Understanding interlanguage correctly helps us to teach and learn better.
正确认识中介语有利于我们更好地教与学。
In 1972, Selinker promoted the concept of the interlanguage.
1972年，塞林格提出了“中介语”这一概念。
POS tagging can bring "added value" to learner corpora and thus enable in-depth studies of interlanguage.
对学习者语料进行自动词性赋码，可以使语料库获得“增值”，便于对中介语进行更深层次的研究。
The introduction to interlanguage theory signifies a breakthrough in the field of L2 acquisition research.
在第二语言习得的研究中，语际语理论的提出象征着一种突破。
This thesis aims to examine how Chinese learners of English develop interlanguage knowledge of tense and aspect.
本研究旨在考察中国英语学习者的时体习得状况。
In this paper, we discuss the variability of interlanguage.
着重研究过渡语的可变性。
Fossilization is one of the most crucial features of interlanguage.
僵化是过渡语体系明显的特征。
It owns significant meaning to know the effects of culture on interlanguage.
了解文化对于中介语的影响对于语言教学有重要的意义。
The interlanguage is the language system between the native and object language.
中介语是处于母语和目的语中间状态的语言系统。
Putonghua learners may carry their accent in speaking, which is called interlanguage.
学习者学说普通话时，声音中夹杂方音特征，称之为过渡语。
Fossilization of interlanguage is a common phenomenon in the learning of second language.
中介语石化是二语习得中的一个普遍现象。
Error analysis and strategy analysis are the main methods of doing interlanguage research.
错误分析与策略分析是第二语言习得研究中进行中介语研究的主要方法。
Since that, the research on the interlanguage has become the hot point of language research.
此后对中介语的研究成为语言学研究的热点。
The negative transfer of native language is the main factor, which influences the pronunciation of interlanguage.
母语负迁移是影响中介语语音的主要因素。
Request, as a specific speech act, has been widely studied in the fields of cross-cultural pragmatics and interlanguage.
请求作为一种具体的言语行为，在跨文化语用研究和语际语语用研究领域一直倍受关注。
The present study focuses on the interlanguage of Chinese EFL learners as a whole and examined the use of the causal links.
本文聚焦于中国英语学习者使用的中介语，检视了其因果连接的使用情况。
The understanding of the nature and function of the learner language is totally different after doing interlanguage research.
通过对过渡语的研究，对学习者语言，特别是对其性质与作用有了完全不同的认识。
But by doing research into interlanguage, we come to a totally different view on the nature and function of the learner language.
但通过对过渡语的研究，我们对学习者语言，特别是对它的性质与作用有了完全不同的认识。
Part II briefly presents the theory of interlanguage and the application of its methodology in the study of local common speeches.
简要介绍中介语理论及其研究方法在地方普通话研究中的运用。
Then, we study the questionnaires from the angles of cultural transfer, pragmatic competence and interlanguage and pragmatic codes.
然后，从文化迁移、语用能力、中介语和语用准则的角度来进行分析。
Teacher talk is an important source of language input, whose nature and quality will inevitably in- fluence interlanguage cognition.
教师话语是学生输入的重要来源，其本身的性质以及质量高低会对学生中介语认知产生影响。
As an important concept in SLA, interlanguage fossilization is an inevitable phenomenon in the process of foreign language learning.
中介语石化作为二语习得的重要概念，是外语学习过程中不可避免的现象。
The difference of the VOT value distribution on the value axis leads to the interlanguage phenomena for Mandarin learners of English.
两种语言塞音VOT分布的差异，使得以汉语为母语的英语学习者在生成英语浊塞音时表现出中介语的特点。
Cross cultural pragmatics includes the study of cross cultural pragmalinguistics, cross cultural sociopragmatics and interlanguage pragmatics.
跨文化语用研究包括三个层面：跨文化语用语言学、跨文化社交语用学和语际语语用学。
Based on the introduction of interlanguage, the paper focused on the inspection of interlanguage errors with the methodology of error analysis.
本文在介绍中介语理论产生的基础上，以错误分析的方法重点探究中介语错误，旨在把研究的结果运用到实际教学中去。
The study of interlanguage established the status of errors in foreign language teaching and study and changed people's conception about the errors.
过渡语研究的诞生从根本上确立了外语学习错误在外语教学与研究领域的地位，也改变了人们对错误的看法。
This paper discusses the interlanguage pragmatic competence of foreign language learners from three perspectives: definition, teaching, and testing.
本文从定义、教学和测试三个方面讨论了外语学习者的外语语用能力。
It is worth investigating whether SLA theories are applicable to interlanguage pragmatics since pragmatic competence is different from grammatical competence.
语用能力不同于语法能力，二语习得理论和问题在语用习得研究中是否适用值得思考。
It is worth investigating whether SLA theories are applicable to interlanguage pragmatics since pragmatic competence is different from grammatical competence.
语用能力不同于语法能力，二语习得理论和问题在语用习得研究中是否适用值得思考。
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