When we use long-term memory, we retain information for a considerable length of time.

當(dāng)我們使用長(zhǎng)期的記憶的時(shí)候日韩精品草草视频在线播放，我們?yōu)闀r(shí)間的相當(dāng)多長(zhǎng)度保有數(shù)據(jù)人人操人人看人人干人人爽。

I have worked in my present company for a considerable length of time

了。我在現(xiàn)時(shí)的公司已工作了頗長(zhǎng)的時(shí)間，雖然我喜歡現(xiàn)時(shí)的工作欧美精品视频在线观看免费，但我認(rèn)為我已積累了

It is a considerable sum of money.

那是一筆數(shù)量可觀的錢99视频在线免费。

His father left him a considerable sum of money.

他的父親留給他相當(dāng)大的一筆錢。

He went to considerable trouble and expense, even as an impecunious young artist to find the right props, a notable example of this being the dress worn by Ophelia, for which he paid four pounds a considerable sum at that time.

他到了相當(dāng)大的麻煩和費(fèi)用一级a爱视频免费网站aaa，即使是作為一個(gè)impecunious青年藝術(shù)家找到正確的道具欧美精品永久在线观看，一個(gè)顯著的例子，這是著裝所穿的愛蓮成年WWXX视频在线观看，為他支付4英鎊相當(dāng)總結(jié)在該時(shí)間做爽视频在线观看。

Considerable development and validation of methods will be needed.

Considerable方法的發(fā)展和檢驗(yàn)將是需要的。

Under confused sea condition, the structures may subject to very strong w ave impulsive 1oad due to slamming by the wave with significant crest when waves propagate underneath the structure and surge up to its subface. Previous studies indicate that impact pressures are characterized by an initial peak pressure of considerable magnitude but of short duration occurs, followed by a slowly-varying uplift pressure of less magnitude but of considerable duration, and which typically is first positive, then decreases to zero and becomes negative, In hostile sea state, the peak pressures may cause the damage of the horizontal members of the structures or make the whole superstructure collapsed.

若這些海上建筑物的上部結(jié)構(gòu)底高程較低日韩天天天添日日，在惡劣海況下當(dāng)大波浪在其面板下面通過(guò)并與之接觸時(shí)www.99riav4.com，面板下面除了作用有強(qiáng)度變化較緩慢的波壓力外，在波峰剛接觸到面板時(shí)尚存在著歷時(shí)很短但強(qiáng)度極大的沖擊壓力很黄的视频网站，這種極強(qiáng)沖擊荷載會(huì)引起建筑物的整個(gè)上部結(jié)構(gòu)失穩(wěn)或造成局部破壞欧美视频专区精品第一页。

More considerable; most considerable

相當(dāng)大的；相當(dāng)多的

More considerable; most considerable

a中文字幕乱码亚洲无限码。重要的一级片免费按摩久久；多的；大的

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

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