这是国内外语教学研究的一个盲点。
Theoretically, in China this is an unobserved point in foreign language teaching (FLT).
策略研究是外语教学研究重心由教向学转移的产物。
Strategy research is the result of shifting research from language teaching to language learning.
在传统的外语教学研究中，重点大多放在了如何教上。
How to teach used to play an important role in the research of the traditional college English teaching.
我国目前的外语教学研究，涉及此方面的实证内容并不多。
However, at present, foreign language teaching and research in China is less involved in the empirical content related to these aspects.
对学习者个体差异的研究，成了当代外语教学研究的重要课题。
Researches on individual differences that learners have, have become an important topic in Foreign languages teaching researches of our time.
在外语教学研究领域，多数研究者采用调查研究，如问卷调查。
Most of the researchers in the field of foreign language teaching and researching adopt surveys as an approach to a certain topic.
中介语及其石化现象是二语习得研究和外语教学研究中的一个热点。
Interlanguage and its fossilization is a hot topic in SLA research and FLT research.
第一章概述了外语教学研究的背景，我国英语教学的现状和本研究的意义。
Chapter One briefly introduces the background of foreign language learning and teaching research, the present state of College English teaching in China and the significance of this research.
随着外语教学研究的不断深入，母语对外语学习的影响越来越受到广泛重视。
With the development of research in foreign language teaching, more and more attention has been paid to the impact of native language upon foreign language learning.
学习者的外语学习观念是外语教学研究中的一个新的、亟待进一步开拓的领域。
Learners beliefs about foreign language learning belong to a new area of study, which needs further exploring urgently.
大学英语写作教学是外语教学研究中的难点与重点，大学生英语写作水平亟待提高。
The study of college English writing has long been the focus and difficulty in EFL research and students'writing ability need improving.
图式理论也被广泛应用于外语教学研究，尤其是应用于英语阅读理解的研究当中。
Schema theory has been widely applied to the study of foreign language teaching, especially in reading comprehension, by linguists and foreign language teachers.
本研究对中国学习者外语教学研究，特别是介词习得的研究具有一定的理论和实践意义。
The paper is of theoretical and practical significance for foreign language teaching and learning especially for the studies of preposition acquisition of Chinese English learners.
如何提高输入的质量，如何培养学生的语言产出能力，等等，将是我们外语教学研究的重点。
How to improve the quality of input and how to cultivate students ability in language production is expected to be taken into consideration in our future teaching research.
随着交际教学的广泛开展，怎样测试学生综合运用语言的能力便成了外语教学研究的热点之一。
With the development of communicative teaching approach, the integrative language teaching method researches have been increasing on the rise.
“焦虑”作为学习者情感因素的一个非常重要的情感变量，近来成为外语教学研究的学术热点。
Anxiety is one of the most important affective factors that most pervasively obstruct the FL learning, which attracts more and more academic concerns.
并通过对衔接手段的英汉互译技巧的分析和阐述为外语教学研究者和翻译者提供一些参考性的建议。
It is also the purpose of the study to further prove the operativeness of contrastive discourse analysis and to provide some reference suggestions for the foreign language researches and translators.
在此基础上，外语教学研究者通过不断的探索研究发现，情感因素在外语教学的过程中也起着关键的作用。
On the basis of these findings, many foreign language researchers have discovered that affective factors can play a critical role in foreign language learning and teaching.
一直以来，许多外语教学研究者致力于课堂教师—学生会话中的修正片段的结构分析，既失误源、诱发因子和修正。
The structure of repair sequences in classroom conversation has been the focus for second or foreign language teachers or researchers, that is: trouble source, trigger and repair.
在过去的很长一段时间内，外语教学研究的重点主要集中在“如何教”上，试图通过教法研究来解决语言学习的问题。
Over a long period in the past, the researchers' attention has been focused mainly on "how to teach", with the hope that all the problems related to language learning can be solved accordingly.
外语教学研究往往会牵涉到许多种变量，但主要的有这样五种，即因变量、自变量、调节变量、介入变量以及控制变量。
Research in foreign language teaching involves a lot of variables, such as dependent variables, independent variables, moderator variables, control variables, and intervening variables.
自从七十年代早期外语教学研究领域的重点由“如何教”转向“如何学”以来，外语教学研究的重点也慢慢转向学习者因素。
Since the early 1970s, the focus of research in foreign language teaching has been moving from "how to teach" to "how to learn", and many language studies have been taken from learners' perspective.
自从七十年代早期外语教学研究领域的重点由“如何教”转向“如何学”以来，外语教学研究的重点也慢慢转向学习者因素。
Since the early 1970s, the focus of research in foreign language teaching has been moving from "how to teach" to "how to learn", and many language studies have been taken from learners' perspective.
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