Task-based language teaching, on the basis of the above study result, introduces task into classroom teaching, so as to enrich input language and make language output more effective.
在二语习得研究成果的基础上，任务型教学将任务引入课堂，丰富了课堂语言输入，使得语言输入更为有效。
The language input in the classroom environment is systematic and methodical but limited.
课堂环境的语言输入有系统、有条理，但有一定的局限性。
The author, from the information-processing perspective, investigates the opportunities and conditions for optimal second language input in foreign language classroom setting.
本文从信息加工角度探讨了在外语课堂中如何创设语言输入的良好机遇和条件的问题。
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