On the translation of the implicit meaning of numeral groups

The organization of discourse Implicit Meaning in Speech Act

话语行为中的弦外之音

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It is indicated that 14.9% of the recognizable words of 21 subjects is productive prior to the explicit vocabulary instruction, and, 61.6% of them is productive after the explicit vocabulary instruction.

测验结果表明，目的性词汇教学前后再认性词汇的能产率分别为14.9%和61.6%。

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As such a point, this paper reviews the theories of input& output and explicit vocabulary instruction in verb collocation, following puts forward the theoretical framework based on a model of second language acquisition by Gass.

鉴于此点，本论文首先回顾了相关于输入输出和明示性词汇教学指导的理论。然后在二语习得的模型上提出了核心的理论框架。

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The results of the investigation present that the students' deficiency in English writing is mainly due to insufficient productive vocabulary, poor organization and lack of explicit classroom instruction and writing practice.

调查结果表明：学生缺少足够的产出性词汇，在篇章结构的组织上存在困难，英语写作课堂教学不足及学生缺少写作练习是造成学生写作能力欠佳的主要原因。

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In audio-lingualism, there is no explicit grammar instruction& everything is simply memorized in form.

教师不必解释文法，学生唯一要做的也仅仅是把语言的形式记忆下来。

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As to grammar teaching, there exist two main representative approaches: explicit grammar instruction and implicit grammar instruction.

在语法教学方法上，一直有两种代表性的观点：显性语法教学和隐性语法教学。

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Restudying the effects of explicit learning instruction

再探外显学习指导语的作用

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The Effects of Explicit Vocabulary Instruction on EFL Writing

目的性词汇教学对英语作文的作用

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In fact, explicit learning instruction accelerated the subjects'mastery of the rules.

事实上，外显指导语促进了被试对规则的掌握。

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Fourth, in the long term, these two instructions show no significant difference on these two target structures. Besides, the majority of the subjects prefer the explicit instruction in drama activity as it is clear about the objective and the rules.

另外，大部分受试在课堂戏剧活动中更倾向于显性教学方式，这样他们可以更清楚地知道授课目标和语法结构的规则。

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The present study investigated the effects of explicit instruction on ILP development and the gender differences in pragmatic acquisition under explicit instruction with the target features being compliments and compliment responses ( CRs) in an EFL context.

本研究以英语称赞语及称赞回应语为载体，研究了在外语环境中显性教导对语际语用能力发展的作用及在显性教导下语用习得的性别差异。

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Ellis says explicit instruction implies that the learners are given a rule which they then practice using, while implicit instruction refers that the learners are required to induce rules from examples given to them.

Ellis指出显性教学是给学习者语法规则，然后加以练习，而隐性教学则指学习者从所给的例子中归纳出语法规则。

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The teaching of interlanguage pragmatic competence can either be explicit instruction by providing metapragmatic information, or implicit instruction by inputting and using target language.

课堂语际语用教学可以是提供元语用信息的显性指导，也可以是通过目标语的输入和使用的隐性指导。

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The present study is a quasi-experimental study aiming to investigate the effects of explicit instruction of complaint strategies on the pragmatic competence development of Guizhou EFL learners.

本项研究是一项语用明示教学的准实验研究，旨在考察抱怨策略的明示教学对英语学习者语用能力发展的影响。

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In terms of CR strategies, explicit instruction was effective in influencing the distribution of CRs at both macro and micro levels of the experimental group.

就称赞回应而言，显性教导有效地影响了实验组宏观回应策略和微观回应策略的分布。

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It has been generally agreed upon in SLA research the effect of explicit instruction and devised tasks in classroom settings ( Long 1983).

在第二语言习得（二语习得）研究领域，普遍认为在课堂语言教学中，显性教学和任务活动对学习者有积极作用（Long1983等）。

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The thesis is focused on the effects of explicit instruction of conceptual metaphor on the development of Chinese university EFL learners' English reading comprehension.

本文主要研究显性概念隐喻教学对英语阅读理解能力的影响。

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By way of Explicit Instruction, the ten College English teachers usually transmit to the students the pragmatic knowledge of Culture and Cooperative Principle.

教师主要通过显性教学来解释文化和合作原则等方面的语用知识。

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The study was set up to investigate the acquisition of requests by learners at different proficiency levels under the condition of explicit instruction.

本研究的焦点在于调查不同英语水平的学习者在显性教导的条件下习得英语请求语的情况。

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This thesis examines the role of explicit instruction in the development of EFL learners' pragmatic competence in college English class.

本文研究了大学英语课堂教学中显性教学在英语学习者语用能力发展中的作用。

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