Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本相关字汇加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作用观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本在批判分析常见英语词汇教学方法基础上,从心理语言学角度对英语多词素词教学方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词水平相互作用观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词教学方法基础上,从心理语言学角度对英语多词素词教学方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字汇加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作用的观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词汇教方法的基础上,从心理语的角度对英语多词素词的教方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字汇加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作用的观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词汇教学方法的基础上,从心理语言学的角度对英语多词素词的教学方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字汇加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作用观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词汇教学方法基础上,从心理语言学角度对英语多词素词教学方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字汇加分析，瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作用观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词汇教学方法基础上,从心理语言学角度英语多词素词教学方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字汇加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词汇教学方法基础上,从心理语言学角度对英语多词素词教学方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字汇加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作用的观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词汇教方法的基础上,从心理语的角度对英语多词素词的教方法进行探索。

Coupled with specific phonemic and graphemic features, lexical stress triggers phonetic changes.

本文蒐集相关字汇加以对比分析，以瞭解素与字素与语相关性。

The finding supported the hypothesis of nonindependent lexicons and the interaction between two mental lexica at the lexical level.

研究结果支持双语者两个心理词典在词汇水平相互作用的观点。

The teaching and learning of polymorphemic words is studied from the viewpoint of psychology on the basis of criticizing traditional methods of lexical learning.

本文在批判分析常见英语词汇教学方法的基础上,从心理语言学的角度对英语多词素词的教学方法进行探索。