Vocabulary acquisition is of critical importance in L2 learning.
外语词汇习得对外语学习至关重要。
There is no doubt that motivation is one of the most important factors that affect L2 learning.
毋庸置疑，动机是影响二语学习的最重要的因素之一。
It also points out that motivation is one of the most important factors in students' L2 learning.
同时笔者也指出动机是二语习得中最重要的因素之一。
The process of L2 learning is that in which learners start from their native language taken as the reference point and gradually reach the target language.
二语学习的过程就是以母语为参照点，逐步靠近目标语的过程。
The thesis aims to investigate the nature of language transfer in the process of SLA in order to find out an effective way to facilitate L2 learning and improve the quality of L2 teaching.
本文主要探讨二语习得过程中语言迁移现象的本质，从而找出一条能促进二语学习，提高二语教学质量的有效途径。
Thus, it is still to be testified whether models based on the experimental conditions can apply to the general L2 learning setting, or other types of words, like abstract words, polysemous words, etc.
据上述实验结果推论而得的模型是否适用于更广泛的二语词汇习得和处理情境，是否适用于抽象词、多义词以及其它词类尚待验证。
At the turn of the century acquisition and learning are used interchangeably in the literature of L2 research.
在世纪之交的收购和学习中使用的L2文献研究。
This thesis describes the case of transfer from second language to third language, specifically the influence of English (L2) on the learning of German (L3).
本论文描述了二语在三语当中的迁移，即英语作为第二语言对作为第三语言的德语学习的影响。
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。
Foreign language learning anxiety is an important factor influencing L2 acquisition.
外语学习焦虑感是影响第二语言习得的一个重要因素。
All these studies offer some good inspiration to L2 teaching and learning.
所有这些研究给二语的教和学提供了有益的启示。
During the past three decades, considerable research has been undertaken to the nature of L2 reading, which has influenced the method of teaching and learning in L2 reading.
过去的三十年间，关于第二语言阅读本质和阅读方法的研究有很多，这些研究对第二语言的教与学有很大影响。
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。
The purpose of this study is to examine the effect of context on the direct learning of L2 vocabulary, with the retention of word meaning and form as the main focus.
本研究的目的是了解上下文在二语词汇直接学习中的作用问题。
This paper dwells on the necessity and limitations of incidental learning of L2 vocabulary based on the theory of depths of processing proposed by Craik and Lockhart.
本文以认知加工层次理论为理论框架，对二语词汇伴随性学习的必要性和局限性进行了详尽的阐述。
During the last decade, a new tendency of vocabulary learning research goes towards the theoretical exploration and empirical researches on L2 vocabulary deep processing knowledge.
近十多年来，词汇研究的一个新走向是对二语词汇深度知识的理论探讨和实证研究。
Furthermore, the present research finds that L2 transfer and English learners' learning strategy also affect the use of causal connectives by Chinese EFL learners.
此外，本文还发现影响中国英语学习者因果连接词使用的因素除了母语迁移外，还受到目的语迁移和学习者学习策略的影响。
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。
Interlanguage has become an important aspect in the study of L2 teaching and learning.
中介语已成为二语习得研究中的一个重要方面。
Recent years, research on L2 teaching and learning has gradually expanded to concentrate on learner variables, shifted focus to learners themselves.
近年来，有关第二语言教学和学习的研究开始逐渐地将目光集中在学习者变量上，将研究重点放在学习者本身。
This paper makes an elaboration about the necessity of indirect learning of L2 vocabulary based on the theory of depths of processing proposed by Craik and Lockhart.
词汇附带习得的投入量理论和认知层次加工理论对有效的词汇学习提出了心理和认知的具体要求。
This article will explore some factors that can positively affect students' motivation in their second language (L2) learning.
本文将探究在二语习得中能积极影响学习者动机的一些因素。
This study aims to explore whether there is any relationship between the use of vocabulary learning strategies (VLS) and L2 mental lexicon.
影响心理词汇组织结构的因素有词频、学习者的语言水平以及对具体每一个单词的熟悉程度。
This study aims to explore whether there is any relationship between the use of vocabulary learning strategies (VLS) and L2 mental lexicon.
影响心理词汇组织结构的因素有词频、学习者的语言水平以及对具体每一个单词的熟悉程度。
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