker fallacy”(Phillipson,1992).Although whether NESTs are intrinsically better qualiﬁed teachers than NNESTs is in doubt(Phillipson,1992)and their validity as models for English learners has been questioned(Amin,2001;Edge,1988;Kirkpatrick,2006),there have been signs of discrimination against NNESTs in the ELT(English Language Teaching)job market.NESTs are sometimes given a preference in employment(Braine, 1999;Canagarajah,1999;Clark&Paran,2007;Cook,2005;Kramsch,1997;Widdowson,1992)and the label“native speaker”is often a requirement in job advertisements(Kirkpatrick,2006;Shin,2008).English teachers are evaluated by theirﬁrst language rather than their teaching experiences,professional preparation and linguistic expertise.2.2.Discussion of positive and negative aspects of NNESTs and NESTsThe positive and negative aspects of NNESTs and NESTs have been widely discussed in the literature.Regarding the positive aspects of NNESTs,Medgyes(1994)hypothesises that NNESTs can:(a)provide a good learner model for imitation;(b)teach language learning strategies more effectively;(c)supply learners with more information about the English language;(d)anticipate and prevent language difﬁculties better;(e)be more empathetic to the needs and problems of learners;(f) make use of the learners’mother tongue(p.51).Cook(2005)adds that NNESTs have deeper knowledge of the educational system than the expatriate native speaking teachers from another country.Phillipson(1996)suggests that the L2learning experiences of NNESTs can sensitise them to students’linguistic and cultural needs.As for the positive aspects of NESTs,Stern(1983)points out that their linguistic knowledge,proﬁciency or competence is a necessary point of reference for the concept of language proﬁciency in language teaching.Widdowson(1992)proposes that a native speaker teacher can be a reliable informant of linguistic knowledge because of their extensive experience as English users,while a non-native speaker teacher can take up the role of an instructor because of their L2learning experiences. The quote“the native-speaker teacher is in a better position to know what is appropriate in contexts of language use.(...) But it is the nonnative-speaker teacher who is in a better position to know what is appropriate in the contexts of language learning”(Widdowson,1994,p.387)best summarises the positive aspects of a native and a non-native speaker teacher.Regarding the negative aspects of NNESTs,they are often considered less proﬁcient English users than NESTs,“poorer lis-teners,speakers,readers and writers”(Medgyes,1994,p.33),and can never achieve native speakers’competence(Medgyes, 1992).However,it is doubtful whether all native English speakers can be better language users than non-natives in all the four language skills.As for the negative aspects of NESTs,they may lack the necessary insights into lesson preparation and delivery(Shaw,1979),and fail to take the initiative in learning other languages and other cultures since everybody speaks their own language(Widdowson,1992).For those NESTs who teach in another country,they lack cultural and linguisticL.P.F.Ma/Linguistics and Education23(2012)1–153 knowledge in the host country and are in a less favourable position than local colleagues in understanding the language produced by lower level students(Holliday,1994;Luk&Lin,2007).They may know what is accurate in grammar but may not be able to explain grammatical rules(Boyle,1997).While the positive and negative aspects of NNESTs and NESTs have been widely discussed in the literature,empirical studies that investigate what practising teachers think are limited.2.3.Research into strengths and weaknesses of NNESTs and NESTsIn an ESL setting in the U.S.,Kamhi-Stein et al.(2004)found that NNESTs faced difﬁculties in communication and vocabu-lary skills.However,their multi-cultural awareness,bilingual language ability and experiences in L2learning were considered their strengths.Also in the U.S.,Moussu(2006)conducted a study with NNESTs teaching in Intensive English Programs(IEP) and found that they considered their understanding of students’situation and needs,and their language learning experi-ences to be their main strengths.However,their“foreign accent”,insufﬁcient knowledge of American culture,and their lack of self-conﬁdence were perceived as their major shortcomings.Since the self-image of ELT professionals may be context dependent(Samimy&Brutt-Grifﬂer,1999),it is important to conduct studies also in EFL settings.In Hungary,Reves and Medgyes(1994)found that NNESTs’ability to estimate learner ability and predict learner difﬁculties,their use of the L1for clariﬁcation and more successful grammar teaching were considered their strengths.However,in Spain,Llurda and Huguet(2003)found that about a quarter of NNESTs in their study did not recognise their advantages of being NNESTs and they concluded that these teachers may suffer from insecurity and an inferiority complex.In contrast,Tang(1997)found that NNESTs in Hong Kong could recognise their advantages,which included their knowledge of students’problems,previous L2learning experience and the shared L1with students.However, most of them believed that their native counterparts were superior to them in speaking,pronunciation,listening,vocabulary and reading.Since Tang’s(1997)study,there has been limited research on the self-perceptions of NNESTs in Hong Kong. Conducted in the same context but at a different time period,the present study provides a more recent account as the number of NESTs has been increased drastically,from87before1997to about700in1997and900in2008(Forrester&Lok, 2008;Tham,2008).The current study is also different from Tang(1997)in that it collected data from both questionnaires and interviews for data triangulation,as opposed to only using a questionnaire as in Tang(1997).Using interviews as a research method enables gentle probing for elaborations and yields richer data.Hong Kong is an appropriate research site for investigating the relative strengths and weaknesses of NNESTs and NESTs for four main reasons.First,although a dichotomy vision of the native speaker and the non-native speaker is not linguistically sound(Luk&Lin,2007;Moussu&Llurda,2008),it is socially present in Hong Kong.Under the Native English Teachers(NET) scheme in Hong Kong,1NESTs are called native English teachers(NETs)and NNESTs are known as local English teachers (LETs).In the following sections,the term“LETs”is used to refer to NNESTs in Hong Kong,and“NETs”is used to refer to NESTs in Hong Kong.Second,many LETs have the opportunity of and experience in working and collaborating with NETs through various forms of co-teaching and team-teaching in Hong Kong.Therefore,some are familiar with the teaching practices of their native counterparts,and they are able to make comparisons and provide insights into the strengths and weaknesses of their native counterparts.In the existing literature,little has been documented on how NNESTs perceived the strengths and weaknesses of NESTs(for exceptions,see Reves&Medgyes,1994;Tang,1997).Third,with the current emphasis on NET Scheme and the power imbalance between NESTs and NNESTs in terms of their teaching roles and teaching duty allocation (Lee,2004),conducting a study in this particular educational context may yield considerable insights.Finally,theﬁndings obtained from a study conducted in Hong Kong may contribute to our understanding about NNESTs’perceptions in other EFL countries or regions,such as China,Japan,Korea and Taiwan,where an increasing number of NESTs are being hired to teach in local schools(Jeon&Lee,2006).The two research questions that guided the current study are:1.How do LETs perceive their own strengths and weaknesses as English teachers?2.How do LETs perceive the strengths and weaknesses of their native counterparts?3.Research method3.1.Open questionnaire responses3.1.1.ParticipantsParticipants were53local English teachers(6male,44female)from16secondary schools.Most of them(64%)were from schools using English as the medium of instruction(EMI)and76%of these teachers worked in Band1schools.2Their age1The earliest version of the Native English Teachers(NETs)Scheme was introduced in1987with the aim of raising the English standards of secondary students in Hong Kong.By1997,each secondary school is entitled to employ one NET and Chinese medium schools can recruit two NETs to compensate for students’decreased exposure to English.By2008,more than900NETs were recruited from countries such as Australia,Canada,New Zealand,the U.K.and the U.S.(Tham,2008)to teach secondary school students alongside local English teachers(LETs)(Boyle,1997;Luk and Lin,2007).NETs are usually assigned to teach oral lessons only(about one lesson per week)or to teach all the four skills(about eight to10lessons per week)as the main English teachers.2In Hong Kong,secondary schools are categorised into three bands according to students’academic ability,with Band1as the highest level.4L.P.F.Ma/Linguistics and Education23(2012)1–15ranged from twenties toﬁfties,with40%in their thirties,and their average year of teaching experience was13years.All were bachelor degree holders and75%were English majors.About40%were master degree holders,mainly specialised in TESOL.3.1.2.Instrument and proceduresThe research instrument was a self-administered questionnaire with10questions(see Appendix A).Questions1–8 collected participants’background information,including their gender,age,linguistic backgrounds,years of teaching expe-rience,academic qualiﬁcations,and background information of their schools.Questions9and10are open-ended questions which collected participants’views on the strengths and weaknesses of being a LET or a NET.Questionnaires were initially distributed to all the LETs working in three secondary schools for completion within three weeks.These three schools were selected as they participated in other parts of this research project which involved student questionnaire completion,stu-dent interviews and video-recording of lessons.Through a snowball sampling method,more participants were recruited from12other schools and the response rate was66.3%.3.2.Semi-structured interviews3.2.1.ParticipantsParticipants were three LETs,each from one of the three schools which participated in the initial questionnaire completion. They were selected because each of them co-taught with their native counterpart.3Ms.Anna Au,in her mid-40s,worked in a Band2Chinese medium school and co-taught the oral lessons of a Secondary3(Year9)class with a NET from Australia.Ms. Beth Bao,also in her mid-40s,worked in a Band1English medium school and co-taught a Secondary2(Year8)class with a NET from Britain.Both teachers had about20years of teaching experience.The third participant was Ms.Cathy Cheung, in her mid-30s with about10years of teaching experience.She co-taught a Secondary5(Year11)class with a NET,from Australia,in her Band1English medium school.3.2.2.Instruments and proceduresA20-min semi-structured interview was conducted and recorded with each participant and three sets of questions were prepared.Theﬁrst two sets were about the schools,the teachers’biographical data,academic qualiﬁcations and professional history,while the last set collected the interviewees’views on the strengths and weaknesses of LETs and NETs(see AppendixB).Two interviews were conducted in Cantonese as preferred by the participants.3.3.Data analysesThe open questionnaire responses were analysed through thematic content analysis,which was based on the similarity principle and the contrast principle4(Spradley,1979as cited in Teddie&Tashakkori,2009)and a list of categories was generated,forming a coding frame.The interviews were fully transcribed and translated by the researcher.To ensure accu-racy,30%of the translated transcripts were proofread by an accredited translator.To ensure the reliability of this study, 25%of the open responses and10%of the interview transcripts were randomly selected as coding samples,and were coded independently by a research assistant.The researcher and the assistant then compared their coded items and discussed dis-crepancies in coding.The inter-coder agreement percentage was75.8%for the open responses and69.7%for the interview data.4.FindingsIn this section,theﬁndings are presented in the following order:the strengths of LETs,the weaknesses of LETs,the strengths of NETs and the weaknesses of NETs.4.1.Strengths of LETsThe data collected from both the open questionnaire responses and interview data regarding the strengths of LETs are collated in Table1below.Findings from the two data sources were consistent and many common categories were found. The strengths of LETs were classiﬁed into three categories:linguistic,socio-cultural and pedagogical.4.1.1.Pedagogical strengthsIn the open questionnaire responses,the most frequently cited strengths of LETs were their pedagogical strengths which included their understanding of students’needs,learning difﬁculties and language abilities.Sample responses are as follows:3The native counterparts of the three LET participants were also interviewed and theﬁndings will be reported in a forthcoming paper.4Based on the similarity principle,categories are determined by their similar content or by terms that can be included under a“cover term”.Based on the contrast principle,mutual exclusivity,that is,“distinctiveness”between categories,is explored(Spradley,1979as cited in Teddie and Tashakkori,2009).L.P.F.Ma/Linguistics and Education23(2012)1–155Table1Perceived strengths of LETs.Open questionnaire responses%Interview data Reported byLinguisticBeing bilingual7.4Use of students’L1Anna,Beth Better communication with students13.2Better communication with students Anna,CathySocio-culturalUnderstanding of local education system8.8Understanding of student family/cultural backgrounds Anna,BethCloser relationship with students Beth,Cathy PedagogicalUnderstanding of students’needs/difﬁculties/abilities54.4Understanding of students’difﬁculties/abilities Anna,Cathy Teaching styles: 5.8Close monitoring of student work Anna,Cathy -Clear grammar explanations-Examination-oriented teachingBetter examination preparation Anna,CathyOther(various)10.4Total(N=68)100Locals may have a better understanding of local students’abilities and problems they encounter in learning the language.5 (T=Teacher,32)Understanding the learning obstacles of Chinese.(T,35)Understand students’needs/interests.(T,30)In the second sample,T35suggested that LETs’better understanding of student learning difﬁculties was due to their shared linguistic background.In the interview,Cathy attributed her ability to anticipate students’errors also to her own previous English learning experiences:Extract1.Cathy:As for strengths,we’ve also been brought up in the Hong Kong environment,we understand their difﬁculties in learning English.For example,the common errors they make are those I made before and so I know how to teach them.I can predict what mistakes they usually make.(Translated)Other pedagogical strengths cited in the open responses included LETs’examination-oriented teaching style,clear gram-mar explanations and close monitoring of student work.In the interview,Cathy thought that an examination-focused teaching style was beneﬁcial to students’examination outcomes.Anna,another interviewee,also found that her familiarity with the public examinations formats and requirements enabled her to prepare students well for examinations.4.1.2.Linguistic strengthsThe second most frequently cited strength was linguistic strengths which included LETs’effective and better communi-cation with students,especially with those who were of limited English:Better communication with the students.(T,07)Communication with students is effective.(T,21)If students’ability of using English is low,it’s easy for teachers to understand what students want to express.(T,34) Consistent result was found in the interview data:Extract2.Cathy:I think since both we and the students are Hong Kong people,it’ll be easier,quicker,for us to communicate(with one another),it’s quicker.(Translated)The bilingual ability of LETs in English and their students’ﬁrst language(Cantonese)was also regarded as their merit. Sample open responses are as follows:Understanding of both languages.(T1)It is easy to identify students’weaknesses because we have the same mother tongue.(T4)Teacher4attributed LETs’ability to identify students’learning problems to their bilingualism.Apart from this function,L1 use could perform three other functions:enhancing student understanding,developing a close relationship with students and maintaining discipline in lessons,as suggested by Anna and Beth.The following interview extracts illustrate this: Extract3.Beth:Well,I just think that direct translation is quite good.It’s a kind of shortcut to help students understand the meaning.5To maintain authenticity,respondents’quotes and interview extracts have not been edited.6L.P.F.Ma/Linguistics and Education23(2012)1–15Table2Perceived weaknesses of LETs.Open questionnaire responses%Interview data Reported byLinguisticInadequacy in English proﬁciency40.7Use of students’L1Anna Not a native speaker7.8Lacking conﬁdence in using English CathyLocal accent BethSocio-culturalInsufﬁcient target cultural knowledge10.9Lacking other cultural knowledge Anna Pedagogical18.8Less motivation for students to communicate in English AnnaLess motivation for students tocommunicate in EnglishTeaching styles14.0Teaching styles:Beth-Traditional/inﬂexible/examination-oriented/grammar-basedteachingOther(various)7.8Total(N=64)100Extract4.Beth:Yeah,(I)sometimes(use Cantonese)especially for scolding people.Because I think that sometimes Cantonese has the kind of function to shorten the distance between students and teachers.And mother tongue playsa very important role of affectionate effect.Extract5.Anna:This year(...)I think I use at least50%(Cantonese).It’s because sometimes I have to scold some students and keep the class discipline.I usually use Cantonese for keeping class discipline.I usually teach grammar in English.(Translated)Anna reported that she used students’L1to maintain discipline with lower grade students and she found it more effective to use Cantonese than English to reprimand students.4.1.3.Socio-cultural strengthsThe socio-cultural strengths,the least frequently cited strength of LETs,included their understanding of local education system and their students’background.Most LETs were born,raised and educated locally.Theirﬁrst-hand experiences with the local education system and curriculum enable them to be familiar with the system.Additionally,LET’s understanding of students’family and cultural backgrounds enabled them to understand how much English exposure students had at home, what learning difﬁculties they encountered and what type of topics or teaching materials would interest them: Extract6.Anna:We(LETs)certainly understand students more,especially students who are weaker in English.We understand their family backgrounds.(...)They are from poor family and can’t have any opportunities to be exposed to English every day.It’s impossible to ask them to watch English programs at home.They don’t have an English speaking environment at home.(Translated)Extract7.The strengths of LETs are(we)know the likes/dislikes/cultural backgrounds of students.(Beth,personal communication,April9,2009.)6Another socio-cultural strength of LETs,suggested by Beth and Cathy but not by any questionnaire respondents,was their close relationship with students.Apart from their shared linguistic background,the duration of contact hours was a crucial factor that contributed to the building of rapports with students(Cathy’s interview).Unlike NETs who were usually assigned to teach only oral lessons,LETs were often allocated to teach all the English lessons and had more contact hours with students.4.2.Weaknesses of LETsThe perceived weaknesses of LETs as English teachers were also classiﬁed into linguistic,socio-cultural and pedagogical categories as shown in Table2above.4.2.1.Linguistic weaknessesThe inadequacy of English proﬁciency,especially in pronunciation,was LETs’major self-criticism found in the open responses.This was followed by the fact that LETs are non-native speakers of English.Sample responses are shown below:Proﬁciency,especially spoken,not as good as NETs.(T,12)Pronunciation will not be as accurate as native speakers.(T,13)6An email correspondence was held with Ms Beth Bao to collect additional data after the interview.。

Removed_英语就得说得这么native

1． I wasn't born yesterday.（我又不是三岁小孩) 2． How do I address you?（我怎么称呼你) 3． She turns me off.（她使我厌烦。） 4． So far so good.（目前为止，一切都好。） 5． Be my guest.（请便、别客气） 6． That was a close call.（太危险了/千钧一发） 7． Far from it.（一点也不。） 8． It's a pain in the neck[麻烦的事（人）].（那真是件麻烦事） 9． We're in the same boat.（我们处境相同。） 10． My mouth is watering.（我在流口水了。） 11． I ache all over.（我浑身酸痛。） 12． I have a runny nose.（我流鼻涕。） 13． Do you have any openings?（你们有空缺吗？） 14． Think nothing of it.（别放在心上。） 15． I'm not myself today.（我今天心神不宁。） 16． I have a sweet tooth.（我喜欢吃甜食。） 17． For the time being.（暂时；暂且；目前） 18． Don't beat around the bush. （别拐弯抹角了。） 19． It's up on the air[悬而未决].（尚未确定。） 20． It slipped my mind.（我忘了。） 21． You can't please[使人感到满意和愉快] everyone.（你不可能讨好每一个人。）
:50 45. 44. 43. by 42.41.— 4—0.— 3—9.—3—8.by37@.—— 36.35. —34—. ——33.312. 1.2.3.34.0.5.6—.—29.by28.by@27.26.—— 25. 24. 23. 22. by 21.20. — 1—9.by:18.by:17.— 1—6.— 1—5.—1—4.—— 13. 12. 111.0“. ”by: 9M.“OOOKN”b8y.:——7.——6.——5.——4.——3.——2.——1.——

英语native的中文是什么意思

英语native的中文是什么意思英语native的中文是什么意思我们要知道native的读音，还要知道它实际上有几种中文意思。

以下是店铺为大家整理了英文单词native包含的中文意思，一起来看看吧!native的中文意思英 [ˈneɪtɪv] 美 [ˈnetɪv]第三人称复数：natives基本解释形容词本国的; 土著的; 天生的; 天真的，纯朴的名词当地人; 土著人; 当地产的动(植)物相关例句形容词1. He has been away from his native Poland for three years.他离开故土波兰已有三年了。

2. The giant panda is native to China.大熊猫是中国特有的.动物。

3. They are native speakers of English.他们的母语是英文。

4. I am still struck by the native beauty of the lake.我仍然为湖泊的自然美所吸引。

native的单语例句1. English is the language of international business and learning it here from a native speaker is in demand and beneficial to Chinese enterprises " going out ".2. Qian also said that any introduction of exotic culture should by no means surpass the tolerance bottom line of the native culture.3. I hope my Chinese can become more or less native by then.4. One of the first articles I edited at the China Daily concerned the discovery of cadmium in native rice.5. He fled to his native France on the eve of sentencing in 1978 after spending 42 days in a California prison for a psychiatric evaluation.6. It is a place where plants and animals from the Caribbean Sea share an ecosystem with native North American species.7. Farmers now can carry their native products to the urban market thanks to the convenient transportation.8. These numbers point to a steadily declining'native'population set against cascading waves of immigration.9. It was a casual remark that could have either been a personal observation or a native belief.10. People move around, chatting casually about many topics with native English speakers to improve their language skills.native的词典解释1. (动)当地土生的，原产地的Plants or animals that are native to a particular region live or grow there naturally and were not brought there.e.g. ...a project to create a 50 acre forest of native Caledonian pines...营造50英亩喀里多尼亚土生松树林的项目e.g. Many of the plants are native to Brazil.这些植物中有很多原产地在巴西。

真的学得会的老外英语口语短句

真的学得会的老外英语口语短句English: Learning to speak English fluently as a non-native speaker is absolutely achievable with consistent practice and dedication. It's important to immerse yourself in the language by watching TV shows, movies, and listening to English music. Additionally, practicing speaking with native speakers or language exchange partners can greatly improve your conversational skills. Utilizing various language learning resources such as language apps, online courses, and language learning websites can also enhance your understanding of the language. It's crucial to not be afraid of making mistakes and to keep pushing yourself to speak even when you are unsure. With perseverance and determination, anyone can learn to speak English proficiently.中文翻译: 作为非英语母语的学习者，通过持续的练习和全身心的投入，学会流利地讲英语绝对是可以实现的。

英语学习方法-Like a Native

英语学习方法Like a Native【编者按：这是一篇讲述如何学习好外语的经验的文章，希望能对各位有所帮助。

】When I first came to Harvard in the fall of 1992, I knew nothing whatsoever about French, except that I wanted to learn it. In high school I had studied Latin, an alternative allowed by my Jesuit school in Chicago. Now, finally, I was going to learn a language spoken by the living. French A was designed for those with little or no experience in the language. I couldn’t attempt to pronounce the French r without laughing or choking, or both; in the pronunciation of the ubiquitous c’est I would certainly have found room for two s sounds and one t.Last year, on vacation in Boston from my travels in France, I called my very first French teacher. She and I have remained in regular contact for some six years, but until this particular telephone conversation, we had spoken and written to each other in English. All who speak a foreign language knowthat friendship is easier to begin and maintain when both friends are able to speak exactly what is on their minds. So it was no wonder that we naturally fell into communicating in English--she who had a better command of it than the majority of native speakers, and I who was just embarking on a long study of her native tongue.Now, after seven semesters of French at Harvard and about a year and a half of working and traveling in France, I decided that I had made sufficient progress in the language to avoid embarrassment, speak naturally, and maybe even make her proud of her sometime student. She was astounded by my abilities, and I was elated by her astonishment. “I can’t believe it, John,”she said to me in French. “Your accent...c’est parfait. I feel like I’m talking to a Frenchman. It’s incredible. How did you do it?”I left for France on a Fulbright fellowship in September following my graduation from Harvard, to teach English in a public secondary school in Marseilles. But I decided to stay in order to learn “to speak French like a Frenchman,” as I told myself upon making the decision to exhaust nearly all of my personal savings to do so. My French teacher, like most people I meet, tells me I now have a neutral, essentiallyNorthern accent, and that’s exactly what I want to hear: it’s the accent that, before learning the language well, made French seem like delicate music to my untrained ears, and the accent that checks people from telling me where exactly I’m from.In most situations, I pass for a native speaker, though, much like Cinderella, I lose my graces after midnight and occasionally have to search for an unfamiliar word. But when I am alert and at ease, I might as well have been born and bred in the Hexagon. Writing French correctly is in some respects a simpler matter. To the surprise of French friends generous enough to read what I write in their language, I don’t make spelling mistakes, but I do not yet have the rhetorical control that I have in English. More important to me than the appearances of having mastered French, however, is the confidence I have and the downright pleasure I take in speaking French. The once mysterious-sounding nasal vowels and gag-provoking r’s are now natural to me, and the most quotidian of transactions have finally become just that: I no longer dread buying stamps and review what I’m going to say to the postal clerk before saying it.So how exactly did I do it? I am asked the question by nearly every new French acquaintance I make, and they are oftenkind enough to answer it for me: I must be talented in foreign languages. I confess that I don’t like this answer at all. In fact, I am rather vexed when my amiable acquaintances supply it. It’s not that I think they are wrong, but rather that I find their answer woefully incomplete. For with or without talent, learning a foreign language is a lot of hard work.As an entering freshman, I was ready to tackle French. To the confusion of newfound friends who, having failed Harvard’s proficiency tests, found themselves conscripted into foreign-language classes, I was beginning my college career with a year-long elective. I had no intention of concentrating in French. (My field was government.) No, my study was to be a delightfully unmixed indulgence.As I headed over to Memorial Hall to choose my section, I gave no second thought to what I was about to do. I had definite reasons for choosing French, all formed and processed in the space of no more than 10 minutes during a twelfth-grade English literature class. We were studying a poem whose first stanza was written in French, a language to which, until that point, I hadn’t paid any particular attention. While our school’s top French student was preparing to read the text aloud to the rest of us, I had a few seconds to try to makethe thing out, pressing into service four years of Latin and17 years of English. I can’t remember deciphering much, butI do remember being struck by the preponderance of quaint accent marks and by the very strong representation of consonants relatively sparse in English, such as q’s and x’s. And what charming alphabetic neighbors they had! X was found with eu, ou, or ieu, and q with a u and an e for good measure.And then my classmate began reading. I had serious trouble following her. Was I even on the right page? Why was I hearing very few n’s, t’s, and r’s when there were so many of them before me? In less time than seemed necessary, she was finished, while my accusatory finger remained riveted to an -ent that I didn’t hear pronounced at all. No English speaker is foreign to silent letters, of course, but this was preposterous. This language was flirting with my eyes. And I was seduced.When I arrived at Memorial Hall some five or six months later to sign up for my first French class, I was determined to choose the nine o’clock section. Morning people are motivated people, I thought, and I wasn’t about to get stuck with my angry conscript friends who, insofar as their labors were not going to be elective, were not quite as excited aboutthis pesky language thing as I. That section head had a little bit of a scowl on her face, but as she was young and quite attractive--a little scowl on an attractive person being anything but deterring--I directed myself to her jealously guarded part of the table. I proffered a simple hello and asked the only question that could be asked. Could I sign my name on the paper she was patrolling?Had I given this matter serious thought? Did I realize what I was committing myself to? Did I understand that I would have to be in class at nine o’clock five days a week, and that only three absences would be tolerated for the entire term? Wouldn’t a later section with Mademoiselle’s amiable colleagues suit me better, or maybe even another language altogether? Surely, I thought, a fusillade of off-putting questions was of good omen: she was serious. I responded in kind: I too was serious; I was an early riser; I was not going to be skipping classes I was paying thousands of dollars for; and, with all due respect to all the other languages of the world, I was going to study French. After a few seconds of mutual and unflinching staring, she produced a thin slip of paper indicating where I was to report the following morning for our first lesson.I always went to class on time as an undergraduate, but as a beginning and very conscientious freshman, still not quite prepared to believe that nine o’clock meant 9:07 in Cambridge, I routinely arrived even earlier. I made my way up to the second floor of Sever Hall on the morning of my first French class, thrilled by the prospects of my soon-to-begin adventure: I would learn to make new sounds, discover new words, read new books--and maybe, one day, even meet new people. Entering the classroom (and it couldn’t have been later than 8:55), I was surprised to find a dozen other students already in their seats, notebooks out, anxiously waiting for this patrolwoman-teacher to carry out the other responsibilities of her job description.I sat down and looked up at the board: Je m’appelle Marlyse. Comment vous appelez-vous? Beneath the French text, also written in a curious penmanship I had never seen the likes of before, were literal English translations of our first exercise: “I call myself Marlyse. How do you call yourself?”Connecting these exotic-looking words were pairs of intersecting arrows, indicating that the m of m’appelle meant “myself” and that the appelle meant “call”. This was a foreign language all right. Even though there were still no neat accent marks, things had changed: the word order of Frenchwas clearly different and I had pretty strong suspicions, judging from all this “apple”business, that verb conjugations were going to be a bit tricky.In our first week, as we made our way through the nasty surprises that lie in wait for American students of French--gendered nouns, articles and adjectives that were supposed to agree with them, seemingly random pronunciation quirks known as liaisons, verb conjugations, and then the realization that we had not ventured out of the present tense, or into more than five or six verb conjugations--I sounded to myself like a tongueless baby. It took me about two weeks of class to be able to distinguish the sounds from each other, two weeks filled with daily visits of at least 30 minutes each to the language lab, accompanying workbook exercises, and textbook “préparations,”as they were called. I noticed that some of my peers, having discovered that the workbook exercises were not going to be graded (at least for a while), picked up the worst habit anyone learning a foreign language could possibly pick up: they didn’t do their homework. The workbook exercises themselves were not particularly difficult, but filling them out required listening to language lab tapes, or checking them out and bringing them back again. Omitting suchchores was a great timesaver for an extracurricular-happy freshman, but would lead to a big, year-long waste of time for a first-year language student.My incredulity at the sound of the nasals and of tight, round French vowels such as u and ou gradually wore off. And besides, I told myself, if diplomats--that most finicky race of talkers-- were once able to conduct their delicate business in French (and occasionally still did), I, too, could make something out of the language. If I had any lingering doubts about the viability of my exciting project--to make sense of French, chiefly in its oral but also in its written forms--I was now finally and fully rid of them. I was prepared to study French full-throttle, and I did.Most harvard students are annoyed by professors who insist on holding class during reading period, but I was secretly delighted that French A would continue to meet, at the usual early hour, until examinations. Because of French, I entered that first reading period with a sense of accomplishment that I have never experienced since, nor likely will again. I had had a marathon fall term: I began with nothing and made my way through masculine, feminine, definite, indefinite, and partitive articles, many verbs regular andirregular, the present tense, the imperfect, le passé compos é, and le futur immédiat. In the space of three months, we had probably learned as much as most high-school students learn in three years.When I look back at that first term, I see what I did right as a student and what we did right as a class. For those who were interested enough in the subject matter to take advantage of it, there was a great deal of regularity--but not monotony--in the structure of the class and in the presentation of the material. We usually began by reading aloud a dialogue, learning vocabulary and working on pronunciation along the way. Then we would move on to grammar, which really isn’t bad at all when verb conjugations and unfamiliar articles are placed in their rightful context of phrases and sentences. Finally we would simply converse, perhaps about a book (we started a simplified version of Les Misérables in the second week of class) or about an exposé that one of us had written and delivered and which our teacher had helped us rehearse. The mood of the classroom was excellent, and for this I remain indebted to our teacher, whose once concealed yet generous sense of humor and encouraging manner kept tension and frustration at bay.I recently asked the head of French A, Marlies Mueller, Ph.D. ‘75, about her intentions and hopes for the course, which has an annual enrollment of about 100 students. Mueller, who has been a French language instructor at Harvard since 1971, coauthored our first-year textbook for French, A Propos. In talking to her, one realizes that the teaching staff has more homework than the students do. Mueller’s text and course present grammar according to the principleof “re-entries”--in which grammar points appear once and then appear again three or four lessons later--but this time, with more depth, and, given the nature of grammar, complexity. Students (and teachers) are thus able to attack tricky grammar points in easily digested doses. During the term, Mueller and section instructors meet weekly for no less than three hours to discuss, and then practice on each other, different ways of presenting the week’s material. In the classroom, the environment is one of complete immersion, except, of course, when students are irretrievably lost. Mueller clearly intends that the atmosphere of the class be special, intimate, enjoyable, and intense. For those of us enrolled in French A, it was.As rigorous and as regular as classroom and homeworkactivities were, I was too impatient to learn French to be satisfied with doing only what was required of us. Early in the fall term, I innocently took my dinner at one of the French Tables offered by the undergraduate Houses. I sat dumbly through that first dinner, which must have taken place no more than three or four weeks into the term, reminding myself that, in the words of the poster hung in the dining-hall’s entryway, speakers of all abilities were welcome. Confused and confusing as I was, I knew that the exercise was somehow good for me. Surely, I thought, all of my wide-eyed listening would accustom my ears to the language. As the year progressed, I was delighted to find that I had more and more things to say because I had more and more things I could say. (I remember announcing to my patient friends on a Tuesday night in late October that I had learned the futur immédiat that week, elated at the prospect of being liberated from talking only about the present.)My first reading period had come and gone, and all too soon I found myself in the midst of the second. Now I was positively sad. French was by no means over for me, but French A was. I would miss starting my days with a lively class and an exciting teacher. I would miss my classmates. And I wouldmiss learning new things every day. I had climbed the steepest part of the learning curve, and though I still had a lot to learn, the most thrilling part was over.And the rest of the journey has never been boring. As a sophomore I would enroll in Dr. Mueller’s full-year Foreign Cultures Core course taught entirely in French, La critique sociale à travers l’humour, and as a junior in the intense language and culture courses French F and French G, and finally in French Hb as a senior, a course devoted to writing. These five subsequent semesters of French sustained and expanded my interest in French language and literature, so that by senior year I had a pretty good idea of how I wanted to spend my first year out of college: by hook or by crook, I was going to be in France.Once I arrived, I quickly realized that the mere fact of immersion was no guarantee of my learning to “speak French like a Frenchman.” I had a lot of work to do. I know that conventional wisdom on foreign-language instruction insists on the importance of age, but--while I do not doubt that learning a language as a child of 5 or 10 is quite different from the experience of a 20- or 25-year-old--I am persuaded that the old bromide about a strong will finding its own wayis exactly on target here. I cannot imagine what my personality or my ideas would be like had I not registered for French A as a freshman, and then gone to France and made French friends. Nor can I fathom returning to the United States definitively. No, the work of French A has just begun.John D. Heller ‘96 is now back at Harvard, teaching two sections of French A.。

英语词汇精选：native的不同意义

【导语】挑选了词汇native，分析讲解单词的不同词性、⽤法、意思，帮助⼩伙伴在了解词汇意思的同时，能够掌握同⼀个词汇的不同⽤法，从⽽灵活运⽤所学的词汇。

以下内容由整理发布，欢迎阅读参考！更多相关讯息请关注！A person or a thing that is native to a place is original or claims to be original. This is a useful word for someone who moves to another country.原属于某地的⼈或物，有时候还有“原创的”意思。

“native”可以⽤来形容搬去另⼀个国家的⼈。

What is your native country?你来⾃哪⼀个国家？What is the native language of the country that you come from?你所在的国家母语是什么语⾔？Sylvia's native language is Spanish. She's from Venezuela.西尔维娅的母语是西班⽛语，她来⾃委内瑞拉。

Some native people living in Peru still follow a primitive lifestyle.⽣活在秘鲁的⼀些当地⼈仍然过着⼀种很原始的⽣活。

There are several native plants and flowers in Gloria's garden. They grow very easily.格洛丽亚的花园⾥种着很多本地的植物，这些植物都很好养活。

Lions and tigers are native to many different parts of Africa.⾮洲的很多地⽅是⽼虎和狮⼦⽣存的家园。

In the United States, the word "native" is often used with the word "American" when describing the people who were here before Europeans colonized North America. We used to use the word "Indian." It's much better to say "Native American."在美国，“native”通常和"American"连⽤，⽤来形容当地的印第安⼈，这些⼈是在欧洲⼈殖民北美前的⼟著居民，过去通常⽤"Indian"，但是较好的表达⽅式还是"Native American"There are many Native Americans living in Minnesota.明尼苏达州⽣活着很多印第安⼈。

NativeSpeaker的英语中对同一主语制约下的多个动作的处理(删减版)解读

least a quarter of a mile.
②路很不好走，先坐火车到Croydon车站，再坐十分钟的公交车，最后步行至少0.25英里才到达目的地。
注解：现实中的“坐”、“坐” 和“步行”三个动作都是围绕施事者“我”展开的。在汉语中，它们都识解为谓语动词；而在英语中，它们都识解为表示动作的名词词组。
②She gave Tom the case, and then bent over him,
pushing his tie up to cover his collar-button and
letting her lips come to within an inch of his ear.
②妈妈把行李箱递给Tom，又俯身蹲在他身边，把他的领带往上推了推，直到遮盖住领扣，然后贴着他的耳朵喃喃地说。
⑥We know that as well as working on old plays he rapidly made a name for himself as an author of entirely new ones and also performed as an actor at court.
⑥我们知道，莎士比亚除改编旧剧外，自己还创作了新剧本，很快就声誉鹊起；他还在宫廷里演出过。
⑥We know that he rapidly made a name for himself by working on old plays and producing entirely new ones; he also performed as an actor at court.
English Native Speaker 怎样表达同一个施事者做出的多个动作？

英语说得很好的英文

英语说得很好的英文你知道英语说得很好的英文怎么说吗? 下面小编就来告诉你.英语说得很好英语说得很好的英文释义:网络Speak English very well;speak Engish well英语说得很好的英文例句:1. She speaks good English. 她英语说得很好。

2. He speaks English very well. 他的英语说得很好.3. He speaks good English, but his pronunciation of French is bad. 他英语说得很好, 但是他的法语发音不行.4. English is not your native tongue but you speak very good English. 你的母语不是英语,可你英语说得很好.5. They ____ ___ ____ English ____. 他们想要把英语说得很好.6. She speaks English very well. 她英语说得很好.7. I can express English very well about disease. 2007年10月5日我能把关于疾病方面的英语说得很好.8. I can speak English fluently very well. 我英语说得很好.9. You speak English well. 你的英语说得很好.10. If Mary had taught us last year, we might speak English very well now. 如果玛丽去年教我们英语, 我们现在也许英语说得很好了.11. She can speak English very well and she can speak a little Chinese. 她英语说得很好,中文也略懂一些.12. He was speaking poor English, trying to make himself understood. 他的英语说得很差，努力想让别人明白他的意思。

如何让自己的英文说话更地道

如何让自己的英文说话更地道大家可能都有过这样的经历：学了很多英语单词和语法，但到了实际用口语表达的时候，总感觉自己说话怪怪的，不够地道，完全就是听了谁的口音就像谁，总是说不出那种native speaker的感觉。

那么，如何才能让自己的英文说话更地道呢？这篇文章就来为大家分享几个方法。

1. 多听多模仿优秀的native speaker想要学好口语，最重要的还是要多听多操练。

我们可以找一些地道的美剧、电影、综艺节目等等来听。

看完一个片段之后可以尝试模仿里面的人物说话的语调、语速、语气等等。

同时，我们也可以利用一些语音练习软件来训练自己的发音和音调。

2. 注意细节英文口语中还涉及到很多小细节，比如连读、弱读、重读等等。

学习这些细节会让你的口语更加地道。

比如，很多人都会在“I don’t know”这个短语里把“don’t”读成/dəʊnt/，但其实更地道的发音应该是/dəʊn/，即弱读。

因此，我们需要注意细节方面的发音规则，积极去学习和掌握。

3. 利用词典每个单词的发音都有它自己的规律，掌握这些规律会让我们更加自如地掌握它们的发音。

在这里，我们可以利用在线词典（比如Cambridge Dictionary、Oxford Dictionary等）来查找单词的发音，同时也可以聆听发音示范，这对于我们的发音标准化和模仿native speaker很有帮助。

4. 建立语感语感是口语非常重要的一方面。

很多人学英语时，总是把单词和语法分开来看待。

但实际上，native speaker的英语说话贯穿了语法、词汇、习惯用语等等，各个方面融合到一起，这种整体感是要通过学习和实践才能建立起来的。

因此，我们可以通过一些整句、整段的学习和模仿来建立语感。

5. 练口语最后一个方法就是练习口语。

练习口语可以给我们自信和锻炼机会，同时也可以帮助我们更加迅速地理解和掌握所学的语言。

在这里，我们建议使用一些在线平台（比如ConversationExchange、iTalki等）来寻找和其他学生或者native speaker练习口语。

掌握高级的英语表达技巧

掌握高级的英语表达技巧掌握高级的英语表达技巧在接触英美人士的过程中，有时候你会发现这种所谓的表达差异性：同样是在说明一件事情，native speaker 的表达给人的感觉要灵活简洁很多，比如要表达“他参加了竞赛”，一般人想到的可能是"He took part in the competition "，但老外的说法可能是"He entered for the competition", “他肯定要60岁了”很可能不是"He must be nearly 60 years old" 而是"He must be going on for 60"，类似的情况还有很多。

以下是yjbys网为大家分享的`掌握高级的英语表达技巧，希望对大家有所帮助。

1.电脑游戏不叫computer game,地道的说法是video game(补充：One is on the computer and the other is on the TV, but in spoken English most call both video games.刚问完美国人)2. 酒可以用booze来表示，不过是指喝的酒比较多的情况下。

比如：I drank way too much booze last night.3. 钱不一定用dollar可以用buck来表示Do u have a few bucks u can loan me.4. 形容好听的音乐用groovy music5.晒太阳用catch some rays比bask更地道6. 墨镜可以用shadesThose are really cool shades u r wearing!7. 打篮球可以不用play basketball,用shoot hoops会更好8. 擅长可以用proShe is really a pro at basketball.9. 喧闹可以不用noise 用racketSmall kids can really make a lot of racket.10. 形容抽烟，吸毒很嗨的状态用stoned11.对方说话没听清很少用pardon，而要说Sorry，What did u say?12.被什么打鸡血了可以说pumped(up)I'm really pumped for the holiday break.13.糟糕可以用suck替代terribleThe whole trip sucked.14. 失败可以用bust替代failureIt was a total bust.15. solid 这个词很活，形容连续的几天可以用solid daysIt's been raining for seven solid days.16.朋友可以用pal来代替friend(pal 有点发小、哥们儿的意思，一般是同性之间称呼。

WhyistheNativeLanguageLearntSoWell

WhyistheNativeLanguageLearntSoWellThe Influence of Mother T ongue in Foreign Language Study 母语在外语学习中的作用一直备受关注。

母语对外语学习的负面影响：①用中国式的的思维学习外语，事倍功半；②两种语言的杂糅；③语言学习的不纯正。

母语对外语学习的正面影响：①语言具有共性；②母语认知是外语学习的基础；③母语可促进可理解输入；④母语可促进学习者的积极情感。

最后指出外语课堂上适当利用母语的必要性。

1.语音方面汉语语音和英语语音是两个不同的语音体系，对于学习英语的中国学生来说，英语语音中存在着汉语所不具有的学生所不熟悉的语音，并且他们已习惯了汉语发音，所以在学习英语语音的时候，总不自觉的用与英语语音相似的音来代替，或用汉语语调来代替英语语调。

特别是刚开始学英语的人，总是会用找出读音相似的拼音以帮助记忆。

汉语是声调语言，靠声调辨义。

英语是语调语言，靠语调辨义。

英语的字词有重音、次重音，句子也去升降调之分，因此，初学英语的学生往往对其掌握不好，所以，说起英语来往往语调起伏不大，很难读出标准的英语语调来。

这样也就完全没有了英语的韵味，语音上变成地道的中式英语（chinglish）。

2.语法方面汉语语法对英语学习的影响也比较突出，主要体现在冠词用法、语序、时态等方面。

汉语中没有冠词，而英语中对冠词的使用又十分繁杂，这也就使许多英语初学者特别是在口语表达中，由于思维的连续性，来不及做过多的思考，经常忽略冠词。

如“你要伞吗”，他们常翻译成do you need umbrella? 而漏掉了不定冠词“an”。

又如，“我喜欢听广播”经常会被说成：i like listening to radio. （漏掉了“the”）因为学生是受母语习惯的影响，直接把汉语翻译成英语表达出来。

汉语的动词没有形态上的变化，不存在时态、语态和人称的变化，汉语的时间意义是用来表示时间的副词（曾经、正在、已经、将要）作状语，或利用“着、了、过”等作补语这一语言手段来体现。

地道的英语怎么翻译

地道的英语怎么翻译如果你住在英国, 很快就可以学会说地道的英语。

下面店铺为大家带来地道的英语的英语意思和相关用法，欢迎大家一起学习!地道的英语的英语意思idiomatic English地道的英语的相关英语例句试着说地道的英语。

I try to talk like native English speakers.我渴望用地道的英语来表达自己。

I’m desirous to express myself in native English.有些人吃惊地无法相信中国还有英语学校，而有些人则不明白为什么这里还有中国孩子能说一口地道的英语。

Some can't get over the fact that there are English-language schools in China, while othersdon't understand why there are Chinese children in China speaking perfect, unaccentedEnglish.poseaverysevererisk就是“构成十分严重威胁”的意思，其中的poserisk属于固定搭配，类似的说法还有pose threat，这又是一个十分地道的英语表达。

"These lakes pose a very severe risk," said Liu Yuan, an environmental official with the Landand Resources Ministry.我不敢确定这句英文是一句地道的英语表达还是从西班牙语中翻译过来的。

当塞缪尔约翰逊编写英语词典时，佩德罗皮内达也在伦敦编写他的词典，人们不免会想他俩是否认识。

So I’m not sure if that was the English expression or the translated Spanish expression.我很喜欢纯正地道的英语录音带I really go for authentic English tapes.我们到达美国时，美国正处于对其他类型的人并不十分友好的历史时期。

网络流行语英语俚语大全

当我们平时在聊微信或者面对面聊天时，常会用到一些网络流行语或者常用的俚语，老外也一样。

比如他们会用“RT”来表示“retwitter”，字面意思转发一条twitter，但其实这还表示强烈同意，非常认同。

可以用在朋友们说了一个你很赞同的观点之后，你说RT，就相当于国内的+1。

—— This food is delicious.—— RT.再比如，他们有时候会说“You're green.”这里不是“你被绿了”的意思，而是用来表示“你太没经验了。

”因此，当客户跟你聊message的时候，有时会习惯使用一些俚语，这让他们能更好的表达自己当下的感觉。

而你要做的就是听到的时候“知道他在说什么”。

但请注意，这些俚语适合在社交媒体或非正式场合使用，切不可在正式的书面文体中用哦！以下常用的英语俚语，建议随手收藏，这样跟客户聊天时可以显得更native！1. click：（两人）合得来I think we two really click.我觉得我们两个蛮合得来的。

2. suck：差劲; 糟透了That sucks.差劲！3. eat：使困扰；使不开心What's eating you?什么事让你不开心呢？备注：这是个很常听到的俚语。

当你觉得某个人不大对劲, 就可以用这句话来问发生什么事了。

4. john 厕所I have to go to the john.我要去厕所。

备注：这里的“john”不是约翰的意思，而是指厕所。

5. catch some Zs 小睡一下Sorry. I have to catch some Zs.抱歉！我想小睡一下。

6. kick ass 了不起You just kick ass.厉害了！7. spring for 请客Let me spring for dinner.这一顿我请。

8. hit the road 出发上路了I really need to hit the road.我真的得出发了。

connative function语言学定义英语

connative function语言学定义英语
在语言学中，connative function（协合功能）是指通过使用语言来建立和维护人际关系的功能。

这种功能通常用于建立和维护社交关系，例如在聊天时谈论天气或其他日常话题。

协合功能也可以用于在人际交往中表达尊敬、亲密或友好的情感。

例如，在写信时使用"Dear Sir"或"Dear Mr Brown"等称呼，可以表达对收件人的尊重和礼貌。

总的来说，协合功能是语言学中一个重要的概念，它强调了语言在社交和人际交往中的重要性。

通过学习和理解协合功能，人们可以更好地理解语言的使用和影响，并提高他们的社交技能和沟通能力。