EN： Present Perfect Tense ('has found') is commonly used in news and academic reporting to introduce recent research findings that remain relevant now.
中文： 現在完成式（has found）常用於新聞與學術報導中，用來引出最近完成且其結論對當下依然重要、具有影響力的研究發現。
A recent report has shown that regular exercise improves mental health.
最近的一份報告顯示，規律運動能改善心理健康。
EN： Noun Clause with 'that' functioning as the direct object of the reporting verb 'found'. It contains a full clause: [subject: 'procrastination'] + [verb: 'is'] + [subject complement: 'the biggest threat...'].
中文： that 引導的名詞子句，在句中作主要動詞「found」的受詞，結構完整，包含子句主詞（procrastination）、動詞（is）及主詞補語（the biggest threat...）。
Doctors believe that adequate sleep is essential for recovery.
醫生認為充足的睡眠對康復至關重要。
EN： In Western higher education research, 'procrastination' is frequently studied alongside mental health issues like stress and depression, as academic independence in universities requires strong self-regulation skills.
中文： 在歐美高等教育的研究脈絡中，「拖延症」（procrastination）常與學業壓力及抑鬱等心理議題一同探討，因為大學教育高度重視自主學習，對學生的自我管理能力要求極高。
EN： Non-defining relative clauses are set off by commas and provide extra, non-essential information about a noun. They typically begin with 'which' (for things) or 'who' (for people) and cannot use 'that'.
中文： 非限定關係子句（Non-defining relative clause）前後用逗號隔開，用來對先行詞提供補充說明，拿掉後主要子句語意依然完整。指稱事物時用 'which' 引導，不可替換為 'that'。
The report, which took three months to complete, was submitted yesterday.
那份耗時三個月完成的報告已於昨天提交。
EN： The passive voice is formed using 'be + past participle' (was published). It is frequently used in academic and news contexts when the focus is on the action or result rather than the agent performing it.
中文： 被動語態由「be 動詞 + 過去分詞」（如 was published）構成。在學術與新聞英文中極為常見，用來把焦點放在受影響的事物或事件本身，而非動作執行者。
The article was published in a major medical journal.
這篇文章發表在一本主流醫學期刊上。
EN： PLOS ONE is a well-known peer-reviewed, open-access scientific journal published by the Public Library of Science. The name is stylized as 'PLOS ONE' in formal academic citations.
中文： 《PLOS ONE》是由公共科學圖書館（Public Library of Science）出版的知名同行評審開放取用（Open Access）學術期刊。在正式學術引用中通常全部大寫為 PLOS ONE。
EN： Gerund as Subject in a Noun Clause: The '-ing' form 'delaying' functions as a gerund heading the noun phrase 'delaying their work', which serves as the subject of the subordinate 'that'-clause.
中文： 名詞子句中的動名詞作主詞：動詞加上 -ing 形成動名詞片語「delaying their work」，在此作為 that 引導的名詞子句中的主詞，後接動詞 damaged。
Skipping breakfast reduced his energy during class.
不吃早餐降低了他在課堂上的精力。
EN： Noun + Infinitive Complement: The noun 'ability' is frequently complemented by a to-infinitive ('ability to do something') to specify the action one is capable of performing.
中文： 名詞搭配不定詞補語：「ability」（能力）後方常接「to + 原形動詞」，用來具體說明具備做某事的能力。
She showed a remarkable ability to solve complex problems.
她展現了卓越的解決複雜問題之能力。
EN： The structure 'multiplier + as + adjective + as...' is used to express comparisons of proportion or scale. Adding 'more than' before the multiplier emphasizes that the amount exceeds that proportion.
中文： 倍數比較句型結構為「倍數詞 + as + 形容詞 + as...」，用以表達比例或數量倍數。在倍數詞前加上「more than」（超過）則用於加強語氣，表示「超過……的幾倍」。
The sales this month were more than twice as high as last month's.
這個月的銷售額是上個月的兩倍以上。
EN： The relative clause 'who named depression' uses the relative pronoun 'who' to modify the antecedent 'students', providing essential information about which specific group of students is being referred to.
中文： 關係子句「who named depression」以關係代名詞「who」引導，修飾先行詞「students」（學生），用以明確指出是哪一群特定的學生（即提到憂鬱症的學生）。
She thanked the doctor who saved her life.
她感謝了救了她一命的醫生。
EN： An appositive phrase ('a lecturer at the University of Cambridge') is placed between commas to give additional, non-essential information about the noun before it ('Itamar Shatz').
中文： 同位語片語（'a lecturer at the University of Cambridge'）置於兩個逗號之間，用來為前面的名詞（'Itamar Shatz'）補充說明非必要的背景資訊。
Dr. Davis, a professor at Oxford University, gave a fascinating lecture.
戴維斯博士是牛津大學的教授，他做了一場精彩的演講。
EN： The subordinate conjunction 'because' introduces an adverbial clause of reason ('because the problem affected students so strongly') explaining why the subject was surprised.
中文： 從屬連詞 'because' 引導原因副詞子句（'because the problem affected students so strongly'），用來解釋主詞感到驚訝的原因。
She was delighted because the team won the championship.
她很高興，因為團隊贏得了冠軍。
EN： In the UK academic system, a 'lecturer' corresponds roughly to an assistant or associate professor in the US, holding a permanent teaching and research post at universities like Cambridge.
中文： 在英國學術體系中，'lecturer'（講師）相當於美國大學體系中的助理教授或副教授，通常是在劍橋大學等頂尖學府擁有正式教研職位的學者。
EN： A noun clause introduced by 'that' acts as the direct object of the reporting verb 'explained'. Inside this clause, two independent clauses are joined by the coordinating conjunction 'but' to show contrast.
中文： 由 that 引導的名詞子句作為轉述動詞 explained 的受詞。在此子句內部，對等連接詞 but 連接了兩個具有對比關係的子句。
She admitted that exercise is difficult, but it is necessary for health.
她承認運動很難，但這對健康是必要的。
EN： The modal verb 'can' expresses possibility ('it is possible that it becomes...'), followed by the base form verb 'become' and a predicate noun phrase 'a major obstacle'.
中文： 情態助動詞 can 在此表示「可能性」（有可能會變成……），後接原形動詞 become 以及名詞補語 a major obstacle。
Stress can become a serious problem if ignored.
如果被忽視，壓力可能會成為嚴重的問題。
EN： The verb 'suggest' is followed here by a 'that'-noun clause functioning as the direct object, reporting the findings or implications of the study.
中文： 動詞「suggest」後方接由連接詞「that」引導的名詞子句作為受詞，用來客觀陳述研究的發現或推論。
Recent research suggests that regular exercise improves mental health.
近期的研究指出，規律運動能改善心理健康。
EN： The structure 'make + object + complement (adjective)' means to cause something to become a certain state. Here, 'even' is an adverb used to emphasize the comparative adjective 'worse'.
中文： 「make + 受詞 + 受詞補語（形容詞）」結構表示「使……變得……」。在此句中，副詞「even」用來修飾並加強比較級形容詞「worse」的語氣。
Lack of sleep can make existing health problems even worse.
睡眠不足會使現有的健康問題變得更加惡化。
EN： In academic writing and journalism, verbs like 'suggest', 'indicate', or 'imply' are favored over 'prove' because scientific research aims to present evidence cautiously rather than make absolute claims.
中文： 在學術論文與新聞報導中，常使用「suggest」、「indicate」或「imply」等較為保留的動詞，而非絕對的「prove」，體現科學研究客觀且嚴謹的論述風格。
重要單字附有 IPA 發音、定義、例句和互動式測驗。
在本文中： 拖延；拖延症
在本文中： 威脅；構成危害的事物
在本文中： 學業的；學術的
在本文中： 調查
在本文中： 延遲；拖延
在本文中： 損害；損害（能力或情況）
在本文中： 憂鬱症；沮喪
在本文中： 大學講師
在本文中： 障礙；阻礙
在本文中： 循環；惡性循環中的週期
片語包含類型標示、雙語定義、用法說明和例句。
How well a student does in their school or university studies.
學業表現；學業成績
Two times greater in amount, degree, or number compared to something else.
是……的兩倍之高
A significant problem or hurdle that prevents progress.
重大障礙
To cause a repeating series of events or reactions that reinforce each other.
形成惡性循環；造成循環