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1)  restriction of the non-linguistic environment
非语言环境的制约性
1.
From the perspective of the social attribute of language creation,the social conventions of language use and the restriction of the non-linguistic environment,to expound the cultural attributes of foreign language education do.
从语言的社会属性、语用的社会规约性以及非语言环境的制约性的视角论证外语教育的文化性,不仅意味着社会性话语的介入和语言交际原则的彰显,也意味着语言文化论的本真追求和语言习得深层本质的限定。
2)  non-linguistic context
非语言性语境
3)  Environment restraint
环境制约性
4)  the indistinct non-linguistic context
隐约式非语言语境
5)  Language environment
语言环境
1.
Avoiding the negative transfer and creating English language environment
克服母语负向迁移,创设英语语言环境
2.
According to the practice of teaching of listening English,analyzed the main points: The students lack the natural language environment and the students don t used to the English culture background.
作者根据听力教学的实践,分析其主要原因是缺乏自然的语言环境以及对英语中的文化背景不熟悉,并在增强自然语言、培养学生跨文化意识及培养学生英语思考能力等方面提出了解决办法。
3.
The aim of this paper is to discuss the importance of strengthening the teaching of English language environment and stimulating the interest of students′ learning.
论述了加强英语语境教学 ,激发学生学习兴趣的重要性 ,提出英语教学应注重语言环境的创设。
6)  linguistic environment
语言环境
1.
On the basis of behaviorism theory that external linguistic environment plays a key role in second language acquisition, this paper points out the importance of building a positive campus linguistic environment.
以行为主义关于外部的语言环境在第二语言习得中的关键作用理论为依据 ,阐明建设积极的校园语言环境的重要性。
2.
Three aspects are included: combination of grammar and vocabulary teaching, combination of syntactic and semantic structure, combination of grammar and linguistic environment.
该文系统地总结了作者进行对外汉语语法教学的实践经验———从功能出发进行对外汉语语法教学,具体从三个方面入手:一、语法教学和词汇教学相结合;二、句法结构和语义结构相结合;三、语法知识和语言环境相结合。
补充资料:非密度制约因素(见密度制约因素)


非密度制约因素(见密度制约因素)


  l焦非密度制约因素见生态因素、密度制约后
  
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