在成语理解过程中，二语学习者似乎遵循着相同的模式。
In the process of comprehending idioms, L2 learners seemed to follow the same general pattern.
其次，随着语言水平的提高二语学习者趋向于运用复杂的词汇。
Practically, findings in this study have important implications for the research in the field of quantitative description of learners'productive lexical command.
近年来，二语学习者句子理解中的语义和句法交互备受研究者关注。
In recent years, semantic and syntactic interplay in L2 sentence processing has attracted more attention in second language acquisition research.
国内外研究者大量的研究表明一般过去式通常难以被二语学习者习得。
Researchers at home and abroad have found that the English past tense can only be acquired at a later stage in the developmental pattern.
理解英语学术讲座对于使用英语参与学术任务的二语学习者来说尤为重要。
English academic lecture comprehension is especially important for L2 learners who are engaged in academic tasks.
听解与阅读都是获取信息的渠道，同时也是二语学习者学习英语的主要途径。
Both listening and reading are the channels of obtaining information as well as the basis of English learning.
在第二语言习得的过程中，二语学习者出现形形式式的偏误是意料之中的事。
In the process of L2 acquisition, it is quite natural that second language learners may commit errors of different kinds.
文章从语用迁移的角度出发去研究以汉语为母语的二语学习者的从句习得情况。
We did an experimental study about Chinese foreign language learners acquisition of clauses from the perspective of pragmatic transfer.
阅读是二语学习者必须掌握的一种基本技能，它为学习者提供了重要的语言输入。
Reading, one of the basic skills which second language learners should master, provides important and sufficient linguistic input for them.
词汇习得是语言中不可或缺的一部份，研究二语学习者如何掌握词汇无疑是必要的。
Since vocabulary acquisition is an indispensable part in language acquisition, it is undoubtedly necessary for us to make efforts on studying how individual words are acquired by EFL learners.
二语词汇习得研究多关注二语学习者的顺带词汇学习，而二语学习者的刻意学习少有提及。
Most previous second language vocabulary acquisition research has focused on incidental learning, and yet little is known about intentional learning.
二语习得中的中介语是用来描述介于二语学习者母语与目的语之间一种非连续性的语言体系。
Interlanguage in Second language Acquisition is a discontinuous language system used to describe the language between mother tongue and target language.
语言学界普遍认为，大多数外语或二语学习者存在语言的石化现象，尤其是错误形式的石化。
It is commonly agreed that language fossilization, especially error fossilization, occurs to most foreign or second language learners.
但是，目前为止，还没有任何一个教学法或语言学理论能培养二语学习者达到理想的外语水平。
However, so far no single teaching method or linguistic theory can lead learners to attain such an ideal language proficiency as that of a native speaker of the target language.
然而，大量研究表明许多二语学习者，即使是英语能力较好者，在听学术讲座时仍会遇到许多困难。
However, many researches have indicated that many L2 learners, even those with high English proficiency still have problems in comprehending English academic lectures.
自然，受到母语影响的二语学习者在英文写作中也必然出现与以英语为母语的人不同的使用频率与模式。
Naturally, ESL learners influenced by their native languages will have frequencies and use patterns different from English native speakers.
本文探讨了二语学习者在听力理解时运用哪些知识资源来推测词义，以及语言能力如何影响知识资源的运用。
This paper investigates the knowledge sources that L2 learners use to infer word meaning in listening comprehension, and how language proficiency affects their use of the knowledge sources.
随着语言教学在中国教育中的地位不断提高，越来越多的应用语言学家开始注重二语学习者交际策略运用的研究。
With the advancement of foreign language teaching in China, more and more linguists pay attention to the studies of communication strategies application by second language learners.
语言输出的注意功能和验证假设功能中均存在“推动效应” ，它能将二语学习者的语言输出从白话体推向正式体。
There exists a "push effect" in the output functions of noticing and hypothesis testing , which can push learner output from vernacular style towards careful style.
恰当运用词块有助于提高交际的流利性和选词的地道性，因此探讨二语学习者如何习得、处理和运用词块尤为必要。
Since formulaic sequences help language users achieve fluency and idiomaticity, research is needed in how L2 learners acquire and process them.
本文作者希望此次研究能为中国交际策略的研究带来新的启示，从而为更好地促进二语学习者的交际能力做一份贡献。
It is hoped that the paper and the study conducted can provide some insight into the CSs research, and inspire more studies in China.
逻辑联系语和话语填充语在三种任务中的使用情况表明不同的任务性质可能会对二语学习者使用话语标记语产生显著影响。
It may then be concluded that the nature of different tasks may produce an obvious effect on the use of DMs by L2 speakers.
斯蒂芬·克拉申的“情感过滤假设”对二语学习者和教师是有重要的指导意义的，但克氏对情感过滤网形成因素的解释并非全面。
The Filter Hypothesis proposed by Stephen Krashen has important implications both for L2 learners and teachers. However, the explanations given by Krashen are not exhaustive.
本篇论文讨论的是课堂环境下第二语言的学习，中心话题是学习者的意识在二语学习中的作用。
This paper discusses the learning of a second language in classroom setting, with the role of learners' consciousness in the process of learning being the topic.
研究者意识到二语习得是一个认知过程，学习者自身的因素将会对语言学习起决定性的作用。
It is well known now that the language learning is a cognitive process in which the learner factors play a decisive role.
英语写作能有效地促进英语知识的内化，有助于学习者检验英语的句法结构和词语的使用，从而有效地促进二语习得。
English writing can effectively facilitate the internalization of learners knowledge and master the sentence structures and the usage of the English language.
中介语语用学研究以跨文化对比研究为主，很少涉及学习者第二语言语用现象的习得特征。
The focus of Interlanguage Pragmatics research has predominantly been on second language use, rather than development.
此外，口语练习并没有促进学习者对于自己二语产出中语言问题的注意。
Additionally, oral production doesn't seem to promote learner's noticing of the problems in their output.
建立学习者语料库能为二语习得等方面的研究提供新的思路和方法。
The establishment of the learner corpus offer a new way of thinking for SLA research.
建立学习者语料库能为二语习得等方面的研究提供新的思路和方法。
The establishment of the learner corpus offer a new way of thinking for SLA research.
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