教学法翻译
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Using a variety ofinstructional techniqueswith regard todiverse learning styles has at least two benefits:
运用不同的教学方法来改变学习模式至少有两个好处：
①All students will have some teaching styles that appeal more to them based on their learning styles preferences where they are more likely to succeed in these techniques.
在学习中意识到个别差异性，可以使语言教育工作者和老师对他们在教与学的过程中所起的作用更为关注，也使得他们能够具备为了开发学生学习外语的潜力，而使教学模式与学习模式对应起来的能力。
No matter what kinds of learning styles students have in foreign language learning, they are supposed to play an important role in the process of their learning; each dimension of learning styles is related to foreign language teaching and learningin its own way.
因此，在教学中是由英语老师负责采用何种方法来辨别学生喜爱的学习模式，提供可供选择的方法来处理学生的差异性，以及安排课程来配合学生的学习模式，与此同时还鼓励学生去喜爱各种不同的学习模式。
By doing so they can assist their students in becoming more effective language learners and eventually enhance teaching effectiveness.
An awareness of individual differences in learning has made language educators and teachers more sensitive to their roles in teaching and learning and permitted them to match teaching and learning styles so as to develop students' potentials in foreign language learning.
①所有学生会根据他们喜欢的学习模式来确定哪种教学模式更吸引他们，那么这样之后，他们就更有可能适应这些教学方法。
The feeling of success will be a motivation force in their studies.
这种成功的适应感会成为他们学习动机。
②All students willget practice inlearning styles they are not strong in and this will broaden their learning styles and the accompanying skills.
For example, the group made up of active students may need the chance to express some ideas orally in the presence of one or many class members.
比如说，由主动型学生组成的组会需要更多的机会，在一个或多个的班级成员面前口头表达出自己的想法。
无论学生在外语学习中使用何种学习模式，他们本身就在自己的学习过程中起了重要的作用；学习模式的每个维度都以它们自己的方式和教与学的过程联系起来。
Therefore, it is English teachers' responsibility to employ instruments to identify students' learning style preferences, provide instructional alternatives to address their differences, and plan lessons to match students' learning styles while at the same time encouraging them to diversify their learning style preferences.
另一方面，由被动型学生组成的组可能会需要鼓励，让他们与大家大胆地分享自己的想法。他们也可能想要先简单地记下一些笔记，然后在要参加一个小组讨论之前彼此交换一下意见。
In addition to tryingstyle-alikegroup for greatest efficiency, the teacher can also use style-varied groups for generation greatest flexibility of styles and behaviors in other activities..
One the other hand, the group made up ofreflectivestudents may need some encouragement to share ideas aloud and may want to jot down a few notes first and then share it with each other before being invited to participate in a group discussion.
在一个由具有不同学习模式的学生组成的班级中，将学生按学习模式分组，并根据不同的模式给予不同的学习活动，这对老师来说，是很有帮助的。
This should appeal to them because they will enjoy themselves and be successful.
这样做可以吸引学生，因为那样他们会在学习中游刃有余，并且获得成功。
外向的学生会使得学习者更活泼，更有趣，而偏于内向的学生会保证任务能及时，有序地完成。
In sum, learning styles theory has provided teachers with a different view of teaching-learning process.
总的来说，学习模式理论给老师提供了一种有关教与学的过程不一样的的观点。
通过这样做，老师能够帮助他们的学生更有效率地学习语言，最终提高自己的教学效率。
4 learning Strategies
4学习策略
From Grammar Translation, Direct Method, and The Audiolingual Method to Communicative Teaching Approach,Total Physical Response Method, The Silent Method, and Suggestopedia Method, the new methods of teaching turn up one after another in order to improve the efficiency of teaching.
然而，只通过在第二语言教室使用这些教ຫໍສະໝຸດ Baidu方法，学习结果并不能得到很大的提高。
Teachers and researchers came to realize that teaching is a bilateral activity including teachers' teaching and students' learning.
②所有的学生也会积极参与到他们不太熟悉的学习模式中，这样就可以扩展他们的学习模式类型及相应的学习技巧。
4) Providing activities for different groupings
4)给不同的组提供不同的学习活动
In a class made up of students with various learning styles, it is helpful for the teacher to divide the students into groups by learning styles and give them activities based on their learning styles.
老师和研究者们开始意识到教学是教师的教与学生的学共同组成的一种活动。
It is certainly unsuccessful if you only emphasize on teaching but not learning.
如果只是片面强调教而忽略学，那教学肯定是不成功的。
As the knowledge of second language acquisition increased markedly during the 1970s, the focus of the researches shifted from examining the teaching method to investigating the processes of learning.
老师除了要尝试使风格类似的组在学习中发挥最好，还要使风格不同的组在其他的活动中最灵活地表现出自己组的学习模式和行为。
Students might be grouped in aheterogeneous fashionso that they might get practice beyond their "stylistic comfort zone"
由于第二语言的学习在19世纪70年代迅速增长，研究者的研究重心已经从测试教学方法转移到探究学习过程了。
Most of the researches were prompted by one intriguing question: why do individual learners achieve different output when everything else, including teachers, teaching method and teaching materials, remains the same? And what attributes to these differences?
例如，往往使同一组里既有外向的学生，又有偏于内向的学生是很有帮助的；
The former will make learner livelier and more fun, while the latter will ensure the task is done on time and in good order.
分组时，可能或多或少会不均匀地分配学生，但这样可以使他们在他们"文体风格的自由区"之外得到锻炼。
For example, it is often helpful to include open students and closure-oriented students in the same group;
从语法转化，直接法教学，听说法到交际教学法，全身反应法，沉默法和暗示感应教学法，为了提高教学效率，这些新的教学方法一个接一个地出现。
The learning result, however, is not greatly enhanced by the use of these teaching methods in the second language classroom.
运用不同的教学方法来改变学习模式至少有两个好处：
①All students will have some teaching styles that appeal more to them based on their learning styles preferences where they are more likely to succeed in these techniques.
在学习中意识到个别差异性，可以使语言教育工作者和老师对他们在教与学的过程中所起的作用更为关注，也使得他们能够具备为了开发学生学习外语的潜力，而使教学模式与学习模式对应起来的能力。
No matter what kinds of learning styles students have in foreign language learning, they are supposed to play an important role in the process of their learning; each dimension of learning styles is related to foreign language teaching and learningin its own way.
因此，在教学中是由英语老师负责采用何种方法来辨别学生喜爱的学习模式，提供可供选择的方法来处理学生的差异性，以及安排课程来配合学生的学习模式，与此同时还鼓励学生去喜爱各种不同的学习模式。
By doing so they can assist their students in becoming more effective language learners and eventually enhance teaching effectiveness.
An awareness of individual differences in learning has made language educators and teachers more sensitive to their roles in teaching and learning and permitted them to match teaching and learning styles so as to develop students' potentials in foreign language learning.
①所有学生会根据他们喜欢的学习模式来确定哪种教学模式更吸引他们，那么这样之后，他们就更有可能适应这些教学方法。
The feeling of success will be a motivation force in their studies.
这种成功的适应感会成为他们学习动机。
②All students willget practice inlearning styles they are not strong in and this will broaden their learning styles and the accompanying skills.
For example, the group made up of active students may need the chance to express some ideas orally in the presence of one or many class members.
比如说，由主动型学生组成的组会需要更多的机会，在一个或多个的班级成员面前口头表达出自己的想法。
无论学生在外语学习中使用何种学习模式，他们本身就在自己的学习过程中起了重要的作用；学习模式的每个维度都以它们自己的方式和教与学的过程联系起来。
Therefore, it is English teachers' responsibility to employ instruments to identify students' learning style preferences, provide instructional alternatives to address their differences, and plan lessons to match students' learning styles while at the same time encouraging them to diversify their learning style preferences.
另一方面，由被动型学生组成的组可能会需要鼓励，让他们与大家大胆地分享自己的想法。他们也可能想要先简单地记下一些笔记，然后在要参加一个小组讨论之前彼此交换一下意见。
In addition to tryingstyle-alikegroup for greatest efficiency, the teacher can also use style-varied groups for generation greatest flexibility of styles and behaviors in other activities..
One the other hand, the group made up ofreflectivestudents may need some encouragement to share ideas aloud and may want to jot down a few notes first and then share it with each other before being invited to participate in a group discussion.
在一个由具有不同学习模式的学生组成的班级中，将学生按学习模式分组，并根据不同的模式给予不同的学习活动，这对老师来说，是很有帮助的。
This should appeal to them because they will enjoy themselves and be successful.
这样做可以吸引学生，因为那样他们会在学习中游刃有余，并且获得成功。
外向的学生会使得学习者更活泼，更有趣，而偏于内向的学生会保证任务能及时，有序地完成。
In sum, learning styles theory has provided teachers with a different view of teaching-learning process.
总的来说，学习模式理论给老师提供了一种有关教与学的过程不一样的的观点。
通过这样做，老师能够帮助他们的学生更有效率地学习语言，最终提高自己的教学效率。
4 learning Strategies
4学习策略
From Grammar Translation, Direct Method, and The Audiolingual Method to Communicative Teaching Approach,Total Physical Response Method, The Silent Method, and Suggestopedia Method, the new methods of teaching turn up one after another in order to improve the efficiency of teaching.
然而，只通过在第二语言教室使用这些教ຫໍສະໝຸດ Baidu方法，学习结果并不能得到很大的提高。
Teachers and researchers came to realize that teaching is a bilateral activity including teachers' teaching and students' learning.
②所有的学生也会积极参与到他们不太熟悉的学习模式中，这样就可以扩展他们的学习模式类型及相应的学习技巧。
4) Providing activities for different groupings
4)给不同的组提供不同的学习活动
In a class made up of students with various learning styles, it is helpful for the teacher to divide the students into groups by learning styles and give them activities based on their learning styles.
老师和研究者们开始意识到教学是教师的教与学生的学共同组成的一种活动。
It is certainly unsuccessful if you only emphasize on teaching but not learning.
如果只是片面强调教而忽略学，那教学肯定是不成功的。
As the knowledge of second language acquisition increased markedly during the 1970s, the focus of the researches shifted from examining the teaching method to investigating the processes of learning.
老师除了要尝试使风格类似的组在学习中发挥最好，还要使风格不同的组在其他的活动中最灵活地表现出自己组的学习模式和行为。
Students might be grouped in aheterogeneous fashionso that they might get practice beyond their "stylistic comfort zone"
由于第二语言的学习在19世纪70年代迅速增长，研究者的研究重心已经从测试教学方法转移到探究学习过程了。
Most of the researches were prompted by one intriguing question: why do individual learners achieve different output when everything else, including teachers, teaching method and teaching materials, remains the same? And what attributes to these differences?
例如，往往使同一组里既有外向的学生，又有偏于内向的学生是很有帮助的；
The former will make learner livelier and more fun, while the latter will ensure the task is done on time and in good order.
分组时，可能或多或少会不均匀地分配学生，但这样可以使他们在他们"文体风格的自由区"之外得到锻炼。
For example, it is often helpful to include open students and closure-oriented students in the same group;
从语法转化，直接法教学，听说法到交际教学法，全身反应法，沉默法和暗示感应教学法，为了提高教学效率，这些新的教学方法一个接一个地出现。
The learning result, however, is not greatly enhanced by the use of these teaching methods in the second language classroom.