另一种观点以认知语言学理论与基于用例的语言习得模式为代表。
The other paradigm is represented by cognitive linguistic theory and usage-based language learning models.
对于外语学习者对英语习语的习得状况和习得模式，我们知之甚少。
Little have we known about the idiom acquisition conditions as well as idiom acquisition patterns of EFL learners.
普遍语法以儿童母语习得为载体研究不同语言背景条件下具有共性的习得模式。
UG which was originated from L1 acquisition study aims to set up a language acquisition model adopted by young learners in different language environment.
基于此，笔者结合自己多年的教学经验提出构建母语语法二次习得模式的教学策略。
Therefore, the writer proposal that with the seasoned teaching experience: building the teaching strategy in mother language grammar dual-acquisition mode.
本研究设计实验且实验结果拒绝了两个零假设，即：其一，基于语义框架的二语词汇习得模式对于第二语言词汇接受的量度不产生任何影响。
Empirical study was also conducted and the results refused the two null hypotheses: Firstly, frame-based SLVA model does not positively correlate with SLV enlargement.
那么，这些研究的发现意味着自豪的表现并不是单纯的从文化模式中后天习得，而是来源于与人类生存之道息息相关的先天本能。
These findings, then, imply that displays of pride are not simply cultural stereotypes learnt after birth, but an innate form of behavior that was relevant to the way humans lived.
心智模式——在组织内开发对后天习得的思维方式的领悟力，并且不断地质疑这些思维方式。
Mental models—to develop awareness of the acquired patterns of thinking within organisations, and to constantly challenge them.
我们也许回忆不起我们如何习得某些动作和习惯，也许以前从未有过此类经验，但是我们倾向于使用相似的行为模式不断使这些行为再现。
We may not recall how we learned, and may never have experienced before, but we are drawn to recreate them in a familiar pattern.
在我们的内心深处被唤起的，就是那个长远的背景——古老的人类心理模式，它们源于遗传而非后天习得，我们从业已含混的昔日世代继续了它们。
What is stirred in us is that faraway background, those immemorial patterns of the human mind, which we have not acquired but have inherited from the dim ages of the past.
在咱们的内心深处被唤起的，那是那个久远的背景——古老的人类心里模式，它们源于遗传而非后天习得，咱们从业已模糊的往日世代继承了它们。
What is stirred in us is that faraway background, those immemorial patterns of the human mind, which we HAs not acquired but HAs inITited from the dim ages of the past.
该模式，尤其是其中的“可理解性输入假设”和“情感过滤假设”，对于我们外语教学和第二语言习得大有帮助。
The Monitor Model, especially its "comprehensible input hypothesis"and "affective filter hypothesis", is very helpful in our foreign language teaching and second language acquisition.
第一章探讨国内外专家学者在词汇习得、拼写错误及词形表征存取模式方面的研究成果。
Chapter one discusses the researches made by scholars at home and abroad on vocabulary acquisition, spelling errors and orthographic representation access model.
第一章阐述了构建本模式的理论基础，包括建构主义理论、群体动力理论和二语习得理论。
The first chapter, as the theoretical foundation of this model, describes the theory of constructivism, the theory of group dynamics and the theory of second language acquisition.
主要根据第二语言词汇习得的研究成果，提出了英汉双语心理词典表征结构的新模式。
The paper mainly explores the lexical representations in bilingual mental lexicon based on the current studies with reference to second language vocabulary acquisition.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今“任务时代”潮流和我国翻译教学实际的一种模式。
Based on the learning theories of constructivism and sla theories, the task-based translation teaching model is a suitable model for "the task Age" and the reality of our translation teaching.
利用概念获得模式组织教学有助于提高大学生的积极词汇习得能力。
Adopting concept attainment model is helpful to improve college students 'acquisition ability of active vocabulary.
实践证明，以汉字认读为中心的教学模式适合于汉族儿童的汉语习得，并也取得很好的教学效果。
Practice has proved this teaching model is suitable for Chinese children and we have gained great success.
不同文化背景下的学习者的学习风格和思维模式不同，从而习得规则和顺序也不同。
Learners with different cultural background knowledge differ a lot in their thinking patterns and learning routes and styles. The difference can be investigated and explained.
考察多媒体教学模式能否降低学习者习得情态补语的难度，并减少偏误等问题，最终找出适合情态补语的具体教学方法。
It also tries to explore if the multimedia teaching mode can reduce the difficulty and errors and find appropriate teaching methods at last.
任务型翻译教学模式是基于建构主义学习理论和二语习得理论而构建的符合当今“任务时代”潮流和我国翻译教学实际的一种模式。
Teaching translation as a device and teaching translation as a subject are considered two different kinds of translation teaching which have different aims as well as different requirements.
虽然语言并不一定是决定思维的必要条件，并习得说目的语的本族语者的思维模式。
Although language is not always a necessary condition for thought, the use of it is indispensable to the content, direction, and elaboration of particular thoughts.
虽然语言并不一定是决定思维的必要条件，并习得说目的语的本族语者的思维模式。
Although language is not always a necessary condition for thought, the use of it is indispensable to the content, direction, and elaboration of particular thoughts.
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