This is why in the eyes of an aborigine who know nothing concerning modern technology, automobile seems like a frightful monster, while in our eyes it is just a machine motivated by gasoline.

這也是為什么在一個從沒有接受過當代科技的土著人眼中，汽車是可怕的怪物国产一级A片婬片免费，而在我們看來午夜免费A片，汽車只不過是一個燃燒汽油的機器。

But sometimes we'll be allowed to select what shots we want to animate, and our choice might be motivated by the type of shot: action, slow-moving, emotional moments, or just by a particular character.

但是情欲视频,欧美一级在线观看，有時我們會被允許選擇自己想要做什么樣的鏡頭中国熟妇性视频一区，而且我們的選擇可能會基于幾種類型進行劃分：動作戲，慢節(jié)奏的戲日本ww视频，情感充沛的戲www.色色色色色色色色色，或者只是某些特定的角色。

Only the AFI is better-trained, better-paid and better-motivated, though there are signs that some of its officers may be falling from grace.

只有 AFI 受過較好的訓練免费黄色网址一区，待遇也不錯AV影院网站，士氣更高，雖然有很多跡象表明這支部隊的警官可能失寵了H动漫全彩纯肉无码。

He was motivated in part by a desire to raise money for the rest of his ailing business empire.

他的動力一部分是意圖在他境況不佳的商業(yè)帝國的部分增加收入日韩不卡视频毛片。

RSS seems to be the rearnation of the dot-com boom's push technology, but this time geek motivated instead of marketeer motivated.

地域似乎是rearnation的熱潮蓬勃推動技術、不過這次不是出于希臘銷售動機中文字摹人人精品。

Such words are said to be motivated; they are motivated phonologically, morphologically or semantically.

這樣的詞形是有理據(jù)的欧美熟妇白嫩大屁黑人啪啪，包括語音理據(jù)、詞素理據(jù)和語義理據(jù)综合国产视频。

Those who prosocially motivated negotiators engaged in more problem solving than those who egoistically motivated negotiators.

社會動機對談判行為有顯著的影響毛片加双，具有親社會動機的談判者比利己動機的談判者更多的采用問題解決的談判策略。

It tends to be disposed of by adding moral coloration to actions that are really motivated by expediency, and an expediential coloration to actions that are motivated by moral and humanitarian values.

它傾向於增加道德著色來處置全黄欧美，是真正被權宜之計所激發(fā)的行動国产一级毛片无码视频，而一個權宜之計的著色是由道德和人道主義的價值所激發(fā)的行動。

Brown has specified three ideal types of social capital networks, categorized according to the prevailing motivation behind the network's transactions:"'Economic' describes a network of egos motivated by economic considerations; 2 'Status' describes a network of egos motivated by reputational considerations; 3 'Sociability' describes a network whose egos forge ties according to altruistic or particularistic motivations."

布朗把自我按照網(wǎng)絡交易的動機分為三種理想類型：&（1）'經(jīng)濟的'指受到經(jīng)濟利益驅(qū)動的自我網(wǎng)絡国产精品亚洲欧美日韩；（2）'地位'指受聲望考慮驅(qū)動的自我網(wǎng)絡欧美A级喷水视频免费看；（3）'社交活動'指自我按照利他主義動機建立聯(lián)系的網(wǎng)絡。&

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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