Many difficulties face the L2 learners for various reasons.
第二语言学习者面临许多困难。
In the process of comprehending idioms, L2 learners seemed to follow the same general pattern.
在成语理解过程中，二语学习者似乎遵循着相同的模式。
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。
The whole language approach aims to produce L1/L2 learners who can negotiate, make and communicate meaning.
整体语言方法旨在培养能够协商、构建并交流意义的语言学习者。
English academic lecture comprehension is especially important for L2 learners who are engaged in academic tasks.
理解英语学术讲座对于使用英语参与学术任务的二语学习者来说尤为重要。
Practically, this study can provide L2 learners with a complementary means, which facilitates learning and teaching lexical chunks.
二是为中国英语学习者提供学习语块的补充性的学习策略。
The author hopes that the syntactic teaching method will be helpful for L2 learners to move away the obstacles in listening comprehension.
作者希望长句的句法教学方法能够为英语学习者扫清听力理解中的障碍。
Since formulaic sequences help language users achieve fluency and idiomaticity, research is needed in how L2 learners acquire and process them.
恰当运用词块有助于提高交际的流利性和选词的地道性，因此探讨二语学习者如何习得、处理和运用词块尤为必要。
Compared with implicit vocabulary instruction, direct vocabulary instruction plays a relatively greater role in the vocabulary growth of L2 learners.
与间接词汇教学法相比，直接词汇教学法在第二语言学习者增长词汇知识方面，起到了相对大的推动作用。
However, many researches have indicated that many L2 learners, even those with high English proficiency still have problems in comprehending English academic lectures.
然而，大量研究表明许多二语学习者，即使是英语能力较好者，在听学术讲座时仍会遇到许多困难。
This paper, after summarizing the functions of output, suggests that L2 learners need to have cognitive resources to notice both form and meaning of their language output.
讨论语言输出的功能后，指出学习者必须利用认知资源注意语言输出的语言形式和语言意义，并进而提出输出对我国外语教学的几点启示。
The Filter Hypothesis proposed by Stephen Krashen has important implications both for L2 learners and teachers. However, the explanations given by Krashen are not exhaustive.
斯蒂芬·克拉申的“情感过滤假设”对二语学习者和教师是有重要的指导意义的，但克氏对情感过滤网形成因素的解释并非全面。
After an overview of the research related to L2 learners and reading strategies, the author discusses the role of metacognitive awareness in the reading comprehension process.
在回顾了二语学习与阅读策略后，作者着重讨论了阅读理解过程中元认知的作用。
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。
The result demonstrated that with the improvement of language proficiency, L2 learners comprehended the sentence by transiting from depending on verb to depending on construction;
研究发现，随着二语水平的提高，学习者从依靠动词过渡到依靠构式来理解名转动词句子。
This paper presents an experiment that investigated the effect of working memory capacity limitations on the grammatical processing of second language (English) for late L2 learners.
本研究采用语法判断任务，考察晚期第二语言学习者工作记忆容量的限制对第二语言（英语）语法加工的影响。
Therefore, we insist that L2 learners should form the habit of L2 thinking as early as possible so as to reduce the negative influence that the L1 transfer leaves on their L2 writing.
因此，我们极力提倡学生尽早养成二语思维的习惯，尽量减少母语迁移对写作水平的影响。
The Comprehensible Output Hypothesis proposed by Swain (1985, 1995) claims that language output produced by L2 learners will help enhance the accuracy and fluency of their language use.
提出的可理解性输出假设明确地阐明了第二语言学习者的语言输出有助于促进他们流利和准确地使用语言。
This paper investigates the knowledge sources that L2 learners use to infer word meaning in listening comprehension, and how language proficiency affects their use of the knowledge sources.
本文探讨了二语学习者在听力理解时运用哪些知识资源来推测词义，以及语言能力如何影响知识资源的运用。
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。
This research is a description of features of negotiated interaction in EFL classrooms in high school and the immediate L2 production of the learners.
本研究描述了英语课堂协商互动的特征及其导致的学习者目的语表现(即时输出)。
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？
The study is prompted by the asymmetry displayed by Chinese learners of L2 English in reacting to the object fronting sentence in Chinese and English.
促使进行该研究的原因是学习英语的中国学习者对待英语和中文里的宾语前置的表现出来的不对称性。
L1 knowledge will interfere in the learners 'judgments on L2 parameter resetting when they are different in parameter Settings, leading to occasional hesitation and ambiguity.
当第二语言参数值与母语参数值不同时，母语知识会干扰学习者做出正确的判断，偶尔还会造成学习者的迟疑或混淆。
So the learning style theory is an effective approach to motivate learners of L2 and thus lead to maximal learning.
因此，学习风格理论是一种激发学习者和提高外语教学效果的有效方法。
It is also suggested that the probing of the match between contextual knowledge and L2 forms might provide insights for the assessment of EFL learners' language proficiency.
本研究更为语言能力提出新的考察角度，即从英语学习者内部语境知识和二语形式之间的匹配关系考察其语言水平。
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。
Where the purpose of the error analysis is to help learners learn an L2, there is a need to evaluate errors.
当错误分析的目的是帮助学习者学到l2，这就有必要评价错误。
This paper reports two studies on how the use of formulaic language and that of grammar serve to predict L2 English learners' spoken and written performance.
本文分析在英语口头复述故事和限时写作中， 词块知识、语法知识与口语和写作水平之间的关系。
This paper reports two studies on how the use of formulaic language and that of grammar serve to predict L2 English learners' spoken and written performance.
本文分析在英语口头复述故事和限时写作中， 词块知识、语法知识与口语和写作水平之间的关系。
应用推荐