比较母语学习与第二语言习得学习外语，可以看到学习外语必须强化记忆，强调语法，强调比较，强调实践。
The article compares the first language acquisition with second language acquisition to illustrate that foreign language learning must emphasize memorisation, grammar, comparison and practice.
以往的二语习得理论从不同的视角对第二语言学习条件及其规律进行了有意义的探讨。
The past SLA theories have meaningful exploration of the conditions and rules of second language learning from different perspectives.
无论是第一语言还是第二语言，人们学习词语的途径主要有两种：专门的词语教学和阅读中的伴随性习得。
In both first and second language learning, learners mainly acquire vocabulary in two ways: explicit vocabulary learning and incidental learning through reading.
中介语语用学研究以跨文化对比研究为主，很少涉及学习者第二语言语用现象的习得特征。
The focus of Interlanguage Pragmatics research has predominantly been on second language use, rather than development.
本文认为教育技术理论、建构主义学习理论、第二语言习得理论是多媒体在对外汉语教学中应用的理论基础。
This thesis thinks that the educational technology theories, the constructivism study theories and the second language acquisition theories are the theories foundation of the multimedia appl.
学习动机在学习者第二语言习得的过程中起着独特的作用，它是预测第二语言学习成功的一个决定性因素。
Learning motive plays a unique role in second language acquisition of learners and it is a decisive factor to predict the success of second language learning.
学习第二语言的最终目的在于具备第二语言交流能力，学知和习得二者相比，后者更能帮助学习者达到这一目的。
The aim of second language learning is to possess the communicative competence. English acquisition is the more effective way to help learners to achieve this goal than English learning.
交际策略作为第二语言学习者中介语中出现的一种特殊现象，受到国外应用语言学与第二语言习得研究的普遍关注。
Communication strategies, as a special phenomenon of interlanguage in second language learner, has been widely studied in applied linguistics and the second language acquisition abroad.
外语课堂教学是学习者习得第二语言的重要环节，教师话语是组织课堂教学、培养学生交际能力的关键。
Foreign language teaching plays an important role in learner's second language acquisition and teacher talk is the key to organizing class and fostering students' communicative competence.
鉴于此，在英语教学中应用母语文化教学材料是否能帮助职校生提高英语学习兴趣和促进其第二语言习得就成为作者关注的焦点。
Therefore, whether applying teaching materials of the native culture in ELT can promote learners' English learning interest and improve second language acquisition (SLA) is the focus of this study.
以第二语言习得理论、认知学习理论和图示阅读理论为依据，阐明学习策略在第二语言习得中的重要作用。
Based on Cognitive learning Theory and Schema Reading Theory, the paper illustrates the significant role that the learning strategy plays in second language acquisition.
第二，学习者情感状态在第二语言习得中至关重要。
Second, a learner's affective state is of crucial importance in the second language learning.
“语言学习关键期”是否对第二语言的习得产生影响，一直是第二语言习得研究领域争论不休的话题。
Whether "the critical period of language learning" affects the second language learning is a controversial topic in SLA research field.
本文着重从心理学、心理语言学和第二语言习得理论的角度对三种不同的认知方式与语言学习成绩的关系进行了研究。
The present paper is an attempt to study the relationship between SL proficiency and cognitive styles from the perspectives of psychology, psycholinguistics and SLA.
第四，学习者错误的认知策略也可引起第二语言习得的停滞。
Fourth, a learner's faulty cognitive strategies also cause the stabilization of his second language acquisition.
影响外语学习效率的因素有很多，其中对学习策略和学习者性格的研究在第二语言习得领域中倍受人们的关注。
There are many factors influencing the process of foreign language learning, among which learning strategies and personality are more of people's concern.
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.
第二语言习得和外语学习在理论基础、语言环境和情感因素三个方面存在着本质上的不同。
ESL and EFL differ from each other in the aspects of underlying theory, linguistic environment and affective factor.
学习策略研究是第二语言习得研究领域的重大课题之一。
The study of learning strategies is one of the most important parts of the study of SLA.
布鲁卡语言区与威尔·尼克语言区分别位于人的前后脑，分别负责中国人母语的学习和第二语言的习得。
Broca 's area locates at the back of the brain and wernicke' s area locates at the front of the brain which are responsible respectively for Chinese to study native language and second language.
大家都知道，当第一语言正常的习得之后，对于第二语言的学习将有很大的帮助。
It is well known that a first language that has been acquired normally, be it an oral or a sign language , will greatly enhance the acquisition of a second language .
人类具有先天的语言学习能力，在儿童时期能够轻松地习得第一语言——母语，然而在第二语言学习过程中却面临着许多的困难因素。
Human beings are born with language learning ability, and they can easily acquire the first language, their mother tongue, in their childhood.
在第二语言习得的研究领域里，语言学习中的四项基本技能常被论及。
In the area of second language acquisition (SLA), the four basic skills in second language learning and teaching have been discussed and explored by many linguists.
外语学习焦虑感是影响第二语言习得的一个重要因素。
Foreign language learning anxiety is an important factor influencing L2 acquisition.
过渡语僵化是第二语言学习区别于母语习得的主要特征，也是一个长期以来困扰绝大多数第二语言和外语学习者的问题。
Interlanguage fossilization is a distinguishing feature of second language learning from first language acquisition. It is also a problem confusing most second and foreign language learners.
充分认识第二语言习得的特殊规律，对发挥和培养学习者的学习兴趣和优势，使他们收到理想的学习效果都有促进作用。
Second Language Acquisition fully understand the special laws on the play and train learners interest in learning and advantages, so that they received the study results are ideal for the role.
本文采纳的观点是普遍语法对第二语言习得仍起作用，但这种作用的发挥受到学习者母语的干涉。本文就第二语言习得的参数再设问题进行了深入的探讨。
The paper adopts the viewpoint that UG is accessible to second language acquisition (SLA) with the first language interference and in particular illustrates in detail parameter-resetting in SLA.
本文认为教育技术理论、建构主义学习理论、第二语言习得理论是多媒体在对外汉语教学中应用的理论基础。
This thesis thinks that the educational technology theories, the constructivism study theories and the second language acquisition theories are the theories foundation of the mul...
本文认为教育技术理论、建构主义学习理论、第二语言习得理论是多媒体在对外汉语教学中应用的理论基础。
This thesis thinks that the educational technology theories, the constructivism study theories and the second language acquisition theories are the theories foundation of the mul...
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