本文从教育心理学的角度探讨沉浸理论对外语教学的启示。
This paper tries to explore flow theory and discuss its useful implications to foreign language teaching from the perspective of pedagogical psychology.
第六部分阐述了本研究对外语教学的启示及本研究的局限性。
Part Six mainly presents the conclusion, the implications and the limitations of the present study.
年龄因素对外语教学的启示对于不同年龄段的学习者，应施以不同的教学方法。
The inspiration of age Factor on Foreign Language TeachingDifferent teaching methods should be applied to learners of different ages.
第六部分集中讨论了本研究对外语教学的启示、本研究的局限性及对今后研究的建议。
Part Six presents implications for language teaching, the limitations of the study and Suggestions for future research.
本文首先介绍了联结理论及其主要特点，然后再结合其主要特点论述联结理论对外语教学的启示。
S-R theory and its main characteristics are first introduced, and then the hints it gives to Foreign Language Teaching are dealed with here.
本论文旨在从补缺假说(王初明，2003)的角度研究汉式英语的形成机制及其对外语教学的启示。
The present study aims to examine Chinglish from the contextual perspective in light of the Compensation Hypothesis (Wang Chuming, 2003) and its implications to foreign language teaching.
本文主要分析了注意、记忆、思维等心理现象在第二语言习得过程中所发挥的不同作用，并总结了该项研究对外语教学的启示。
This paper mainly analyzes the different functions of attention, memory and thought in second language acquisition, and draws great inspiration in foreign language teaching from this research as well.
这一理论对外语教学有着深刻的启示。
This theory has deep enlightenment to the foreign language teaching.
最后本论文分析了外语听说教学存在问题的根源，得出启示并提出对外语教学的几点建议。
Lastly this thesis analyzes the root causes of the existent major problems in the teaching of foreign language listening and speaking, and puts forward Suggestions for foreign language teaching.
第五章为全文总结，总结了本研究主要成果，对外语教学启示，以及一些局限性和对未来研究的一些建议。
Chapter Five summarizes the major findings of the research, the implication of the research, limitations of the present research and Suggestions for the further research.
本研究结果对外语教学有一定的启示意义。
The findings yielded in this study may have some implications.
本文尝试对舍尔的言语行为理论进行评述，指出其产生的哲学背景、局限性及其对外语教学和翻译的启示作用。
This paper attempts to give a tentative account of Searle's speech-act theory, its philosophical background, limitations and application in L2 teaching as well as some issues in translation.
本文尝试对舍尔的言语行为理论进行评述，指出其产生的哲学背景、局限性及其对外语教学和翻译的启示作用。
This paper attempts to give a tentative account of Searle's speech-act theory, its philosophical background, limitations and application in L2 teaching as well as some issues in translation.
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