achieve的名词是什么

achieve的名词是什么（精选3篇）

1.achieve的名词是什么 篇一

people是可数，做主语的时候谓语用复数形式。但people本身是集合名词，也就是说不需要后面加s。

以上是people在作“人，人们”讲的.时候。people还可以表示民族或一国的所有人，这时，其原形是单数，如a people，复数时要加s。

集合名词(英语：Collective noun)是语言学上的一个专有名词，意指一种可用来指称一群对象的字，而这些对象，可以是人、动物、或是一群概念等事物。

常见的此类集合名词有：cattle，clergy，faculty(教职工)， herd，mankind，military，militia(民团、民兵)， people，police，poultry(家禽)，swine(猪)，vermin，womankind，population

2.内衣不再是私密的代名词 篇二

现代内衣不但要求其装饰性。更要求穿着上的功能性。能够起到实际的养护和美化作用。于是，在这两年功能性内衣品牌像雨后春笋般的突发出来。同时，很多装饰型内衣品牌与时俱进。加火了功能性的含量。将功能性作为卖点推向市场，在业内引起了高度的关注。

功能性内衣在前期中国市场已有不少品牌，但是由于设计的功能性与消费者的塑求性不能同步，并没有引起市场的重视，“婷美”对市场的推动，使消费者更加注重内衣消费的转型。但是老式的功能性内衣并没有在时尚性有根本性的突破。婷婷玉立品牌推进市场以后，使行业对功能性内衣有了新的定位。无论是产品风格、价格、及服务更贴近消费者。由于种族的原因、中国女性的体型所存在的问题：需要什么样的内衣。中国女性已摆脱了这种无知与耐。根据最新资料表明。拥有13亿人口的中国大陆女性基础内衣市场的年销售额大约600亿，其中中档以上的内衣市场至少在200亿以上，而实际上，日前中国内衣市场上真正修正型内衣的年销售额只有不到4个亿。由于刚刚起步阶段，可以肯定功能性修正内衣在中国市场上还有更广泛的空间。在销售价格的定位。修正型内衣的单价在200元左右，这是一个能够为大众接受的价格，并且其中包含着服务。尽管修正型内衣相对复杂的款型分类会增加设计、生产成本。尽管这种顾问式销售的销售培训是一个繁复的系统工程，这也是一个品牌附加值的所在。这也是和装饰内衣品牌含金量不同原因所在。

其实，从十八世纪开始，修正型内衣一直存在于国外上流社会女性的服装配饰中，特别是日本修正型内衣在人体体型研究上，已有成熟的方案，包括新生材料的运用。但是、中国目前的现状，也有很多的改观。水但在外观设计和使川的材料在不断改进。其主要功能几乎都是利用脂肪的流动性原理，给予特殊的裁剪设计。以达剑调整矫正身材的比例。

由于人种差异，中国女性身体特征不同于西方女性，而中国地域广阔，区域性的差异又使得中国各区域女性拥有不同的身材曲线。单纯的拿来主义，很明显不符合中国的国情。婷婷玉立本若以自然为美，以科学、健康、时尚为创造性的思维，主张自然的美丽。在修正型内衣的每一件产品包括两项内容，一项：是产品本身由体贴周到的款式设计，精心选定的面料，严格剪裁制作而成，另一项：是贴身测量指导试穿的顾问式服务流程，做到人性化、专业化、从专业程度上来说，它们占到比例比产品研发所占的比例同样重要。

3.achieve的名词是什么 篇三

【Key words】motivation； learning achievement； non-English major

1. Introduction

It is obvious that motivation is one of the most crucial factors in foreign language learning. Later， in 1988， Gardner and Lambert has introduced a new motivation model， namely： integrative motivation and instrumental motivation， in which the integrative motivation would exert more effort in foreign language learning， and thus achieve more in the learning process. Gardner states that “motivation as the combination of effort plus desire to achieve the goal of learning the language plus favorable attitude toward learning the language” （Gadner， 1985：10）

2. Results and Discussion

2.1 Learning Motivation Influences Learning Achievement

Questions 1 to 5 are aim to collect students basic understanding of English. Questions 6 to 10 aim to find students attitude toward English learning， namely that these questions are concerned with their motivation.

I have only picked two out of these five questions here for analyzing. Through the figures of table 1， no matter in bilingual program class or non-bilingual program class， it shows that students who get more 455 in CET-4 believe it is not the teacher play decisive role during the foreign language learning process. While the students who get lower than 455 holds the opposite view. In table 2， it reflects the preparation process for CET-4. Obviously， the students who get higher score in this exam are well-prepared for it， while the students who get lower score just treat the exam in a common way.

Generally speaking， the students who get higher achievement believe that it is themselves who can help them learning better. Namely， they have the desire to achieve established goals. As for those who get lower scores， theyd prefer hold the view that it is the teachers responsibility in improving their scores rather than themselves. Therefore， learning motivation indeed would affect learning achievement.

2.2 Students Adopt Different Types of Motivation in Bilingual Program Class and Non-bilingual Program Class

Question 11-18 are all concerned with the specific motivation types. Here， it will pick out question 11， 13， 16 and 18 as the analyzing samples. In these four questions， the previous two represent the instrumental motivation and the other two represent the integrative motivation.

As for question 16 and 18， there are distinctive differences between bilingual program class and non-bilingual program class. Students in bilingual program class think that learning English can help improve themselves and know more about the culture in target language country. While this have not been accepted in non-bilingual program class.

3. Conclusion

Through the questionnaire survey， it shows that highly motivated students can get actively involved in the learning process and achieve greater success. This just indicates that learning motivation and achievement have some relationship but it might not be the cause-and –effect problem. Whats more， the students who adopt integrative and instrumental motivation at the same time get higher scores.

References：

[1]Dornyei，Z.Teaching and Researching Motivation[M].Beijing：Foreign Language Teaching and Research Press，2005.

[2]Gardner R.C.，Lambert W.E.Attitudes and Motivation in Second Language[M].Rowley，MA：Newbury House，1972.

[3]高一虹，赵媛，程英，周燕.中国大学本科生英语学习动机类型[J].国外外语教学，2000（4）.

[4]文秋芳.学习者学习动机、观念、策略的变化规律与特点[J].外语教学与研究，2001（2）.