可教性假设对语言习得顺序的解释丰富了第二语言习得理论，具有现实的教育学意义。
For its contributions to the study of the acquisition order the Teachability Hypothesis enriches the SLA theory and is of pedagogical significance as well.
语言类型的标记关系是影响第二语言习得顺序的一个重要因素，学习者往往首先习得无标记的语言项目，然后才习得有标记的项目。
Recent studies show that markedness is an essential factor determining the order of second language acquisition, and that learners tend to acquire unmarked language items before marked ones.
本文介绍了第二语言习得中自然习得顺序的由来、研究的内容和方法，指出了自然习得顺序理论的七个疑点。
This paper is an attempt to analyze critically the "Natural Acquisition Order" theory on the basis of its origin, research focus and methods.
先前的研究表明第二语言时体习得顺序可以由情状体优先假设所预测。
Previous research showed that the developmental sequence of L2 acquisition of this linguistic feature could be predicted by the aspect hypothesis.
先前的研究表明第二语言时体习得顺序可以由情状体优先假设所预测。
Previous research showed that the developmental sequence of L2 acquisition of this linguistic feature could be predicted by the aspect hypothesis.
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