For Chinese learners of English, the small English vocabulary size is still the ' bottle - neck' of the target language learning.
对于中国的英语学习者来说，英语词汇量的缺乏仍然是目的语习得的瓶颈。
It is also important to know the cultural background of the target language, so your language learning can be greatly accelerated.
了解目标语的文化背景也是很重要的，这样就可以大大加快你语言学习的速度。
An honest, thorough scrutiny of your normal week will yield dozens, even hundreds, of minutes that can be put to work learning your target language.
坦白说，彻底检查你的一周，你会发现几十，甚至上百分钟可以用来学习语言的时间。
From the very beginning of learning foreign language to the final realization of target language is a gradual cognitive process and complicated psychological process.
从开始学习外语到最终目标语的实现是一个渐进的认知过程和复杂的心理过程。
Target language culture is not necessarily the goal of language learning, but the indispensable factor in the course of English learning.
目的语文化并不是英语学习的目的，而是英语学习过程中伴随始终的重要因素。
ICQ chat activities have great potentials to create good target language environment which will greatly enhance foreign language learning.
ICQ网络聊天活动在营造良好语言环境方面有极大潜力；但倘若利用不当，也会对语言学习造成负面影响。
You can even turn it into a learning opportunity by asking — in the target language, of course — "How do you say ____ in your language?""
你甚至可以把它变成一个学习机会，询问（用你正在学习的语言）“ “ ____用你的语言怎么说？”
The primary goal of this thesis is to study the factors governing the target language input and their impact on FL teaching and learning.
本文的主要目的就是探寻影响输入的主要因素及其对外语教与学的影响。
Therefore the target of language learning is to mastery these elements.
语言学习目标是掌握这些元素。
It determines the effort to learn a new language, the extent of active, and personal involvement in learning the target language.
它决定着个体学习者在学习过程中的努力程度和积极参与程度。
This incident has greatly inspired my interest in learning the Chinese language, learn from the Chinese as their target.
这件事极大地激发了我对学习汉语的兴趣，从此把学好汉语当作了目标。
English Today is an innovative product for English language learning, designed to gain maximum advantage from the DVD format and aimed at the needs of the target consumer.
今日英语是一套目标贴近用户需要，最大限度利用DVD视频格式的优点，具有创新性的英语学习教程。
On account of the lack of authentic English learning environment in China, reading is a major channel for students to be exposed to the target language.
在我国，英语教学缺少自然习得语言的社会环境，英语阅读就成为语言学习的主要输入方式之一。
Through our study, it is helpful for the language learners to grasp the target-language culture and facilitate the English language teaching and learning.
该研究有助于语言学习者学习目的语文化，以及英语的教授和学习。
Target language input and output are two crucial stages in foreign language teaching and learning and they would influence the teaching effect directly.
目的语语言输入与输出在外语教学过程中起着非常重要的作用，并直接影响着教学效果。
It is expected that students are able to communicate more successfully through learning the cultural knowledge of the target language.
外语教学者们希望通过文化教学使学生更好的了解外国文化以促进跨文化交际的有效进行。
Nowadays, higher vocational English teaching, : which has been redundantly emphasizing the target language culture learning, with native culture teaching neglected;
当前高职英语教学中过多地强调“目的语”文化的学习，而忽略母语文化，造成“中国文化失语”现象。
This strategy provides more chances for learners to communicate in two-way communication in the target language and stimulates learners motivation in learning the language.
这对充分调动学生的积极性，实现双向交际的教学方式具有重要意义。
Language has close relation to culture, whence it is important to introduce the cultural knowledge of both target language and native language in foreign language teaching and learning.
语言与文化密不可分。在外语教学中既要重视对目的语文化背景知识的介绍，也不可忽略对母语文化的传播。
The process of L2 learning is that in which learners start from their native language taken as the reference point and gradually reach the target language.
二语学习的过程就是以母语为参照点，逐步靠近目标语的过程。
TOCFL is one of the main ways of cultural exchange, among which there exists a culture shock which hinders the overseas students from learning the target language.
对外汉语教学是异质文化交流的形式与途径之一，其间存在着干扰留学生学习目的语的文化休克。
The target language input plays a significant role in the process and outcome of foreign language teaching and learning.
目的语语言输入在外语教学过程中起着非常重要的作用，并直接影响着教学效果。
Those similarities and differences are attributed to living environment, shared native language, partial learning and incomplete applications of target language tools.
这些相同点和不同点是由他们的生活学习环境、母语、没有完全掌握英语知识及其应用等因素决定的。
Those similarities and differences are attributed to living environment, shared native language, partial learning and incomplete applications of target language tools.
这些相同点和不同点是由他们的生活学习环境、母语、没有完全掌握英语知识及其应用等因素决定的。
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