研究发现，随着二语水平的提高，学习者从依靠动词过渡到依靠构式来理解名转动词句子。
The result demonstrated that with the improvement of language proficiency, L2 learners comprehended the sentence by transiting from depending on verb to depending on construction;
运用定量和定性研究相结合的方法，考察了中国大学新生母语水平、二语水平及其二语阅读能力之间的关系。
This paper, using quantitative & qualitative approaches, examines the relationship of L1 proficiency, L2 proficiency and L2 reading ability in the context of Chinese college freshmen.
同时，实践也证明，母语水平的高低对二语习得影响很大。
It is proved that the level of one's mother tongue has a noticeable influence on second language acquisition.
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.
因此，我们极力提倡学生尽早养成二语思维的习惯，尽量减少母语迁移对写作水平的影响。
Therefore, we insist that L2 learners should form the habit of L2 thinking as early as possible so as to reduce the negative influence that the L1 transfer leaves on their L2 writing.
本文旨在研究二语习得年龄对于不同水平的中英文双语者的心理词典表征的影响。
A bilingual Stroop task was used to examine if L2 acquisition age has influences on the mental lexicon representation of Chinese-English bilinguals with different degrees of L2 proficiency.
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.
本研究也发现学习者目的语水平在二语成语理解过程中也起了一定的作用。
The study also found that the general level of target language proficiency also played a role in the comprehension of L2 idioms.
本研究也发现学习者目的语水平在二语成语理解过程中也起了一定的作用。
The study also found that the general level of target language proficiency also played a role in the comprehension of L2 idioms.
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