对于外语学习者对英语习语的习得状况和习得模式，我们知之甚少。
Little have we known about the idiom acquisition conditions as well as idiom acquisition patterns of EFL learners.
不同文化背景下的学习者的学习风格和思维模式不同，从而习得规则和顺序也不同。
Learners with different cultural background knowledge differ a lot in their thinking patterns and learning routes and styles. The difference can be investigated and explained.
模仿者还能根据当地习购物习惯量身打造商业模式以获得优势。
They can also gain an edge by tailoring businesses to local habits.
考察多媒体教学模式能否降低学习者习得情态补语的难度，并减少偏误等问题，最终找出适合情态补语的具体教学方法。
It also tries to explore if the multimedia teaching mode can reduce the difficulty and errors and find appropriate teaching methods at last.
虽然语言并不一定是决定思维的必要条件，并习得说目的语的本族语者的思维模式。
Although language is not always a necessary condition for thought, the use of it is indispensable to the content, direction, and elaboration of particular thoughts.
虽然语言并不一定是决定思维的必要条件，并习得说目的语的本族语者的思维模式。
Although language is not always a necessary condition for thought, the use of it is indispensable to the content, direction, and elaboration of particular thoughts.
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