Foreign language learning anxiety is an important factor influencing L2 acquisition.
外语学习焦虑感是影响第二语言习得的一个重要因素。
Listening comprehension is always an important topic in the research of L2 acquisition.
听力理解一直是二语习得中的一个重要研究课题。
English existential has been one of the concerns of linguistics and L2 acquisition studies.
英语存在句一直以来是语言学和二语习得研究的焦点。
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。
The thesis concentrates on how to improve the efficiency in terms of L2 acquisition by means of error analysis.
本文着重讨论怎样通过偏误分析来提高第二语言习得的效能。
In the process of L2 acquisition, it is quite natural that second language learners may commit errors of different kinds.
在第二语言习得的过程中，二语学习者出现形形式式的偏误是意料之中的事。
Under each of the following models, what would we expect the learners to posit as the value for R at the start of their L2 acquisition?
以下范例中，在开始学习第二语言时，我们预料学习者会如何假定其R的价值？
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。
Researches on Second Language Acquisition in recent years reveal that learner's willingness to communicate (WTC) in L2 has significant impacts on their L2 acquisition.
第二语言习得领域近年来的研究表明，学习者的第二语言交际意愿对第二语言习得有显著影响。
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.
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。
But L2 learners begin their classroom acquisition by learning the functional architecture for IP projection, and thereupon IP becomes the dominant structure at the initial stage of L2 acquisition.
可是第二语言是在课堂上学习的，一开始就学ip投射的功能建构，于是IP成为第二语言习得初始阶段的支配性结构。
Second language acquisition theory has often regard implicit knowledge as one of a number of explanatory constructs in models of instructed L2 development.
第二语言习的理论把隐性知识看成是构成在课堂条件下第二语言能力提高的重要因素中的关键因素。
Do different reading purposes affect college English learners 'incidental vocabulary acquisition in L2 reading?
在英语阅读中不同阅读目的是否影响伴随性词汇习得？
It exerts great influence on second language (L2) acquisition, and especially, researchers cannot neglect its influence upon L2 vocabulary acquisition.
它对二语习得的研究有着重要意义，但其对第二语言词汇习得所产生的影响并未引起研究者的关注。
A written test was designed to test the acquisition of French object pronouns of L1 Chinese, L2 English and French students.
作者设计了一个笔头测试来测试母语为汉语，二语为英语和法语的学生对法语宾语代词位置的习得。
The multi_dimensional aspects of second language (L2) acquisition research result in the complexity of the theories in this field.
第二语言习得研究的多层面决定了其理论的复杂性。
That L2 learners are instructed to notice forms feature will facilitate the acquisition of FMCs.
如能让学习者兼顾形式特征，会有利于二语习得。
However, it seems that previous studies were too general in describing the influence of cross-linguistic phonological similarities upon the L2 learners 'phonological acquisition.
但是已有的研究对语际语音相似性在学习者语音习得中的影响的描述还过于笼统。
Vocabulary acquisition is of critical importance in L2 learning.
外语词汇习得对外语学习至关重要。
Thus, language transfer becomes the cognitive strategy of L2 word-meaning acquisition.
因此，母语迁移便成为了二语语义习得的认知方法。
In recent years, semantic and syntactic interplay in L2 sentence processing has attracted more attention in second language acquisition research.
近年来，二语学习者句子理解中的语义和句法交互备受研究者关注。
In this essay the effects of 3 lexical problems on L2 reading comprehension are stated. Means of pedagogy and vocabulary acquisition strategy education are adopted to fulfill the vocabulary threshold.
本文概述了词汇量在第二语言习得中影响阅读理解的三个词汇学问题，并阐明了为实现词汇量阈值应采取的词汇教学方法和词汇习得策略。
In this essay the effects of 3 lexical problems on L2 reading comprehension are stated. Means of pedagogy and vocabulary acquisition strategy education are adopted to fulfill the vocabulary threshold.
本文概述了词汇量在第二语言习得中影响阅读理解的三个词汇学问题，并阐明了为实现词汇量阈值应采取的词汇教学方法和词汇习得策略。
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