The results show that the oral output of the experimental group was more accurate and more complex than that of the comparative group.
研究发现，实验组口语输出准确性和复杂性明显强于对照组。
Results show that the non-verbal communication of the subjects is far from sufficiency and naturalness, thus affecting the general quality of their oral output.
研究结果表明受试在非言语交际上存在不充分、不自然，进而影响整体口语输出质量的情况。
The performance declined with the increase of the output time in oral report, but not in writing.
但在口头报告中，输出时间增加的同时伴随着记忆成绩下降，而书写报告的记忆成绩不受影响。
The results indicate that input modes have different effects on oral production and that input and output frequency plays an important role in oral production.
研究发现，视觉和听觉输入模式对口语产出的影响层面有别，输入、输出频数对口语质量有影响。
It is known that input is the prerequisite for output. Effective input plays an important role in developing oral English communicative competence.
语言输入是输出的前提，输入是否有效对英语口头交际能力的培养起着重要的作用。
Additionally, oral production doesn't seem to promote learner's noticing of the problems in their output.
此外，口语练习并没有促进学习者对于自己二语产出中语言问题的注意。
This thesis, guided by Constructivism and input-output hypothesis, puts forward a new teaching model of college oral English.
本文在建构主义理论及输入、输出假设的指导下，提出一套新的大学英文口语教学模式。
This thesis, guided by Constructivism and input-output hypothesis, puts forward a new teaching model of college oral English.
本文在建构主义理论及输入、输出假设的指导下，提出一套新的大学英文口语教学模式。
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