The suggestopedic approach to foreign language learning provides a good illustration.
暗示教学法在外语学习中的应用提供了很好的例证。
Foreign language learning is a skill training process.
外语学习是一种技能的培训。
That university has a foreign language learning center.
那所大学有一个外语学习中心。
Leaner autonomy is the ultimate aim of foreign language learning.
学习者自主性是外语学习的终极目标。
Motivation is a direct factor to affect foreign language learning.
动机是影响外语学习效果的最直接因素。
It is difficult to manage, especially in foreign language learning.
掌握它有难度，尤其是学习外语方面。
The goal of foreign language learning is to acquire communicative abilities.
学习语言的最终目的是交际。
Fossilization is a common and normal phenomenon in foreign language learning.
语言僵化是外语学习中一种常见的正常现象。
However, little research has directed toward foreign language learning anxiety.
然而，直接针对外语学习焦虑的研究却极为有限。
It emphasized the importance of comprehensible input in foreign language learning.
它强调了可理解的语言输入在外语学习中的重要作用。
Individual learner differences play an important role in foreign language learning.
个体差异在外语学习中起着越来越重要的作用。
I knew it was him from his voice and asked, "How is your foreign language learning?"
我一听是他，便问：“外语学好了吗？”
Anxiety has a great negative influence on new college students' foreign language learning.
外语学习焦虑对大学新生外语学习有着极大的负影响。
Foreign language learning motivation research is just one of the important signs in this turn.
到目前为止许多对动机和外语学习进行了大量的研究。
The center also publishes books on foreign language learning and examinations to study abroad.
我中心图书出版业务以外语学习和留学考试类图书为主。
This dissertation aims at studying subjective context and its enlightening function in foreign language learning.
本论文旨在探讨主观语境和其在外语学习中的启发作用。
Mother tongue's influence on foreign language learning is an unavoidable issue in foreign language teaching theories.
母语对外语学习的影响是外语教学理论不可回避的一个问题。
Reading comprehension is one of the most important skills and one of the ultimate goals in foreign language learning.
阅读理解是外语学习的一项重要技能之一，也是其中的一个最终目标。
Foreign language reading anxiety is a phenomenon related to, but distinct from general foreign language learning anxiety.
外语学习中的阅读焦虑感是与一般的外语学习焦虑感既有联系又相区别的一种特殊的焦虑情绪。
Aspects of pronunciation, vocabulary usage, and grammar may become fixed or fossilized in second or foreign language learning.
方音、词汇用法和语法的各个方面在第二语言或外语学习中会成为固定或僵化。
This paper discusses the affective causes of fossilization in terms of motivation, attitude, anxiety and empathy in foreign language learning.
从外语学习动机、态度、焦虑和移情等方面，探讨过渡语僵化现象的情感成因。
However, many previous researches in foreign language learning anxiety haven't come to any unanimous conclusion toward the effects of language anxiety.
然而，以往的许多有关语言学习焦虑的研究并没有对语言焦虑的作用得出一致的结论。
This is the so-called notion of 'culture of learning', which has deepened and broadened the field of culture research on foreign language learning and teaching.
这就是所谓的‘学习文化’理论。这个理论深化和拓展了外语教学文化研究的领域。
Therefore, the correlational research on rote learning ability and foreign language aptitude is of significance to the field of foreign language learning and teaching.
因此本文所作的关于机械识记能力与语言学能倾向的相关性研究在外语学习与教学领域中有一定的现实意义。
This paper deals with the main contents and characteristics of three foreign language learning modes: The Monitor Model, The Acculturation Model and The Socio-educational Model.
首先论述了三种外语学习模式：监察模式、文化适应模式和社会教育模式的基本内容及特点；
Despite the rich researches on both foreign language learning anxiety and use of cooperative learning, studies concerning the relationship between the two factors are relatively scarce.
尽管有关语言学习焦虑和外语合作学习策略的研究非常丰富，有关于这两个因素相互关系的研究却比较少。
Considering the nature of language and the circumstances of foreign language learning, the study of culture in the foreign language classroom appears to be a matter of greater importance.
考虑到语言的性质以及外语学习的环境，在外语学习中溶入文化研究显得极为重要。
Considering the nature of language and the circumstances of foreign language learning, the study of culture in the foreign language classroom appears to be a matter of greater importance.
考虑到语言的性质以及外语学习的环境，在外语学习中溶入文化研究显得极为重要。
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