| 1. | A new perspective on thinking in the target language
目的语思维模式新探 |
| 2. | On the introduction of cultural elements of target language into college english teaching
论大学英语教学中目的语的文化因素导入 |
| 3. | There exists extensively the phenomenon of vocabulary vacancy between source language and target language
摘要翻译中十分普遍地存在著原语与目的语之间的“词汇空缺”现象。 |
| 4. | The ultimate purpose of foreign language teaching is to make learners master target language and communicate with it
摘要外语教学的最终目的是使学习者掌握目的语并用之进行交流。 |
| 5. | And the process of schema translation involves the decoding of the source language text and the recoding of the target language text
图式翻译的过程包括源语图式解码和目的语图式再编码。 |
| 6. | Tasks are always activities where the target language is used by the learner for a communicative purpose ( goal ) in order to achieve an outcome
任务是学习者为了做成某件事情用目的语进行的有交际目的的活动 |
| 7. | The replacement of textual material in one language ( sl ) by equivalent textual material in another language ( tl )
翻译可作如下界定：用一种语言（目的语）的文本材料对等地再现另一种语言（出发语）的文本材料。 |
| 8. | Due to the discrepancy of language and culture , many culture - bound words exist in source language and target language respectively
摘要由于语言与文化的差异，源语言和目的语分别存在着许许多多的文化局限词。 |
| 9. | Cross - cultural communication may break down due to the speaker ' s misunderstanding and inappropriate application of negation in the target language
在跨文化交际过程中，对目的语中的否定表达的理解与运用不当常常造成交际失误或中断。 |
| 10. | Krashent once said in his input hypothesis that output serves no useful role in sla except possibly as one source of ( self - ) input to the learner
Krashen在“输入假说”理论中指出，没有一定量的目的语的输入，输出难以产生。另一方面。 |
