According to this hypothesis, the acquisition processes create sentences in the second language, right?
根据这个假设，习得过程用第二语言创造句子，对吧？
As a psychologist, I brought neuroscience questions to the study, like "How does the acquisition of a second language change thought?"
作为一名心理学家，我把精神科学带入研究，例如如何在第二语言习得过程中转换思考方式？
Second Language Acquisition refers to the process in which people acquire Second Language consciously or unconsciously.
第二语言习得指的是人们有意识或无意识地习得第二语言的过程。
When I finished graduate school, in 1976, there was a job shortage in Canada for Ph.D.’s. The only position I found was with a research project studying second language acquisition in school children.
我从未想过双语到底是好是坏，我的博士学位主修的是心理学，研究小孩如何学习语言，1976年我毕业的时候，那时在加拿大非常少的工作适合心理学方面的人才，我唯一能找到的职位是一个关于少儿语言学习的研究项目。
This article introduces the psychological process of second language acquisition and elaborates several factors influencing language process mainly.
概述了第二语言习得的心理进程，着重论述影响语言过滤的若干因素。
According to our error analysis of second language learner, the key to acquisition of dissyllabic compounds is their semantic structures.
通过第二语言双音词使用偏误的分析可以看到，双音词习得的关键在于对词内语义结构的认识与掌握。
The Monitor Model, especially its "comprehensible input hypothesis"and "affective filter hypothesis", is very helpful in our foreign language teaching and second language acquisition.
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。
This paper mainly analyzes the different functions of attention, memory and thought in second language acquisition, and draws great inspiration in foreign language teaching from this research as well.
本文主要分析了注意、记忆、思维等心理现象在第二语言习得过程中所发挥的不同作用，并总结了该项研究对外语教学的启示。
Most minority language children do eventually master the majority language, but second language acquisition takes time.
绝大部分少数族裔的孩子最终都能掌握主流语言，但二语习得毕竟需要花费时间。
The article compares the first language acquisition with second language acquisition to illustrate that foreign language learning must emphasize memorisation, grammar, comparison and practice.
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。
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。
What's more, it provides language learners with an excellent means to study, remember and master words in the process of second language acquisition.
更重要的是，隐喻成为语言学习者在第二语言习得过程中学习、记忆及掌握词汇的一个最佳途径。
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.
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。
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.
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。
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.
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。
The research of Third language acquisition (TLA) derives from the research of Second language acquisition (SLA), and focuses on the language acquisition of bilingual or multilingual learners.
三语习得研究源于二语习得研究，主要关注操作双语或多语的语言学习者的语言习得问题。
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.
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。
Lexical acquisition in second language and native language is different in that lexical acquisition of second language is based on the lexical cognition of native language.
第二语言词汇习得和母语词汇习得的不同之处在于，第二语言词汇习得是建立在母语词汇认知基础之上的。
Based on Cognitive learning Theory and Schema Reading Theory, the paper illustrates the significant role that the learning strategy plays in second language acquisition.
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。
It is often related to effective learning and to competent performance according to the researchers in the field of second language acquisition research.
在二语习得领域，元认知通常与有效的学习与成功的学习表现联系紧密。
It is a ubiquitous phenomenon which deserves more attention in the process of second language acquisition.
这是一种普遍存在于二语习得过程中，却被经常忽略的语言现象。
The input hypothesis is one of the most important theories in the study of second language acquisition.
语言输入理论是第二语言习得研究的重要理论之一。
It is generally believed that first language transfer is more likely to occur at the early stage of second language acquisition.
不少学者认为母语迁移在第二语言习得的早期要比在中、后期明显。
The logical problem in second language acquisition originates from that in first language acquisition and causes much disputation in the field of language acquisition.
二语习得的逻辑问题是由母语习得的逻辑问题引发的，在语言习得领域争议较大。
Language environment can be divided into natural language environment and classroom language environment. The author of this paper analyzes the different influence on second language acquisition.
语言环境有自然语言环境和课堂语言环境之分，它们对二语习得有着不同的影响。
Through a brief introduction to and comparison of them, this article clarifies the contradictory unity of schools of second language acquisition.
通过对两种理论的简要介绍与比较，论述二语习得理论流派之间的矛盾统一性。
Studies UG_based second language acquisition focus on the presentation of second language knowledge, while cognitive theory focus on compute and processing.
基于普遍语法的二语习得研究主要关注二语知识的表征形式，而认知处理则更关注语言信息的计算和处理过程。
Through a comprehensive exposition of connectionism, this paper systematically shows the advantages and disadvantages of connectionism in the explanation of second language acquisition.
在全面剖析认知科学中的连通论基础上，系统阐述了该理论在二语习得中的解释作用及不足之处。
Since 70's in 20 century, There is coming up a newly arisen science under the psychology course background- the second language acquisition research.
20世纪70年代以来，在心理学学科背景下诞生了一门新兴的科学——第二语言习得研究。
Since 70's in 20 century, There is coming up a newly arisen science under the psychology course background- the second language acquisition research.
20世纪70年代以来，在心理学学科背景下诞生了一门新兴的科学——第二语言习得研究。
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