本文从语言输入与输出理论和中西教育模式对比的角度 ，探析了造成大学英语教学事倍功半的原因 ，以及对大学英语教学的启示。
The present study examined the effects of input and output on instructed second language acquisition in the framework of Andersons theory of Adaptive Control of Thought.
本文从语言输入与输出理论和中西教育模式对比的角度 ，探析了造成大学英语教学事倍功半的原因 ，以及对大学英语教学的启示。
The present study examined the effects of input and output on instructed second language acquisition in the framework of Andersons theory of Adaptive Control of Thought.
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