proficiencies

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网络  熟练; 精通; 武器专精技能

双语例句

• Horwitz ( 2001) called it a new trend in language anxiety research, which attempts to identify more specifically the sources of anxiety and the relationship of anxiety to various second language proficiencies.
  Horwitz（2001）把类似试图找出更加具体的焦虑源，及焦虑与不同二语水平之间关系的努力称为外语学习焦虑研究的新趋势。
• Based on the Multidimensional Model, this paper probes from the perspective of speech processing strategy into the acquisition of 23 types of Chinese Comparative Sentences by Korean learners with three different Chinese proficiencies from the perspective of speech processing strategy.
  本文运用多元发展模式理论，从言语加工策略的角度对三个级别韩国留学生23类汉语比较句的习得进行了考察。
• Weapon and armor proficiencies: king's defilers gain no proficiency in any additional weapons, armors or shields.
  武器和防具擅长：王室亵渎者不获得任何额外武器、盔甲或盾牌擅长。
• Officer Proficiencies Hotkey changed to X, due to conflict with Combat Knife on Grunt.
  因为会军官精通技能和步枪兵的战斗刀技能热键相冲突，所以将军官精通技能的热键更改为X。
• This summer, Phan will launch a mobile app packed with photo and video editing software& dovetailing with another one of her larger aspirations: to equip young followers with tech proficiencies and other marketable skills.
  今年夏天，潘将发布一款带有照片和视频编辑软件的移动应用&这将帮助她实现自己的另一项大抱负：让年轻的追随者掌握熟练的技术和其他具备市场价值的技能。
• Weapon and Armor Proficiencies: The eagle knight is proficient with all simple and martial weapons, all types of armor ( light, medium, heavy), and shields.
  武器和防具擅长：雄鹰骑士擅长所有简单和军用武器、有盔甲（型、型和重型）及盾牌。
• In order to solo in the field, you have to successfully complete three proficiencies.
  如果要单独到现场调查，你必须完成三个练习。
• Marine actions performs actions and lists proficiencies.
  陆战队员行动目录显示动作和命令。
• The explicit objectives of the course of Chinese include reading comprehension, writing, and speaking proficiencies, while the implicit objectives aesthetic capability, research resources, and affective elements.
  语文新课程的显性目标包括知识目标和能力目标，而能力目标又包括独立阅读能力、自主写作能力、口语交际能力；语文课程的隐性目标包括审美能力、探究能力和情意要素。
• Therefore, the writer puts forward four hypotheses. ( 1) There are some marked and unmarked differences of substitution errors committed by the learners of high and low proficiencies. Some common features can be described.
  由此，作者提出以下四点假说：（一）高低年级学习者在替代误用上存在差异和共同之处，可以具体归纳描述其错误特征。