When space is reorganized, the implicit meaning re-emerges.

Leech's politeness principle has supplemented Grace's cooperative principle which could not fully explain implicit meaning.

英国语言学家Leech提出礼貌原则补充Grace会话隐涵理论所不能完全解释的话语隐含意义的原因。

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Words carry strong implicit meaning and, as such, play a major role in how we perceive a problem.

语言中包含了强大的隐含意义，因此在如何感知问题上扮演了很大的角色。

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It requires the exploration of the implicit meaning seeing through the surface meaning to understand the double meanings.

双关语往往需要透过表层意思探寻其隐含意义，从而理解其双重含义。

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Can understand a wide range of demanding, longer texts, and recognise implicit meaning.

能了解多智识领域且高难度的长篇文字，认识隐藏其中的深意。

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The theory has great impact on the traditional translation for both the artistic conception and implicit meaning.

这一理论对处理诗歌的艺术概念和隐含意义产生了重大影响。

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The Theory of Conversational Implicature and the Implicit Meaning in Listening Test

会话含义理论与听力测试中的含蓄题

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On the translation of the implicit meaning of numeral groups

英汉数词词组的虚指义及其翻译

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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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