Ellis将输入话语分为照顾者话语(caretaker talk)、外国人话语(foreigner talk)和中介语话语(interlanguage talk)。［18］247在这个分类中，R.
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教师话语是学生输入的重要来源，其本身的性质以及质量高低会对学生中介语认知产生影响。
Teacher talk is an important source of language input, whose nature and quality will inevitably in- fluence interlanguage cognition.
本文采用中介语理论，分析了蒙汉双语生普通话语音学习中的音高、音强和轻声词语的中介语特征。
Using inter-language theory, this paper analyzes inter-language features like pitch, loudness and unstressed words of Mongolian and Chinese bilingual students in their Mandarin phonetic learning.
初步总结出武汉人说普通话时的语音偏误类型。第四部分：以中介语理论为理论依据，对武汉普通话语音典型的偏误类型进行分析，找出形成原因，做出合理解释。
Part IV tries to, on the basis of the theory of interlanguage, make an analysis of the typical errors in the speech sounds of Wuhan Putonghua and the causes, and provide a reasonable explanation.
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