1) L2 development
二语发展
1.
This study investigates Chinese English majors use of first person subjectpronouns in their argumentative writings by describing the general characteristics of theuse of first person subject pronouns and exploring the changes in the use of first personsubject pronouns along with L2 development.
其中三个年级学生作文中“we”的使用频次随着二语发展阶段的提高而下降，“I”的使用频次则有些波动，其中二年级学生使用单数第一人称代词的频次最高。
2.
Fourth, the effects of corrective feedback on L2 development of more complex morphosyntactic items are yet to be i
本研究以互动假说(Interaction Hypothesis)为理论框架,结合学习者注意(noticing)因素,研究不同类型的纠正性反馈(corrective feedback)对二语发展的作用。
2) L2 pragmatic development
二语语用发展
1.
While inheriting cognitive pragmatic tradition in research,the study of L2 pragmatic development that is based on pragmatic universal may also take advantage of the experiential development of pragmatic study and take as a new approach the d.
"Kasper和Rose的这一设想,不仅为二语语用发展研究提出了新思路,也提出了挑战。
3) L_2 oral ability development
二语口语发展
4) L2 lexical development
二语词汇发展
5) L2 writing development
二语写作发展
补充资料：金属材料发展史(见材料发展史)
金属材料发展史(见材料发展史)
history of metallic material
金属材料发展史historyor metalli。material见材料发展史。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条