poor motivation 中文意思是什麼
poor motivation
解釋
推動力缺乏- poor : adj 1 窮，貧窮的 （opp rich wealthy）。2 （收獲）少，差，不夠。3 （衣裳）破舊的，不體面的；卑劣的...
- motivation : n. 動機的形成；動機因素；動力。adj. -al （motivational research 動機研究〈用於廣告、銷售活動〉）。
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The results of the study indicate that motivation is strongly correlated with the other three components and plays a larger role in self - regulated english learning at secondary vocational school. moreover, the results of the study show three pairs of contradiction of motivational factors reflected on students at secondary vocational school : ( 1 ) students expect to learn english well but their poor foundation and lacking of confidence lead to their learning helplessness
作者又對動機因素中各成分進行了統計分析，發現在中等職業學校學生的英語自主學習中，動機因素各成分是以三對矛盾同時體現在學生身上： （ 1 ）學生期望能學好英語，然而他們的英語基礎差和缺乏自信導致其學習無助感。 -
4. because of input - output is inefficiency, which is limited by the low concentration ratio and expenditure situation, enterprise ' s technological innovation motivation is not enough. this leads to research and development expenditures is poor, the width and deepness of products development is not enough
受制於市場集中度不高和現有的消費狀況，投入產出效率低，乳品企業技術創新的激勵不足，造成企業研發經費投入和產品開發的深度、廣度不足。 -
This, however, did not come easily, but the sheer momentum and power of master s one - pointed concentration and motivation was strong enough to carry along with her a relatively poor and slow helper such as me
至此，靠師父和上帝的安排，我才能有機會學到這個寶貴的真正專心的功課。這種結果來之不易，完全是師父專心的大力量在推動我這樣一個又慢又笨的助手。 -
Seen from the investigated statistics of non - english majors at the east china univeristy of politics and law and newly - built taizhou university, two findings are as follows : 1 ) there is statistical difference between two universities, mainly being shown in three aspects such as communication apprehension, fear of negative evaluation and class anxiety ; 2 ) the key factors contributing to anxiety resources of students at taizhou university involve individual factors like low self - perceived proficiency, poor english learning motivation and empathic ability and external environment factors like classroom activities and the teachers
從華東政法大學和臺州學院兩類高校非英語專業學生調研數據來看，可以得出以下兩個結論： 1 、兩類高校的英語焦慮水平有顯著差異且主要表現在英語使用焦慮、負評價恐懼和課堂焦慮三個方面； 2 、影響臺州學院學生英語焦慮的主要因素是自我效能感低、英語學習動機弱、移情能力差等學習者個體因素和以課堂活動、教師為主的外在環境因素。
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