Teaching Chinese for foreigners in China has the advantage of target-language environment, and the key to raising teaching efficiency lies in intensive teaching.
国内对外汉语教学具有汉语目地语的环境优势，提高教学效率的重点是进行强化教学。
The structure of decomposition depends on the target domain (implementation language, deployment environment, and so forth).
分解的结构依赖于目标领域(实现语言、部署环境，等等)。
The choice of Chinese teaching language is still situated in the influence in objective factors such as the lesson type, text, target, region, environment, etc.
语文教学语言的选择还受制于课型、文本、对象、地域、环境等客观因素的影响。
English lessons needs to form the target language through topics of language environment.
英语的课堂教学需要借助话题以形成目标语言的语言环境。
ICQ chat activities have great potentials to create good target language environment which will greatly enhance foreign language learning.
ICQ网络聊天活动在营造良好语言环境方面有极大潜力；但倘若利用不当，也会对语言学习造成负面影响。
This method enlarges the students' output of the target language, puts forwards offering an environment of using the language for the learners.
任务型英语教学提倡加大英语输入量，主张为学习者提供自然的语言使用环境。
The teacher must try to create language environment, enlarge the input of the target language through practical methods, to promote the internalization of language rules, to cultivate language sense.
高中英语教学应加强听力训练，创造语言环境，运用有效的方法，加大语言输入量，促进语言规则的内化，培养语感。
Because our students live in an environment which is far from the target language, recitation is a kind of effective language input form and has its special significance.
由于我国学生是在脱离目的语语境的非自然环境中学习英语，因此背诵输入更有着特殊的意义，是一种有效的语言输入形式。
The context of the target language is the new environment for the information of the source language to survive in translation.
译入语语境是原语语言信息和文化信息移植到译语以后新的生存环境。
The SLA research concerning the fossilization in interlanguage is mainly based on the SLA environment and focuses on the non-target language forms concerning linguistic structure.
二语习得理论研究的中介语化石化现象主要局限在狭义的二语教学环境内，其侧重点为语言结构的非目的语形式。
On account of the lack of authentic English learning environment in China, reading is a major channel for students to be exposed to the target language.
在我国，英语教学缺少自然习得语言的社会环境，英语阅读就成为语言学习的主要输入方式之一。
Then she combined the teaching practice to illustrate how to input the culture properly in the non-target language environment, especially in the Western cultural environment.
接着，她结合教学实际集中阐述了在非目的语环境中，特别是在西方文化环境中，如何恰当地进行文化输入问题。
Those similarities and differences are attributed to living environment, shared native language, partial learning and incomplete applications of target language tools.
这些相同点和不同点是由他们的生活学习环境、母语、没有完全掌握英语知识及其应用等因素决定的。
They don't increase accessible input with the help of target language environment;
未能充分利用有利语言环境增加可懂输入量；
They don't increase accessible input with the help of target language environment;
未能充分利用有利语言环境增加可懂输入量；
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