Task-based language teaching, on the basis of the above study result, introduces task into classroom teaching, so as to enrich input language and make language output more effective.
在二语习得研究成果的基础上，任务型教学将任务引入课堂，丰富了课堂语言输入，使得语言输入更为有效。
The non-textual language input may be recognized to produce one or more textual characters.
可识别该非文本语言输入以产生一个或多个文本字符。
But teachers should input more language resources to better the quality of discussions.
同时也指出，教师要善于讨论前后的引导，使英语语言的运用更为准确。
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