该模式，尤其是其中的“可理解性输入假设”和“情感过滤假设”，对于我们外语教学和第二语言习得大有帮助。
The Monitor Model, especially its "comprehensible input hypothesis"and "affective filter hypothesis", is very helpful in our foreign language teaching and second language acquisition.
主要根据第二语言词汇习得的研究成果，提出了英汉双语心理词典表征结构的新模式。
The paper mainly explores the lexical representations in bilingual mental lexicon based on the current studies with reference to second language vocabulary acquisition.
本研究设计实验且实验结果拒绝了两个零假设，即：其一，基于语义框架的二语词汇习得模式对于第二语言词汇接受的量度不产生任何影响。
Empirical study was also conducted and the results refused the two null hypotheses: Firstly, frame-based SLVA model does not positively correlate with SLV enlargement.
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