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Despite some pros for providing English courses in China’s primary schools, some factors should be acknowledged: pu-pils of young ages are less efficient in commanding the overall communicative skills than their older counterparts; teachers in manyprimary schools are not sufficiently competent as expected and are liable to build inadequate models that degrade children’s lan-guage learning; there exists some misunderstanding about critical period hypothesis in which it is believed that language a... 相似文献
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